Educators' Guide for Pedagogy and Assessment
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Learning Area: Humanities
Geography > LEVEL 10
Learning Area Outcome: I can think critically about the development of physical and human processes and their interrelationship, in space and time, in order to suggest solutions to local and global issues.
Subject Focus: Natural and Human Environment through the Use of Scientific Method and Qualitative and Quantitative Research.
1] I can show and apply facts, processes and terminology of a wide range of physical features of places, environments and issues, on different scales.
COMMUNICATING FOR DIVERSITY
2] I can explain, analyse, create and interpret a wide range of physical and human processes and patterns, to investigate the interaction within and between these processes using different sources.
LEARNING TO KNOW
3] I can explain how global air circulation gives rise to different climatic zones, in particular mid-latitude depressions and the weather sequence associated with them.
4] I can describe in detail how natural cycles work and how processes shape topography and create new landforms.
COGNITIVE LEARNING
5] I can account for different population increase or decrease in different parts of the world and refer to case studies of population control policy and population rise policy.
SOCIAL CHANGE
6] I am confident to work with demographic processes such as population distribution (spatial patterns) and density, population explosion, birth rates and mortality rates and models such as the Demographic Transition Model.
7] I can apply my studies to explain relationships and interactions between different people and the exploitation of the environment.
LEARNING TO NOW
8] I can explain and discuss the impact of how trading blocs operate in general and how different economic models promote social justice and equity.
9] I can question established policies and suggest alternatives.
LEARNING TO LIVE TOGETHER
10] I can interrelate patterns of social and physical processes or phenomena, on different scales
11] I can work independently to plan my own investigations and fieldwork activities.
PERSONAL LEARNING
12] I can communicate findings, information and ideas in a consistent way using extended geographical terminology.
SOCIAL LEARNING
COMMUNICATING FOR DIVERSITY2] I can explain, analyse, create and interpret a wide range of physical and human processes and patterns, to investigate the interaction within and between these processes using different sources.
LEARNING TO KNOW3] I can explain how global air circulation gives rise to different climatic zones, in particular mid-latitude depressions and the weather sequence associated with them.
4] I can describe in detail how natural cycles work and how processes shape topography and create new landforms.
COGNITIVE LEARNING5] I can account for different population increase or decrease in different parts of the world and refer to case studies of population control policy and population rise policy.
SOCIAL CHANGE6] I am confident to work with demographic processes such as population distribution (spatial patterns) and density, population explosion, birth rates and mortality rates and models such as the Demographic Transition Model.
7] I can apply my studies to explain relationships and interactions between different people and the exploitation of the environment.
LEARNING TO NOW 8] I can explain and discuss the impact of how trading blocs operate in general and how different economic models promote social justice and equity.
9] I can question established policies and suggest alternatives.
LEARNING TO LIVE TOGETHER10] I can interrelate patterns of social and physical processes or phenomena, on different scales
11] I can work independently to plan my own investigations and fieldwork activities.
PERSONAL LEARNING12] I can communicate findings, information and ideas in a consistent way using extended geographical terminology.
SOCIAL LEARNINGSubject Focus: Geography (General)
1] I can explore the causes of different types of natural disasters such as hurricanes, flooding, flash floods, tsunami, wildfires, sandstorms, desertification. avalanches and blizzards;l
2] I can collect, record and analyse weather data of the micro-climate of a particular place.
3] I can observe and give my personal comments on how human intervention accelerates and/or slows down erosion along the coasts at a local level.
4] I can describe how various factors influence the main type of farming practiced in different regions of the world.
5] I can discuss the issues related to food sustainability.
6] I can research the global water crisis as a source of cooperation or conflict between communities and/or countries.
7] I can research case studies to explore the advantages and disadvantages of geothermal and/or hydroelectric power.
8] I can organise an activity at school level to promote awareness of actions that can be taken by individuals to reduce global warming or ozone depletion.
9] I can describe how one particular seismic prone city is preparing how to mitigate the effects of an earthquake and/or volcanic eruption.
10] I can describe how the inter-relationship between different factors influences the climate of a region.
11] I can use a synoptic chart to write a simple weather report and forecast for areas influenced by high and low pressure systems.
12] I can suggest ways how one specialised habitat type found in the Maltese Islands can be conserved.
13] I can explain how waste can be reused as a valuable resource by referring to a case study from around the world.
2] I can collect, record and analyse weather data of the micro-climate of a particular place.
3] I can observe and give my personal comments on how human intervention accelerates and/or slows down erosion along the coasts at a local level.
4] I can describe how various factors influence the main type of farming practiced in different regions of the world.
5] I can discuss the issues related to food sustainability.
6] I can research the global water crisis as a source of cooperation or conflict between communities and/or countries.
7] I can research case studies to explore the advantages and disadvantages of geothermal and/or hydroelectric power.
8] I can organise an activity at school level to promote awareness of actions that can be taken by individuals to reduce global warming or ozone depletion.
9] I can describe how one particular seismic prone city is preparing how to mitigate the effects of an earthquake and/or volcanic eruption.
10] I can describe how the inter-relationship between different factors influences the climate of a region.
11] I can use a synoptic chart to write a simple weather report and forecast for areas influenced by high and low pressure systems.
12] I can suggest ways how one specialised habitat type found in the Maltese Islands can be conserved.
13] I can explain how waste can be reused as a valuable resource by referring to a case study from around the world.
