Identify curriculum Content descriptions to be taught General capabilities and crosscurriculum priorities Geographical Knowledge and Understanding Geographical Inquiry and Skills Observing, questioning and planning The application of the General capabilities and The perceptions people have of , and how this cross-curriculum priroities in this unit may influences their connections to different places Develop geographically significant questions include: and plan an inquiry that identifies and applies The way transportation and information and Literacy appropriate geographical methodologies and communication technologies are used to concepts connect people to services, information and Use geographical terminology to develop people in other places Collecting, recording, evaluating and explanations about spatial distributions in representing maps. The ways that places and people are interconnected with other places through trade Numeracy Collect, select, record and organise relevant in goods and services, at all scales geographical and information, using , from a Display data in a table to compare global range of appropriate primary and The effects of the production and consumption transport routes of selected countries. of goods on places and environments Evaluate sources for their reliability, bias and ICT capability throughout the world and including a country usefulness, and represent multi-variable in a Use spatial technology to create a special from North-East Asia range of appropriate forms, for example, scatter purpose map of urban settlement patterns. plots, tables, field sketches and annotated The ways that places and people are Critical and creative thinking diagrams, with and without the use of digital and interconnected with other places through trade Propose actions in response to managing in goods and services, at all scales Represent the of geographical phenomena by spatial change. constructing special purpose maps that conform The effects of people’s travel, recreational, Personal and social capability to cartographic conventions, using as cultural or leisure choices on places, and the Debate alternative responses about the appropriate implications for the future of these places changing interconnections between places. Interpreting, analysing and concluding Ethical understanding Evaluate multi-variable and other geographical Explore the different perceptions of places in information using qualitative and , and digital the local area portrayed in the media. and as appropriate, to make generalisations and inferences, propose explanations for Intercultural understanding patterns, , relationships and , and predict Investigate how cultural influences the patterns outcomes of consumption on a global scale.
Identify curriculum Content descriptions to be taught General capabilities and crosscurriculum priorities Geographical Knowledge and Understanding Geographical Inquiry and Skills The perceptions people have of , and how this influences their connections to different places The way transportation and information and communication technologies are used to connect people to services, information and people in other places The ways that places and people are interconnected with other places through trade in goods and services, at all scales The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia The ways that places and people are interconnected with other places through trade in goods and services, at all scales The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places Observing, questioning and planning Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts Collecting, recording, evaluating and representing Collect, select, record and organise relevant geographical and information, using , from a range of appropriate primary and Evaluate sources for their reliability, bias and usefulness, and represent multi-variable in a range of appropriate forms, for example, scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and Represent the of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using as appropriate Interpreting, analysing and concluding Evaluate multi-variable and other geographical information using qualitative and , and digital and as appropriate, to make generalisations and inferences, propose explanations for patterns, , relationships and , and predict outcomes The application of the General capabilities and cross-curriculum priroities in this unit may include: Literacy Use geographical terminology to develop explanations about spatial distributions in maps. Numeracy Display data in a table to compare global transport routes of selected countries. ICT capability Use spatial technology to create a special purpose map of urban settlement patterns. Critical and creative thinking Propose actions in response to managing spatial change. Personal and social capability Debate alternative responses about the changing interconnections between places. Ethical understanding Explore the different perceptions of places in the local area portrayed in the media. Intercultural understanding Investigate how cultural influences the patterns of consumption on a global scale.
ac_geog_yr9_unit_overview.docx