EN | MT  

Educators' Guide for Pedagogy and Assessment

Click the icon below to download the Educators' Guide for Pedagogy and Assessment

Learning Area: Humanities

Geography > LEVEL 8

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 rotation and time.
2] I can use a weather station to investigate the micro climate within the school premises.
3] I can construct and interpret climate graphs of different regions around the world.
4] I can recognise the main features of low and high pressure areas on simple weather charts and satellite images and describe the general weather conditions associated with them.
5] I can report about the effects of a tropical storm on people and the environment, through a case study.
6] I can describe the formation of the three main types of rock and the processes of their weathering, with an emphasis on karstic (limestone) landscape.
7] I can identify and explain the formation of coastal and river landforms as a result of weathering, erosion, transportation and deposition.
8] I can research a case-study to identify human activities and management practices along a river valley and a stretch of coast.
9] I can compare case studies from a developed and a developing country to explain the causes, effects and different, flood control methods.
10] I can carry out a soil investigation to explore the soil properties and rate of infiltration in different soils.
11] I can draw and label a basic soil profile.
12] I can describe the physical processes and resulting landforms related to plate tectonics. 
13] I can research a case-study on an area prone to earthquakes or volcanic activity.
14] I can use essential map reading skills in the interpretation of topographical maps including the six-figure grid reference, contours, measurement of distances and area. 
15] I can recognise coastal and drainage basin landforms on OS maps, photographs, satellite imagery and other graphic and digital material e.g. Google Earth, GIS.
16] I can distinguish different settlement types and patterns.
17] I can use latitudes and longitudes to locate places on a map or globe.
18] I can use various sources to account for the global population distribution and density.
19] I can account for the world's rising population and refer to case studies of population control policies.
20] I can represent the population structure through the use of population pyramids.
21] I can report and comment on current migration patterns to evaluate their causes and effects.
22] I can research a case-study of a particular receiving country to evaluate the positive measures taken to integrate the migrants.
23] I can use urban land use models to explain the development of the main urban zones.
24] I can investigate the causes of rapid urban growth and its effects on society and the environment in the least and most economically developed countries, by referring to case studies.
25] I can explain the development of one example of each of the three economic sectors and assess its impact within its locality and beyond. 
26] I can investigate the benefits and problems of using renewable and non-renewable energy resources, with an emphasis on the EU context.
27] I can carry out a fieldwork exercise to study and report on a physical and human geographical issue in a particular locality.
28] I can report and comment on current events to show my understanding of geographical interactions in the real world. 
29] I can present and communicate my findings, information and ideas using appropriate terminology with the help of maps, visual images and a range of graphical techniques and ICT.

Subject 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 discuss the importance of the sea as a natural resource.
3] I can distinguish between the processes of erosion, transportation and deposition on the coast..
4] I can recognize  coastal erosional  landforms on maps and photos.
5] I can explain and label simple diagrams showing how headlands and bays form along coastlines.
6] I can explain and label simple diagrams showing how headland erosion may lead to the formation of caves, arches, stacks and stumps.
7] I can explain and label simple diagrams showing the formation of wave-cut notches and platform to show cliff recession.
8] I can give a brief description of how a fish farm operates.
9] I can explain the positive and negative impacts of fish farming on the environment and the fishing industry in the Maltese Islands.
10] I can research an event of sea water pollution at a global scale and the attempts made to dimish its impact..
11] I can distinguish between the three main types of farming (arable, pastoral and mixed)..
12] I can list the benefits of drip and sprinkler irrigation, artificial fertilisers and pesticides, rubble walls and greenhouses for farming.
13] I can describe the negative impact of artificial fertilisers and pesticides on the local environment.
14] I can  define and describe the main characteristics of organic farming.
15] I can state the  advantages and disadvantages of organic farming.
16] I can explain why soil is a vital and vulnerable renewable resource.
17] I can describe the composition of soil including  weathered parent rock, water, air, living organisms and decaying organic matter.
18] I can recognise and describe the colour, parent material and permeability of the three types of soil found in the Maltese Islands, namely Terra Rossa soil, Xerorendzina soil and Carbonate Raw soil.
19] I can describe physical causes of soil erosion, namely strong wind, heavy rain and slope gradient.
20] I can explain how some human activities, including  overgrazing, up and down ploughing, deforestation, monoculture, collapsed rubble walls, intensive cultivation and urban sprawl can lead to soil erosion.
21] I can explain some soil conservation measures at a local and a global scale, including maintenance of rubble walls, crop rotation, controlled grazing, contour ploughing, afforestation and terraced fields.
22] I can give physical and human reasons for water scarcity in the Maltese Islands.
23] I can identify the sources of freshwater  in the Maltese Islands, namely by extracting water from the aquifers and by desalinating seawater.
24] I can label a diagram and describe the formation of the two aquifers in  the Maltese Islands namely the perched aquifer and the sea level aquifer.
25] I can briefly describe how extraction of groundwater from illegal boreholes and excessive use of nitrates and pesticides can degrade the aquifers..
26] I can briefly describe the benefits of wastewater treatment in Sewage Treatment plants namely  to improve  the quality of sea water, reduce over-extraction from the aquifer and reuse of water for irrigation.
27] I can identify natural  and human causes which lead to flooding by referring to examples from the Maltese Islands and across the world.
28] I can describe different effects of flooding by referring to examples from the Maltese Islands and across the world.
29] I can describe a project /scheme being implemented to lessen the impact of flash floods in the Maltese Islands.
30] I can describe some flood control measures used in different parts of the world.
31] I can discuss the advantages and disadvantages of the different sources of energy presently used in the Maltese Islands.
32] I can use different sources, such as statistics, graphs or newspaper extracts, to compare the present state of Malta’s energy mix in relation to the current targets set by the EU.
33] I can compare Malta’s carbon emissions with that of other EU countries.
34] I can explain how the greenhouse effect works as a natural process of the atmosphere.
35] I can analyse the causes and effects of global warming with reference to the Maltese Islands and other examples from across the world.
36] I can list measures that can be taken by individuals, natural governments and the global community to reduce global warming.
37] I can identify the causes and effects of ozone depletion and mentiont some measures to reduce ozone depletion.
38] I can list some measures how people can protect themselves from harmful UV rays.
39] I can differentiate between global warming and ozone depletion.
40] I can describe how convection currents cause earthquakes and volcanoes at the four different plate boundaries.
41] I can research  the causes and damaging effects of a volcanic eruption by referring to a case study from across the world.
42] I can appraise the economic benefits of volcanic activity in a particular country.
43] I can research the causes and effects of an earthquake by referring to a case study from around the world.
44] I can briefly describe  how sedimentary, igneous and metamorphic rocks are formed.
45] I can name examples of sedimentary, igneous and metamorphic rocks.
46] I can explain the economic value and the negative impact of quarrying on the Maltese environment.
47] I can list some measures that can be taken to ensure sustainability of the Maltese building stone and thence of the quarrying and construction industries.
48] I can describe ways of restoring and rehabilitating disused quarries by referring to some examples.

Submit your feedback here