understand the meaning of information by transforming, interpreting and extrapolating text or illustrative material identify relationships suggest causes for some of these relationships. 3.3 Decision-making processes relate to the key question of geographical inquiry: What is being and Decision-making processes could be done to sustainably manage these impacts? By the conclusion of the course, students should be able to: recognise the environmental, social, economic and political implications of an issue examine alternative proposals, strategies, solutions and plans apply appropriate criteria make a judgment/decision about the alternatives justify this decision. 3.4 Research and communication Geography requires effective skills in These are to be developed Research and communication. throughout the course at an increasing level of complexity and independence. These skills include gathering information from a variety of sources and presenting information in a variety of ways. By the conclusion of the course, students should have developed research and communication skills in: gathering and recording information and primary data from sources and settings designing research plans relevant to the purpose selecting and organising information referencing and acknowledging sources of information using current conventions establishing the currency, validity and reliability of information communicating and presenting information in a variety of ways devising an appropriate format when presenting research findings demonstrating use of clear written expression and language conventions using maps, diagrams and statistics appropriately. 3.5 Affective objectives By the conclusion of the course, students should have developed: an attitude of concern for the quality of environments, the condition of life and the biosphere as a life support system a willingness to relate to the environment and to participate in actions that ensure a sustainable future a willingness to challenge existing attitudes and values in environmental, social, cultural and economic issues the ability to clarify and develop personal values in relation to environmental, social and cultural questions, issues and problems an interest in learning as a lifelong process.
understand the meaning of information by transforming, interpreting and extrapolating text or illustrative material identify relationships suggest causes for some of these relationships. 3.3 Decision-making processes Decision-making processes relate to the key question of geographical inquiry: What is being and could be done to sustainably manage these impacts? By the conclusion of the course, students should be able to: recognise the environmental, social, economic and political implications of an issue examine alternative proposals, strategies, solutions and plans apply appropriate criteria make a judgment/decision about the alternatives justify this decision. 3.4 Research and communication Geography requires effective skills in Research and communication. These are to be developed throughout the course at an increasing level of complexity and independence. These skills include gathering information from a variety of sources and presenting information in a variety of ways. By the conclusion of the course, students should have developed research and communication skills in: gathering and recording information and primary data from sources and settings designing research plans relevant to the purpose selecting and organising information referencing and acknowledging sources of information using current conventions establishing the currency, validity and reliability of information communicating and presenting information in a variety of ways devising an appropriate format when presenting research findings demonstrating use of clear written expression and language conventions using maps, diagrams and statistics appropriately. 3.5 Affective objectives By the conclusion of the course, students should have developed: an attitude of concern for the quality of environments, the condition of life and the biosphere as a life support system a willingness to relate to the environment and to participate in actions that ensure a sustainable future a willingness to challenge existing attitudes and values in environmental, social, cultural and economic issues the ability to clarify and develop personal values in relation to environmental, social and cultural questions, issues and problems an interest in learning as a lifelong process.
snr_geography_07_syll.docx