Geography Skills Booklet Pdf
Yufei Labbe
With home learning, there has also been increasing concerns regarding isolation, lack of interaction and lack of teacher explanation and talk. In order to combat these concerns a large number of the tasks included in the booklets direct students to existing YouTube videos, which offer content, use of subject specific vocabulary and links to wider geographical skills. Pupils can access the links to each YouTube video directly through the pages in the booklets where it indicates CLICK HERE. Therefore allowing students increased access to subject specialist knowledge.
When setting the work I have been mindful about how they complete the tasks as some of my students lack access to IT and printing facilities or are experiencing infrequent access to IT. Therefore I decided to send them the complete booklet from the beginning, but asked them to follow the instructions provided as each lesson will ask them to complete a certain task/section of the booklet rather than the entire booklet which would take much more than 1 hour!
First of all, considering the abstract natural of this particular topic, students have produced some amazing work (see below). Some have decided to print the booklet pages, others are completing the tasks in their exercise books.
The Department of Basic Education has pleasure in releasing subject exemplar booklets for School Based Assessment (SBA) to assist and guide teachers with the setting and development of standardised SBA tasks and assessment tools. The SBA booklets have been written by teams of subject specialists to assist teachers to adapt teaching and learning methods to improve learner performance and the quality and management of SBA.
School Based Assessment forms an integral part of teaching and learning, its value as a yardstick of effective quality learning and teaching is firmly recognised. Through assessment, the needs of the learner are not only diagnosed for remediation, but it also assists to improve the quality of teaching and learning. The information provided through quality assessment is therefore valuable for teacher planning as part of improving learning outcomes.
Assessment tasks should be designed with care to cover the prescribed content and skills of the subject as well as include the correct range of cognitive demand and levels of difficulty. For fair assessment practice, the teacher must ensure that the learner understands the content and has been exposed to extensive informal assessment opportunities before doing a formal assessment activity.
The exemplar tasks contained in these booklets, developed to the best standard in the subject, are aimed to illustrate best practices in terms of setting formal and informal assessment. Teachers are encouraged to use the exemplar tasks as models to set their own formal and informal assessment activities.
The Geographical applications unit is designed to be synoptic in that students will be required to draw together knowledge, understanding and skills from the full course of study. It is an opportunity for students to show their breadth of understanding and an evaluative appreciation of the interrelationships between different aspects of geographical study.
This section contributes a critical thinking and problem-solving element to the assessment structure. The assessment will provide students with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue(s) derived from the specification using secondary sources.
The issue(s) will arise from any aspect of the compulsory sections of the subject content but may extend beyond it through the use of resources in relation to specific unseen contexts. Students develop knowledge and understanding of physical geography themes in unit 3.1 and human geography themes in unit 3.2. This section is synoptic and the assessment will require students to use their learning of more than one of the themes in units 3.1 and 3.2 so that they can analyse a geographical issue at a range of scales, consider and select a possible option in relation to the issue(s) and justify their decision.
A resource booklet will be available twelve weeks before the date of the exam so that students have the opportunity to work through the resources, enabling them to become familiar with the material. Students will not be allowed to take the original resource booklet into the examination room but will be issued with a clean copy in the exam. Sources could include maps at different scales, diagrams, graphs, statistics, photographs, satellite images, sketches, extracts from published materials, and quotes from different interest groups.
Assessment will consist of a series of questions related to a contemporary geographical issue(s), leading to a more extended piece of writing which will involve an evaluative judgement. Students will apply knowledge and understanding to interpret, analyse and evaluate the information and issue(s) in the pre-release resources booklet and the question paper. They will also use geographical skills to set the issue(s) in context and to examine conflicting viewpoints about the issue(s).
Students will develop a critical perspective on the issue(s) studied, consider the points of view of the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the alternatives.
The exam will also require students to consider physical and human interrelationships and to make reasoned justifications for proposed solutions in terms of their likely impact on both people and the physical environment.
Students need to undertake two geographical enquiries, each of which must include the use of primary data, collected as part of a fieldwork exercise. There should be a clear link between the subject content and geographical enquiries, and the enquiries can be based on any part of the content addressed in units 3.1 and 3.2.
The two enquiries must be carried out in contrasting environments and show an understanding of both physical and human geography. In at least one of the enquiries students are expected to show an understanding about the interaction between physical and human geography.
Fieldwork is an essential aspect of geography. It ensures that students are given the opportunity to consolidate and extend their geographical understanding by relating learning to real experiences of the world.
The statement must record the date, location, numbers of students participating, the main issues/questions investigated and the part of the specification content to which the fieldwork is linked. The statement must be signed by the Head of Centre.
Information about working in or operating early childhood education services including outside school hours care. Plus, information for parents including how to choose a service and supporting your child for their transition to school.
The geography K-10 syllabus requires all students to use geographical tools integrated throughout the geographical inquiry process. The geographical tools continuum provides examples of tools students may use in each stage of learning. This booklet provides examples of each of the geographical tools.
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The use of language is an integral part of learning geography and good literacy skills are important to enable geographical understanding. It is through language that students understand geographical concepts, develop their geographical thinking and communicate geographical ideas. Language enables students to reflect, revise and evaluate geographical thinking.
Students need a wide ranging vocabulary, including a knowledge of geographical terms, to cope with the cognitive demands of the subject. Social constructivist theories of learning suggest that children learn best in social situations, where their use of language is central in the process of acquiring new concepts.
Reading the printed word, whether on paper or on-line, enables students to access geographical information and undertake enquiries. Writing lucidly can help them to order their thinking and develop reasoned arguments. Talking confidently and listening to others helps them to engage with ideas and make connections between different elements of geographical study.
Literacy skills are essential in any modern, communications-led society, but there are still too many adults and children who are functionally illiterate. Students who face literacy problems will find it difficult to access the geography curriculum, so geography teachers need to support them to improve their literacy skills in parallel with developing geographical understanding.
More recently the Education Endowment Foundation made recommendations for practical ways to improve literacy in secondary schools. You should consider how you can follow these when you teach geography lessons.
They must teach students not only how to think geographically, but also how to communicate like geographers using specific language, geographical terms, words and texts. Geographical literacy is developed from the regular use of language, particularly through posing and answering questions.
Students learn to apply their disciplinary literacy to interpret and evaluate geographical evidence presented in printed and online materials in a wide variety of reports, articles, advertisements, letters, etc.
They learn to write in different ways: composing factual accounts; reporting their investigations; presenting an argument; and analysing viewpoints. Their literacy skills are reinforced through discussion and from listening to ways in which teachers and the media present and explain geographical knowledge.
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