General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence Links to other LA’s COMMON CURRICULUM ELEMENTS Recognising letters, words and other symbols Finding material in an indexed collection Recalling /remembering Interpreting the meaning of words or other symbols Interpreting the meaning of pictures/illustrations Interpreting the meaning of tables or diagrams or maps or graphs Translating from one form to another Using correct spelling, punctuation, grammar Using vocabulary appropriate to a context Summarising /condensing written text Compiling lists/statistics Recording /noting data Compiling results in a tabular form Graphing Calculating with or without calculator Estimating numerical magnitude Approximating a numerical value Substituting in formulae Setting out /presenting/ arranging/ displaying Structuring /organising extended written text Structuring /organising a mathematical argument Explaining to others Expounding a viewpoint Empathising Comparing, contrasting Classifying Interrelating ideas/themes /issues Reaching a conclusion which is necessarily true provided a given set of assumptions is true Reaching a conclusion which is consistent with a given set of assumptions Inserting an intermediate between members of a series Extrapolating Applying strategies to trial and test ideas and procedures Applying a progression of steps to achieve the required answer Generalising from information Hypothesising Criticising Analysing Synthesising Judging /evaluating Creating /composing /devising Justifying Perceiving patterns Visualising Identifying shapes in two and three dimensions Searching and locating items/information Observing systematically Gesturing Manipulating /operating /using equipment Sketching /drawing Link to ACARA Senior Geography Syllabus Natural and ecological hazards. Land Cover transformations
Geographical Knowledge and Understanding Student’s response demonstrates an extensive knowledge and understanding of: The cultural impact of climbing Uluru The economic value of tourism to Uluru The spiritual meaning to the Indigenous custodians. The environmental impact of climbing Uluru. Student’s response demonstrates an in-depth knowledge and understanding of: The cultural impact of climbing Uluru The economic value of tourism to Uluru The spiritual meaning to the Indigenous custodians. The environmental impact of climbing Uluru. Student’s response demonstrates sound knowledge and understanding of: The cultural impact of climbing Uluru The economic value of tourism to Uluru The spiritual meaning to the Indigenous custodians. The environmental impact of climbing Uluru. Student’s response demonstrates some knowledge and understanding of: The cultural impact of climbing Uluru The economic value of tourism to Uluru The spiritual meaning to the Indigenous custodians. The environmental impact of climbing Uluru. Student’s response demonstrates limited knowledge and understanding of: The cultural impact of climbing Uluru The economic value of tourism to Uluru The spiritual meaning to the Indigenous custodians. The environmental impact of climbing Uluru. Skills Processing, analysing, interpreting and concluding Student is able to process, analyse and interpret information from a variety of sources to provide comprehensive evidence in their response. Student is able to process, analyse and interpret information from a variety of sources to provide quality evidence in their response. Student is able to process, analyse and interpret information from a variety of sources to provide sound evidence in their response. Student identifies evidence and provide information from a variety of sources and attempts to provide a response. Little or no evidence in response. Student’s brochure provides comprehensive information that answers the inquiry question and is persuasive. Student’s brochure provides information that answers the inquiry question and is persuasive. Student’s response provides satisfactory information that answers the inquiry question. Student’s brochure provides cursory information that answers the inquiry question. Student’s brochure provides limited information that answers the inquiry question. Signature: