Revised National Curriculum Statement Grades R-9 (Schools) - Grade Four
Learning Area: Social Sciences (Geography)
Learning Outcome 1: Geographical Enquiry
The learner will be able to use enquiry skills to investigate geographical and environmental concepts and processes.
Assessment standards
The learner asks questions about the location of geographical features at various scales.
We know this when the learner:
- Identifies information from various sources (maps, atlases, books) [finds sources].
- Organises information under given headings [works with sources].
- Identifies symbols used in different kinds of maps (including plan view, grids and map keys) [works with sources].
- Locates places using a simple grid referencing system and directions [works with sources].
- Identifies important political boundaries and key human and physical features on large-scale maps [works with sources].
- Uses information from sources (including own observations) to answer questions about people and places (e.g. ‘Why is it like that?’) [answers the question].
- Uses geographical and environmental concepts and terms to report on enquiries in different ways (e.g. writing a paragraph, using a poster, artwork) [communicates the answer].
Learning Outcome 2: Geographical Knowledge and Understanding
The learner will be able to demonstrate geographical and environmental knowledge and understanding.
Assessment standards
We know this when the learner:
- Describes the features of the local settlement, including land uses, and compares them with examples from other places [people and places].
- Describes the importance of access to resources and services for people living in settlements [people and resources].
- Describes how basic human needs were met in the past and at present [people and the environment].
Learning Outcome 3: Exploring Issues
The learner will be able to make informed decisions about social and environmental issues and problems.
Assessment standards
We know this when the learner:
- Identifies issues associated with resources and services in a particular context [identify the issue].
- Identifies the factors that influence why some people have better access to resources compared to others in a particular context [factors affecting the issue].
- Suggests ways to improve access to resources in a particular context [makes choices].