Geography

Learning Goals & Assessment for Improving Learning

Sample
International Curriculum Learning Goals Sample | Geography
Geography Know that the study of geography concerns the
interaction of people and their environments,
including the economic, social and political
Learning factors and how they impact on people and the
environment. The increasing complexity around these
Goals factors is explored in greater depth as learners move
from IPC Milepost 1 to the IMYC.
Learners will gain knowledge through feeding their
curiosity about places and the people who live there
and by asking increasingly complex geographical
questions.
Geographical skills development requires collection
and processing of learners’ own data and
engagement with data represented in a variety of
ways, including both digital and analogue maps,
graphs and models.
Learners will gain an understanding of the relationship
between where we live on earth and the impact on
lifestyle, considering climate, economics, society and
the environment.
Learners will also develop an understanding of their
own responsibility to contribute to the resolution of
geographical and environmental issues.
To promote engagement with home, host and
adopted countries’ traditions and cultures, we
recommend drawing on a broad range of stimuli
and resources to support teaching and learning in
geography.
These goals are written in such a way to develop
international learning through geography. Schools
may need to generate specific, detailed targets
depending on syllabus expectations and resource
availability.
As well as meeting the Learning Goals, to be
successful, learners must:
– Use appropriate vocabulary and subject-specific
terminology
– Connect learning within and between subjects
– Engage with current affairs on a local and global
level
– Make use of available, fitting technology
– Demonstrate academic honesty
– Apply all the Personal Learning Goals.
International Curriculum Learning Goals Sample | Geography
Strand Milepost 1
Interaction of people 1.12
Know about similarities and
and environments differences between localities
including places of significance
1.13
Be able to justify views and
opinions about the local
environment
1.14
Understand that there are different
reasons for why people choose to
live in places
Milepost 2
2.12
Know about similarities and
differences between different
environments and industries within
the host country
2.13
Be able to describe human
activities that can cause or reduce
environmental issues
2.14
Understand how people’s quality
of life is impacted by local
geographical features
Milepost 3
3.12
Know how different environments
drive different types of economic
activity
3.13
Be able to identify geographical
issues caused by the imbalance
between production and
consumption
3.14
Understand the role different
organisations play in improving the
quality of life for people in different
places
IMYC
4.12
Know about similarities and
differences between places at
different levels of economic
development and how
environments affect economic
activity
4.13
Be able to evaluate the
sustainability of solutions to
environmental issues exacerbated
by humans
4.14
Understand that there are
conflicting perspectives on the use
of environment and resources in
different places
International Curriculum Rubrics Sample | Geography

The IPC approach to Assessment for Improving Learning is

IPC
The Assessment for Improving Learning Toolkit supports
based on a simple assumption - if we are passionate about teachers in assessment of progress with Key Skills as
improving children's learning, we have to be passionate identified in the IPC Learning Goals.

Geography about assessment. To find out more about the role of

assessment in the International Curriculum please read The IPC thematic units offer regular opportunities for

Rubrics about Foundation 7: Assessment for Improving Learning in

the core documents.
Knowledge, Skills and Understanding are sufficiently
different to be taught, learned and assessed differently.
– Knowledge assessment should be carried out through
a variety of formats. These may include multiple
choice questions, beginning and end of unit quizzes,
verbal questioning, Knowledge based activities – e.g.
matching, ordering, sorting and vocabulary checks.
practise and assessment of Key Skills. Only one Key Skill
per task should be assessed, guidance on what and how to
assess are provided in the unit tasks.
For IPC, the Assessment for Improving Learning Toolkit
has three parts which can all be accessed and
downloaded from the assessment section on MyFieldwork.
– Teachers’ rubrics
– Children’s rubrics
– Learning Advice

– Skills are ideally assessed through observing children Assessment tracking can be performed offline or with one
engaged in performing the Skill, however this can be of our carefully selected Digital Assessment Platforms
supported by assessment of both the process and the collaborations.
product of the skill.

– Understanding is assessed through multiple

opportunities for learners to demonstrate their
Understanding and explain how this is influenced by
personal experience. Learners should be given
opportunities to transfer their Understanding, to
demonstrate, develop and deepen Understanding
through explanation, application, self-reflection,
interpretation and the Understanding and
empathizing with multiple viewpoints.
Milepost 1 Teacher

1.13
Be able to justify views and opinions about the local environment

Beginning Developing Mastering Innovating

The learner is able to:
– Recognise that people
have different views about
local environments
– Describe what they like
and dislike about their local
environment
– Suggest at least one
change or addition that
they would like to make to
a local environment
The learner is able to:
– Describe why people have
different views about local
environments
– Give an opinion on
changes that have
happened to a local
environment over time,
from maps, photos and
other sources
– Describe a change that
would improve a local
environment and explain
the impact
The learner is able to:
– Justify their opinions about
local environments
– Gather others’ perspectives
and say if they influenced
their own opinion
– Research a change in a
local environment and give
reasons why it was positive
or negative
– Suggest several ways that
they could improve a local
environment and explain
the impact
The learner is able to:
– Explain different
perspectives on the
same place and how an
improvement for some
people may not be positive
for others
– Take action by informing
other members of their
community about how
they can make positive
changes to their local
environment
– Describe how their own
behaviour/choices may
impact on the local
environment and whether
this is positive or negative

Learning advice: Beginning to Learning advice: Developing to

Developing Mastering

– Make a questionnaire for your local
community about their benefits and
challenges in your local environment. Try to
group the ideas to see if different age groups,
occupations or even nationalities have similar
perspectives and how these are different to
other groups.
– Find out more about your local environment
by comparing maps and images of now and
before. As a class, you will be able to see the
visible changes and discuss why you think
they have occurred.
– Play ‘bigger, add, replace’ when discussing
ideas for improving the local environment.
Suggest something that would benefit from
being bigger, something you would add and
something you would replace.
– Find out about why members of your local
community may have different views about
the environment by creating a survey about
a hypothetical proposal for a new building.
After, see if there are any trends or patterns
to do with people’s occupation, age or family
status.
– In order to gather data and learn more about
your local environment visit a tourist office
or town hall. There, you can ask questions
about why changes have occurred to the
environment.
– When you are exploring the different local
environments – school, near your home, etc.
Try to notice things that have changed over
time. Do you think they are better or worse
now? Ask your family and friends what they
think.
Milepost 1
1.13
Be able to justify views and opinions about the local environment
I am mastering my learning of
this skill and still need practise
I can:
– Say what I think and feel about places
near where I live and explain why
– Ask other people what they think and
say if that changed my own thinking
– Find out about a change that
happened near where I live and decide
if it was good or bad
– Talk about lots of ways that the places
near where I live could be made better
I am developing my learning of
this skill, practising regularly
I can:
– Talk about why people think or feel
differently about the places near where
I live
– Say how I feel about changes that have
happened to the places near where I
live
– Talk about one way that places near
where I live could be made better
Children
I am beginning my learning of
this skill and need lots of practise
I can:
– Talk about how people think or feel
about places near where I live
– Identify the things that I like and I don’t
like about places near where I live
– Talk about one thing that I would like
to change or add to the place where
I live
Milepost 2 Teacher

2.13
Be able to describe human activities that can cause or reduce environmental issues

Beginning Developing Mastering Innovating

The learner is able to:
– Recognise that human
behaviours affect the
environment in positive
and negative ways
– Identify local
environmental issues
– Describe an activity/choice
that has a negative impact
on the environment
– Describe an activity/choice
that has a positive effect on
the environment
– Suggest one way that
they could help to protect
local/home country
environments
The learner is able to:
– Describe how particular
human activities impact the
environment
– List environmental issues
– Describe activities/choices
that contribute to causing
the same environmental
issue
– Describe activities/choices
that contribute to resolving
the same environmental
issue
– Suggest different ways
they could help to protect
different environments
The learner is able to:
– Evaluate whether particular
human activities are having
a positive or negative effect
on the environment, or
both
– Categorise environmental
issues e.g. types of habitat
destruction, pollution,
overuse of resources etc
– Describe activities/choices
that contribute to causing
a range of environmental
issues
– Describe activities/choices
that contribute to resolving
a range of environmental
issues
– Make choices to support
global environments
The learner is able to:
– Describe how the time
of year influences human
activities and the resulting
positive and negative
impacts
– Apply Science learning
to this goal considering
other living things that
are present in the local
environment
– Interpret news/media
reports to gain information
about local environmental
issues
– Explain how daily actions/
choice in one place can
impact on the environment
in another place
– Research environmental
organisations to find out
more about local and
global issues

Learning advice: Beginning to Learning advice: Developing to

Developing Mastering

– There are many environmental organisations
that have websites with activities to help you
learn more about particular environmental
issues. Explore some of these and reflect
on your own choices and what happens in
school. Think about what should change
to contribute to resolving an environmental
issue.
– Think about what you see as you move
around different places. Are the places well
cared for? Are they noisy or smelly? Do they
feel safe? What is causing the issues? Make a
list for the different places you visit.
– One issue can have many causes and many
solutions. Examine an issue by creating a
web diagram which lists issues and solutions.
Colour code them to show the difference
and try to think of more solutions than
issues.
– Research human activities that can cause or
reduce environmental issues. Remember to
also research and speak about environmental
organisations that are having a positive
effect on the environment, e.g. protecting
endangered species and reducing pollution.
Tell others what they can do at home to help
the planet, e.g. recycling waste and growing
plants or vegetables.
– Do you know where the things you use
everyday come from? Choose some items
and research where they come from and
what processes are used to get the item to
you. Create a flow chart of what happens
and annotate it with environmental issues.
Are there other things you could use that
cause less issues?
– Some issues may be caused locally but
some issues may be a result of people a long
way away. Reflect on choices you and your
family make. Talk to them and make a plan
to change behaviours that may be causing
environmental issues.
Milepost 2
2.13
Be able to describe human activities that can cause or reduce environmental issues
I am mastering my learning of
this skill and still need practise
I can:
– Decide if the things that people do
have a good, bad or mixed effect on
places
– Sort problems in places into groups of
a similar type
– Talk about things that people do that
are causing a variety of problems in
different places
– Talk about things that people do
which helps to stop or reduce various
problems in different places
– Make choices which help to protect
places and not cause problems around
the world
I am developing my learning of
this skill, practising regularly
I can:
– Explain how some of the things that
people do will have an effect on places
– List the problems that affect different
places
– Talk about things that people do that
are causing the same problem for
places
– Talk thing that people do which helps
to stop or reduce the problems in
different places
– Discuss lots of ways that I could help
to keep different places safe
Children
I am beginning my learning of
this skill and need lots of practise
I can:
– Explain how the things that people
do can have a good or bad effect on
places
– Talk about some of the problems in the
places near where I am living
– Talk about a choice or something that
people are doing which has a bad
effect on places
– Talk about a choice or something that
people are doing which has a good
effect on places
– Discuss one way that I could help keep
places safe in the country where I am
living
Milepost 3 Teacher

3.13
Be able to identify geographical issues caused by the imbalance between production and consumption

Beginning Developing Mastering Innovating

The learner is able to:
– Describe how some things
are produced
– Describe how they
consume things including
those that are not visible,
such as energy
– Suggest what can be done
in their local community to
support sustainability
The learner is able to:
– Identify which SDGs
relate to production and
consumption
– Describe what
might happen when
consumption out strips
production
– Interpret data about
geographical issues
caused by the imbalance
between production and
consumption in the world
– Describe what the host
country has done to
support sustainability
The learner is able to:
– Describe how different
SDGs are addressing issues
connected with production
and consumption
– Explain the challenges to
sustainability in a variety of
contexts
– Research from multiple
resources, geographical
issues caused by the
imbalance between
production and
consumption in the world
– Describe what the host
country could do to
support sustainability
– Evaluate the effectiveness
of sustainable practices
and how they contribute to
solving geographical issues
The learner is able to:
– Explain the
interconnectedness of the
SDG around various issues
– Explain the economic,
environmental and
social factors related
to production and
consumption
– Take action by contacting
an influential person in
their community to address
the geographical issues
caused by unsustainable
practices

Learning advice: Beginning to Learning advice: Developing to

Developing Mastering

– Be a role model to your peers by taking – Be an ambassador for reducing waste by

action yourself to reduce over consumption.
Start by taking small steps to reduce waste.
You could start by not using plastic bags and
straws and then by using a reusable drinking
flask instead of multiple plastic bottles.
– Find out about sustainability. List the issues
related to sustainability and how they
connect to your own life.
– In order to truly understand the imbalance
between production and consumption it
is important to look at data. Start doing
this by conducting a survey with your class
about how much waste they throw away,
how much power they use or how often
they reduce, reuse, recycle, and look for
trends and patterns. Is the class trying to be
sustainable? What else could they do?
– Research the imbalance between production
and consumption in your host country and
suggest ways that everyone can reduce
waste, save power or reduce, reuse, recycle.
organising a ‘pre-loved’ sale in your local
community.
– Create posters to put around your home
and at school to remind people to switch off
lights and unplug charging cables that are
not being used.
– Connect with other schools globally to find
out how they are successfully reducing
over consumption and put together all the
suggestions into a newsletter for your local
community.
– Read about all the SDGs on the Sustainable
Development Goals website and see how
SDG12 relates to the other goals. Make a
web diagram to show the connections.
– Research the imbalance between production
and consumption around the world.
Share your findings and suggest ways
that the imbalance can be prevented and
sustainability increased around the whole
world.
Milepost 3 Children

3.13
Be able to identify geographical issues caused by the imbalance between production and consumption

I am mastering my learning of I am developing my learning of I am beginning my learning of

this skill and still need practise this skill, practising regularly this skill and need lots of practise

I can: I can: I can:

– Discuss how the different SDGs are – Say which SDGs are about how we use – Talk about the way that things are
trying to solve the problems caused by things and about how we make things made or grown
using things up quicker than we can
– Talk about what will happen when we – Discuss how I use things that are made
make or grow them
are using things up quicker than we are or grown, including electricity
– Talk about why it is so difficult to making or growing them
– Talk about what we could do, in the
balance the use and production of
– Use geographical information to place that we are living, to help things
things
identify the problems using things up to last longer and not run out
– Find out from different sources about quicker than they are being made or
geographical problems caused around grown might cause
the world, by using things up quicker
– Talk about what is being done, in the
than they are being made or grown
country that I am living in, to balance
– Talk about what else could be done, the use and production of things
in the country that I am living in, to
balance the use and production of
things
– Decide which ways best support trying
to balance the use and production of
things, and say how this helps stop or
reduce other problems
International Curriculum Rubrics Sample | Geography

The IMYC approach to Assessment for Improving Learning

IMYC
The Assessment for Improving Learning Toolkit supports
is based on a simple assumption - if we are passionate teachers in assessment of progress with Key Skills as
about improving children's learning, we have to be identified in the IMYC Learning Goals.

Geography passionate about assessment. To find out more about

the role of assessment in the International Curriculum The IMYC units offer regular opportunities for practise and

Rubrics please read about Foundation 7: Assessment for Improving

Learning in the core documents.
Knowledge, Skills and Understanding are sufficiently
different to be taught, learned and assessed differently.
– Knowledge assessment should be carried out through
a variety of formats. These may include multiple
choice questions, beginning and end of unit quizzes,
verbal questioning, Knowledge based activities – e.g.
matching, ordering, sorting and vocabulary checks.
– Skills are ideally assessed through observing children
engaged in performing the Skill, however this can be
supported by assessment of both the process and the
product of the skill.
assessment of Key Skills. Only one Key Skill per task should
be assessed, guidance on what and how to assess are
provided in the unit tasks.
For IMYC, the Assessment for Improving Learning Toolkit
has two parts which can all be accessed and downloaded
from the assessment section on MyFieldwork.
– Teachers’ rubrics
– Learning Advice
Assessment tracking can be performed offline or with one
of our carefully selected Digital Assessment Platforms
collaborations.

– Understanding is assessed through multiple

opportunities for learners to demonstrate their
Understanding and explain how this is influenced by
personal experience. Learners should be given
opportunities to transfer their Understanding, to
demonstrate, develop and deepen Understanding
through explanation, application, self-reflection,
interpretation and the Understanding and empathizing
with multiple viewpoints.
MY1 | Ages 11-12 4.13
Teacher rubric Be able to evaluate the sustainability of solutions to environmental issues exacerbated by humans

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able to:

– Give examples of common environmental issues
– Organize environmental issues into natural and
man-made
– Differentiate human actions into two categories:
those that can cause and those that reduce
environmental problems
– Identify a man-made environmental issue in a
location
– Explain how human actions either cause or reduce
that specific environmental issue
– Determine the root cause of that specific
environmental issue (for example imbalance between
production and consumption, overconsumption,
carelessness, etc.)
– Explain how a man-made environmental issue in a
location is caused or exacerbated by humans
– Describe various possible solutions to that specific
environmental issue
– Discuss the potential effects that the specific solution
might have on the people or land in the area
– Identify man-made environmental issues in their
home country
– Find examples in the news of solutions to
environmental issues in their home country

Learning advice: Beginning to Developing Learning advice: Developing to Mastering

– Do an internet search about environmental issues. Find at least 10 different examples
of issues that negatively affect the environment. Determine if those issues are
caused by people, natural disasters or natural processes on Earth.
– Pollution is a huge problem in the environment. Make a list of the ways you cause
pollution. Remember this can be something like riding in a car, getting a food
delivery to home which is packaged in excess plastic or even throwing paper in
the rubbish bin. Next, make a list of ways you help reduce pollution. For example,
write if you ride a bike instead of taking a car, cook more meals at home instead of
ordering food or recycle paper instead of throwing it in the bin. What do you notice
about these lists? Is there something more you can do to help?
– Deforestation is another big, complicated environmental issue. Think about the
whole picture when considering this problem. Consider that people use wood
to make things they need in their lives like houses, paper and furniture. Animals
need the forest to live in. The planet needs the forest to absorb carbon from the
atmosphere in order to prevent the greenhouse effect. What should we do? It is
too simple to say, “STOP cutting trees,” because we still need to use them for many
reasons. Think of as many possible solutions to this problem as you can. What
effects will the solutions have on the people and the land?
– Find a newspaper article about an environmental issue in your country. Read about
what people are doing to help solve this problem or not.
MY2 | Ages 12-13 4.13
Teacher rubric Be able to evaluate the sustainability of solutions to environmental issues exacerbated by humans

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able to:

– Explain how a man-made environmental issue can
be made worse by humans
– Describe various possible solutions to an
environmental issue.
– Identify the steps needed for enacting a solution to
an environmental issue
– Decide if one solution to an environmental issue is a
better choice than another
– Identify potential shortcomings, gaps or problems
with each step of the solution
– Design graphic organizers for collecting data that
is relevant to determining the effectiveness of the
solution
– Debate the effectiveness of solutions to
environmental problems caused by humans
– Create a plan of action for enacting a solution to an
environmental issue
– Collect baseline data and data over time to verify if
that specific solution is successful or not
– Raise awareness about a man-made environmental
issue in their home country
– Create and implement a plan of action for an
environmental issue in their city, town or school

Learning advice: Beginning to Developing Learning advice: Developing to Mastering

– Create a presentation about a man-made environmental issue. Describe the root
causes of the problem, and explain how humans are making it worse. Think of and
present many possible solutions to this problem. Ask your classmates what they
think about them, and work together to decide about which solution is the best.
– Make a flow chart to show the steps needed to implement a solution to an
environmental issue. For each step along the way, consider what might go wrong in
each step and write them down. What can you do to prevent those shortcomings?
Do you need to rethink your entire plan or just that step? Why is it important to
consider what might go wrong before implementing your plan?
– Think of an environmental issue at school that is caused by the students or teachers
(for example, teachers waste too much paper by making copies on one side only).
Design a plan of action for a potential solution to the problem, and create data
collection graphic organizers that will help you monitor your solution over time. Do
not forget to collect baseline data (data from BEFORE you begin implementing the
solution), so that you can prove if the solution works or not. Implement your plan
and monitor the results over time.
– Have a debate with your classmates about the pros and cons of possible solutions
to an environmental issue. Remember that in a debate, you must back up your
opinions with facts and evidence. Consider which solutions would be a better
choice for implementation.
MY3 | Ages 13-14 4.13
Teacher rubric Be able to evaluate the sustainability of solutions to environmental issues exacerbated by humans

Beginning Developing Mastering Innovating

The learner is able to: The learner is able to: The learner is able to: The learner is able to:

– Identify a man-made environmental issue
in a location and design a plan of action for
implementing a solution to the problem
– Define sustainability in regards to environmental
contexts
– Debate the effectiveness of the solution and plan of
action, making changes to the plan if shortcomings
or gaps are found
– Collect baseline data and data over time in order to
compare for effectiveness and sustainability
– Analyse data collected to determine if the solution
to an environmental issue is effective and sustainable
or not
– Identify reasons why the specific solution is
sustainable/effective or not
– Debate whether or not the solution will continue to
work in the future
– Evaluate the sustainability of more than one solution
to environmental issues exacerbated by humans
– Justify their evaluation of the sustainability of
solutions with data and evidence
– Consider problems and make changes to the plan of
action if needed
– Design and plan for an environmental solution in
their home country
– Evaluate the sustainability of that solution and make
changes to the plan as needed
– Connect environmental solutions in their own
country to potential solutions for the rest of the
world

Learning advice: Beginning to Developing Learning advice: Developing to Mastering

– Identify a man-made environmental issue in an area you are studying. Create a list of
causes for the issue, and make a plan that addresses how we can change some of
the human actions that are making the issue worse. Write down the shortcomings
of that plan. Consider how people will react to the plan, whether or not they will
comply with new rules or if the people will even understand the rules. Create two
new plans based on the potential problems with the first plan. Why is it important
to have back-up plans when implementing new solutions to problems that involve
people in the community? Why must we consider cultural differences and traditional
beliefs when making these action plans?
– Make a list of the things you wish you could do in your life. For example, you may
wish that you could eat ice cream for breakfast, stay up late every night or play video
games whenever you want. These things sound fun, but they are not sustainable.
Write down the reasons why these are not sustainable. For example, I wish I could
eat ice cream every day for breakfast, but this is terrible for my health. I could not
do it over a long period of time because I would become ill and not be physically or
mentally healthy.
– Think of an environmental issue at school that is caused by the students or teachers
(for example, students leave too much rubbish on the football pitch). Design a plan
of action for a potential solution to the problem, and create data collection graphic
organizers that will help you monitor your solution over time. Don’t forget to collect
baseline data (data from before you begin implementing the solution), so that you
can prove if the solution works or not. Implement your plan and monitor the results
over time. Evaluate if this solution will be worth continuing for the future or not. If
not, what can you do to make the solution better and longer-lasting?
– Find an example of a solution to an environmental issue in your city or town that
has already been enacted for many years. Do you think it has been successful or do
you still see the same problems in the environment? For example, in many cities,
the government has already enacted a recycling program to reduce waste going to
landfills. Unfortunately, this has not been totally effective because, in some places,
less than 30% of the people actually recycle. Think of ways the original plan of
action can be improved to achieve better results.