Australian Curriculum: 7-10 Geography

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Context and Unit Description
For this essay, students will be completing work from the unit titled ‘Place and liveability’, addressing all content and outcome requirements from the Australian Curriculum: 7-10 Geography. The following are examples of what students will be capable of identifying at the completion of the unit: 1) Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
2) The influence of accessibility to services and facilities on the liveability of places (ACHGK044) and
3) Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations,
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Multiple means of assessment means feedback can be delivered in a wide range of methods, in an age and contextually appropriate and also timely, manner. Immediate, whole class discussions following exams, self-evaluations through the use of a journal or pre-made evaluation sheet, and peer feedback, which prompts a collaborative model for learning, are all feedback tools teachers can use throughout assessment in order to improve student learning (Brand, Favazza and Dalton, 2012).
It is possible to use Multiple Means of Assessment in the unit ‘Place and liveability’ in a variety of ways. For one assessment task, students are asked to act as town planners. It is here that the task of the assessment can be adjusted so students have the choice to create a written report, deliver an oral report, create a visual art piece or use technology to deliver their understanding for assessment.
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Examples of strategies that teachers can use when creating an inviting and non over stimulating classroom is using classroom furniture such as desks, tables and chairs in a variety of ways that work with the size of the groups during group work activities as shown in appendix _____, displaying students’ work in various ways, utilising wall space in an orderly, yet varied way to display these pieces of work as ‘texts’, in a display of what the students have learnt and their own understanding and providing a well-stocked, easily accessible area for all resources needed throughout the day (Anderson, 2016; Roskos and Neuman,
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