Our World - Junior Cycle Geography

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JUNIOR CYCLE GEOGRAPHY

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A new and exciting package for JUNIOR CYCLE GEOGRAPHY Junior Cycle Geography

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BN 978-1-80230-235-6

NESSA DAVEY // KATE MC CARTHY

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JUNIOR CY CLE GEOGRAPHY

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NESSA DAVEY

KATE MC CART HY

781802 302356

10/02/2026 11:40

The Educational Company of Ireland

2026

Please contact your Local Edco Representative for further information or to request a sample copy, or Ph: 01-4500611, Email: info@edco.ie, Website: www.edcolearning.ie

THE ONLY

Book on market witthe Map Chang h the e New Legen s and d fo Exam 2028 r JUNIOR CYCLE GEOGRAPHY

Our World is a new and exciting three-year package, written specifically to cover the full specification of the new Junior Cycle Geography course. Written by subject experts, Nessa Davey and Kate McCarthy, with a combined wealth of experience of over 30 years, Our World is designed with the students at the forefront of the learning experience and encourages them to become active learners. git al reso

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Learning Outcomes:

The new Our World package includes:

1.9

2.2

2.6

2.1

2.4

Types of energy There are two types of energy, non-renewable and renewable.

Non-renewable energy is finite; it will eventually run out.

Non-renewable energy sources are exploited from the Earth, are being depleted at a fast rate by humans and will eventually be used up (resource depletion).

ENERGY

A Student Textbook Free Student eBook A Student Skills Book A Teacher’s Resource Book Free Digital Resources

Renewable energy is infinite; it will not run out. This energy is constantly being replenished by the Earth’s natural processes.

Renewable energies are referred to as green energies because using them is less damaging to the environment.

> Non-renewable energy

You should be able to:

> Finite

• distinguish between non-renewable and renewable resources • describe different types of energy sources

• evaluate the environmental, economic and social consequences of the exploitation of energy sources • outline the positive and negative effects of using renewable resources • list ways to reduce energy consumption • describe the causes and effects of acid rain.

> Exploited > Resource depletion > Renewable energy > Infinite > Green energies > Fossil fuel > Opencast mining

Humans use the Earth’s natural resources to provide energy.

Energy is used to make electricity, heat homes, drive cars and many of our other day-to-day activities.

> Greenhouse gas > Raised bogs > Blanket bogs > Carbon sinks

Action Point!

> Biodiversity

Starter activity 1 Make a list of the ways you have used energy today. Share your answers with the class.

> Crude oil > Radioactive

STUDENT TEXTBOOK

Solar

Coal

Oil

Nuclear

Hydroelectric

Geothermal

Gas

Biomass

Peat

Figure 4.1. Examples of different energy

Action Point!

sources

Starter activity 2 Use the images above to list which energy

sources are renewable and which are

Non-renewable energy Sources

Coal

Formed: Coal is a fossil fuel that is formed from the decomposition of plants deep underground over a long period of time.

Exploited: Coal is mined underground or from shallow opencast mines.

Underground coal deposits are accessed and extracted through a long tunnel called a shaft. Coal deposits that are close to the surface are extracted by removing surface soil and rock and creating an open pit.

non-renewable.

Definition Opencast mining:

Extracting a resource on the Earth’s surface by removing the soil or rock covering it.

> Acid rain > Smog

Strand 2 | Exploring How We Interact

Wind

Exploited: Taking the Earth’s resources.

Key Words

LEARNIN G INTENTI ONS

212

Definition Green energies: Renewable and sustainable sources of energy.

Figure 4.2. Underground coal mine

with the Physical World

 Easy-to-use textbook with clear and concise and engaging layout – removing

heavy-duty scheming for the year and planning on a daily basis  Includes a mix of teaching strategies to keep students engaged and interested  Learning intentions are clearly addressed at the start of every chapter. It is very clear to students before they begin a chapter what is being covered and what they are expected to know by the end of the chapter  Each chapter includes action points – an opportunity for active learning to take place in the classroom  Formative assessment is included at the end of each chapter  Each chapter has a worked example of a past SEC paper with a marking scheme and tips on how to maximise their marks  Contains a wide range of the most up-to-date exam questions  Features relevant case studies and examples, connecting theoretical knowledge to real-world scenarios, which helps students appreciate the practical implications of geographical concepts

Energy | Chapter 14

213

A new and exciting package for Junior Cycle Geography

 Includes NEW 1:50,000 Tailte Éireann (TÉ) maps with the newly designed legend and redesigned symbols for 2028 exam

 High-quality maps, diagrams, and images enhance understanding and retention of complex information, making the material visually appealing and accessible  Chapters include a variety of engaging activities, such as group discussions, individual reflections, and research assignments, promoting active learning and collaboration.

What is development?

We live in unequal world in which countries can be classified as developed or developing.

Development refers to how developed a country is in relation to a number of factors including wealth and standard of living. Previously, countries were considered developed or developing according to how rich or poor they were, and other factors were largely ignored. However, today we have a more appropriate method of determining how developed a country is; this method considers both economic factors (such as wealth) as well as social factors (such as health and education levels) in a country.

Action Point!

The world is unequal In pairs, analyse Figures 1 to 6 and compile

a list of at least six inequalities in the world.

Classify these inequalities into three categories: physical issues, social issues and environmenta l issues. It is possible that some of your observations may fall under more than one category.

3.7

3.8

2.8

DEVELOPMENT

 Map section (with physical and political maps of Ireland, Europe and the World) is included at the back of the book.  Includes relevant information to help students to develop and prepare for their CBAs

Learning Outcomes:

Figure 24.1. Hunger in Somalia is forcing hundreds of thousands of people from their homes

Figure 24.2. A tank in Ukraine during the

war with Russia

Key Words

LEARNIN G INTENT IONS

Figure 24.3. During COP26, women in developing countries will miss out on 2.5 million working days due to lack of basic water services

Figure 24.5. A water pump provided

by UNICEF in Pakistan 430

Strand 3 | Exploring People, Place

Figure 24.4. Ireland may need 62 000 new homes per year to meet demand

Figure 24.6. Lack of education and health facilities has made responding to Covid-19 difficult in Uganda

You should be able to: • describe how the world can be split into the rich north and the poor south • define development • explain the factors that cause unequal development across the globe • categorise development indicators into social and economic • analyse figures from the Human Development Index • discuss how Fairtrade works and link Fairtrade to the SDGs • categorise the SDGs according to their importance and relevance to Ireland • distinguish between different types of development assistance • compare the life chances of a young person in Ethiopia and Ireland.

> Brandt line > GNI (Gross

National Income)

> Development indicator

> Development

assistance/ Development aid

> Bilateral aid > Multilateral aid

> Human

> Short-term aid

> Developed

> Long-term aid

Development Index (HDI)

country

> Unfair trading > Colonise > Malnutrition > Developing country

> Emergency aid > Sustainable aid > Charity aid > Tied aid > Irrigation > Unemployment rate

and Change

A STUDENT SKILLS BOOK Our World Skills Book comes FREE with the textbook and reinforces and complements the textbook.

It includes:  Carefully graded questions to promote the analysis of data and visual sources  Word puzzles to reinforce key words and concepts in an enjoyable way  Classroom-Based Assessment idea prompts provided for each chapter

The Educational Company of Ireland

Population | Chapter 21

429

3.9

TEACHER’S RESOURCE BOOK git al reso

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Our World Teacher’s Resource Book fully meets a teacher’s needs to successfully teach the Junior Cycle Geography course. It contains: wer

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 Units of learning  A range of extension exercises for each chapter suitable for multiple abilities  Christmas and summer tests for each year group with solutions TEACHERS RESOURCE BO OK  Diverse Teaching Methodologies - A variety of teaching approaches, including Think, Pair, Share, Four Corners, and Walking Debates, cater to different learning styles and promote active student engagement.  Flexible Unit Planning - Units of learning for each year can be easily adapted for online formats, providing flexibility in lesson delivery and accommodating diverse classroom environments.  Innovative Assessment Tools - Features like exit tickets, traffic light cards, and chapter tests with solutions enable teachers to monitor student understanding and provide timely feedback.  Support for Classroom-Based Assessments (CBAs) - Comprehensive guidance on approaching CBAs, including ideas for CBA 1 and CBA 2, equips teachers with the tools needed to support student projects effectively.  Supplementary Activities and Resources - A range of supplementary activities, such as model-making and video clips, enriches the curriculum and enhances students’ practical understanding of geographical concepts.  NEW Map Reading Skills Teaching Resources for the teachers and students  Effective Revision Techniques - The book includes various revision strategies, retrieval practices, and planning templates to help students prepare for state exams and reinforce their learning.  Digital Integration - Links to digital resources, including online tests, video lessons, and useful websites, facilitate modern teaching practices and enhance student learning experiences.  Focus on Reflection and Growth - Tools for student reflection, such as chapter reflection templates and mind maps, encourage self-assessment and foster a growth mindset among learners

Digital Resources Teachers and students can access the Our World interactive e-book at www.edcolearning.ie, plus a bank of free digital resources, including: ›

Templates for active learning

›

End of chapter quizzes with solutions

›

Editable PowerPoint presentations

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Links to engaging videos and useful websites

ABOUT THE AUTHORS Nessa Davey has been a dedicated educator at Firhouse Community College Dublin for 23 years, teaching Junior Cycle and Leaving Certificate Geography.

As a Geography Subject Coordinator, she has played a pivotal role in keeping Geography alive in classrooms. She also holds a leadership role as Assistant Principal AP1: Year Head.

She also lectures geography methodologies to PME students in Hibernia College.

Kate McCarthy brings a decade of experience teaching Junior Cycle and Leaving Certificate Geography in Dublin, complemented by her expertise in educating teachers. She has previously lectured Geography Methodologies to PME students in UCD and served as a school placement supervisor for PME students at both UCD and Hibernia College.

The Educational Company of Ireland

2026

Please contact your Local Edco Representative for further information or to request a sample copy, or Ph: 01-4500611, Email: info@edco.ie, Website: www.edcolearning.ie