Educators' Guide for Pedagogy and Assessment
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Learning Area: Humanities
Geography > LEVEL 9
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 describe the connection between the Earth’s revolution and the seasons.
2] I can explain the factors that influence temperature differences at a local, regional and global scale by referring to various specific examples.
3] I can use various sources to explore the vegetation adaptations to the climatic characteristics of a region, by studying the Mediterranean region and two other major biomes.
4] I can describe how an ecosystem works by referring to some examples.
5] I can describe the glacial processes that have shaped the landscape of the northern regions of the world, by referring to particular locations.
6] I can explain the causes and effects of two examples of major environmental hazards such as deforestation and soil erosion, by referring to particular locations.
7] I can provide examples to show the globalisation of industry, trade and their impact on society and the environment on a local and global scale.
8] I can explain how trading blocs operate in general.
9] I can use statistical, graphical and cartographic sources to compare economic and social development in different world regions.
10] I can synthesise different arguments in order to reach an opinion regarding current geographical issues.
11] I can use primary and secondary sources of evidence such as statistical data, newspaper extracts and brochures, independently, to find out about geographical global trends and their worldwide impact.
PERSONAL LEARNING
12] I can use fieldwork skills to investigate, analyse in depth and report on a geographical issue in a particular place.
13] I can present my findings graphically using a range of techniques such as sketch maps and graphs; and in writing by using ICT.
SOCIAL LEARNING
14] I can reach and communicate conclusions that are consistent with the evidence.
SOCIAL LEARNING
2] I can explain the factors that influence temperature differences at a local, regional and global scale by referring to various specific examples.
3] I can use various sources to explore the vegetation adaptations to the climatic characteristics of a region, by studying the Mediterranean region and two other major biomes.
4] I can describe how an ecosystem works by referring to some examples.
5] I can describe the glacial processes that have shaped the landscape of the northern regions of the world, by referring to particular locations.
6] I can explain the causes and effects of two examples of major environmental hazards such as deforestation and soil erosion, by referring to particular locations.
7] I can provide examples to show the globalisation of industry, trade and their impact on society and the environment on a local and global scale.
8] I can explain how trading blocs operate in general.
9] I can use statistical, graphical and cartographic sources to compare economic and social development in different world regions.
10] I can synthesise different arguments in order to reach an opinion regarding current geographical issues.
11] I can use primary and secondary sources of evidence such as statistical data, newspaper extracts and brochures, independently, to find out about geographical global trends and their worldwide impact.
PERSONAL LEARNING12] I can use fieldwork skills to investigate, analyse in depth and report on a geographical issue in a particular place.
13] I can present my findings graphically using a range of techniques such as sketch maps and graphs; and in writing by using ICT.
SOCIAL LEARNING14] I can reach and communicate conclusions that are consistent with the evidence.
SOCIAL LEARNINGSubject Focus: Geography (General)
1] I can use aerial photos, maps, the internet, interactive maps and software to locate various key physical and human features of Malta, the Mediterranean, Europe and the wider world.
2] I can distinguish between weather and climate.
3] I can explain how latitude, distance from the sea, prevailing winds and altitude influence temperature.
4] I can describe how the vertical movement of air in high and low pressure areas influences the weather.
5] I can use different sources to locate and identify four major biomes, including the Mediterranean biome.
6 I can describe the process of the three types of rainfall with the help of diagrams and give examples of places where each type of rainfall is common.
7] I can compare and contrast the climate and vegetation of the Mediterranean region with those of another major biome.
8] I can interpret a climate graph of the Mediterranean biome and that of another major biome.
9] I can describe the main characteristics of the four main types of terrestrial habitats in the Maltese Islands, namely woodland, maquis, garrigue and steppe.
10] I can use different sources to research the main characteristics of one specialised habitat type in the Maltese Islands, choosing from saline marshlands, sand dunes, valley watercourses and cliffs and boulder habitats.
11] I can describe the main causes of loss of biodiversity in the Maltese Islands, such as urban sprawl, unsustainable hunting and fishing, importation of alien plants and animal species, illegal dumping of waste and construction and excessive use of pesticides and fertilisers.
12] I can research how a local and international NGO have tackled an important environmental issue.
13] I can prioritise and give reasons for different strategies of waste management (such as reduction, reuse, recycling, landfilling, incineration and energy recovery).
2] I can distinguish between weather and climate.
3] I can explain how latitude, distance from the sea, prevailing winds and altitude influence temperature.
4] I can describe how the vertical movement of air in high and low pressure areas influences the weather.
5] I can use different sources to locate and identify four major biomes, including the Mediterranean biome.
6 I can describe the process of the three types of rainfall with the help of diagrams and give examples of places where each type of rainfall is common.
7] I can compare and contrast the climate and vegetation of the Mediterranean region with those of another major biome.
8] I can interpret a climate graph of the Mediterranean biome and that of another major biome.
9] I can describe the main characteristics of the four main types of terrestrial habitats in the Maltese Islands, namely woodland, maquis, garrigue and steppe.
10] I can use different sources to research the main characteristics of one specialised habitat type in the Maltese Islands, choosing from saline marshlands, sand dunes, valley watercourses and cliffs and boulder habitats.
11] I can describe the main causes of loss of biodiversity in the Maltese Islands, such as urban sprawl, unsustainable hunting and fishing, importation of alien plants and animal species, illegal dumping of waste and construction and excessive use of pesticides and fertilisers.
12] I can research how a local and international NGO have tackled an important environmental issue.
13] I can prioritise and give reasons for different strategies of waste management (such as reduction, reuse, recycling, landfilling, incineration and energy recovery).
