Around the world, activists are pushing to protect their rivers by giving them legal personhood. Is this just symbolism, or can it drive lasting environmental change? Read this article in the Guardian – it is an excellent resource and offers lots of discussion for your classroom.
The revised learning matrix, course outlines and achievement standards has been published here today.
Check out the information and join us at St. Cuthbert’s College (Clouston Hall) on Wednesday 18 August at 4.30pm for a korero about the ideas and discussion about the proposals put forward by the Subject Expert Group.
Practice exams are now available for schools to use. They are all uploaded at various links. Makes it all so easy!
Remember these exams were written by busy Geography teachers so it is critical that you check through each of the exams your end before giving to students – maybe even try the exam yourself to make sure that they make sense.
The AGTA exams are written and will be uploaded here in week 10 of this term! Exciting!
We will have the following assessments available for download:
• 1.1, 1.2, 1.4
• 2.1, 2.3, 2.4
• 3.1, 3.2, 3.4
Remember to subscribe/become a member to get access to these examinations and many other handy resources! If you are having issues accessing the website please contact us by using the email address below:
This is from the introduction to the book The Power of Geography by Tim Marshall (page viii). Might be useful to use some of this to help with your promotion of Geography – the most relevant and useful subject!
Read the book – it’s super interesting.
The other book by Tim Marshall – Prisoners of Geography is great reading too!
The feedback for Phase One of the Review of the Achievement Standards can be found here. [All subject feedback can be found here]
For each subject, the phase 1 materials included:
Assessment Matrix – indicative standard titles, credit weighting and mode of assessment – ie internal or external
Web text under the Teaching Learning and Assessment tabs
Course Outlines – between 1 and 3
The feedback identifies areas that need clarification and refinement before the SEG moves into developing the phase 2 materials, which include the Achievement Standards, the internal Assessment Activities, and further detail in the web text under the Teaching Learning and Assessment sections of the website.
Political landscapes are being redefined by barriers, erected for thousands of miles. This book helps readers understand the reasons for such divides, past and present, in order to understand our world today.
Have you read this book? It could be great for your Geography scholarship students.
Pouroto Ngaropo shares with us the creation story as is relates to the forces of nature. He also speaks of the merging of Mātauranga Māori with modern science as a way to safeguard the future of our communities and help us prepare for natural hazard emergencies.
Mātauranga Māori is a modern term for the combined knowledge of Polynesian ancestors and the experiences of Māori living in the environment of Aotearoa. The term takes many forms, such as language (te reo), education (mātauranga), traditional environmental knowledge (taonga tuku iho, mātauranga o te taiao), traditional knowledge of cultural practice, such as healing and medicines (rongoā), fishing (hī ika) and cultivation (mahinga kai).
In a traditional sense, mātauranga Māori refers to the knowledge, comprehension or understanding of everything visible or invisible that exists within the universe.
How did mātauranga Māori develop?
Early Māori had a culture based on oral lore. Māori knowledge was passed on in this way from one generation to the next.
Early Māori culture was based on oral lore and had a justice system based on chiefs and tohunga (the knowledge experts). Such experts were chosen from an early age and educated within wānanga (learning institutions) to remember vast amounts of knowledge. The knowledge of the hapū (tribe) and iwi were entrusted to these experts, who would then pass their knowledge on to future experts. The way to memorise such a volume of complex material involved using a whakapapa (genealogical) framework. Whakapapa is used to explain genealogies and taxonomies, to create categories and families of flora and fauna and to describe environmental and life issues. The example below describes the whakapapa of different stones and their grouping:
From chaos sprang Papatūānuku, the Earth mother. Then Papa-matua-te-kore, the parentless, appeared. She mated with Rangi-a-Tamaku. Their firstborn was Putoto, whose sister was Parawhenuamea, the personified form of water. Putoto took his sister, Parawhenuamea, to wife. She gave birth to Rakahore, who mated with Hinekuku, the clay maiden. Hinekuku gave birth to Tuamatua. Tuamatua was the guardian of the different stones and gravel found on sea coasts. The younger brother of Tuamatua, Whatuaho, typified greywacke and chert. Next came Papakura, the origin of volcanic stone…
Retaining understanding in this way has enabled Māori knowledge to be passed on from one generation to another. This body of knowledge arises from the experiences of Māori living in the environment of Aotearoa. Many people have realised that mātauranga Māori contains potentially useful knowledge, for example, about utilising and preserving the environment.
Give students a series of photographs and ask them to create the best “tweet” on the various topics.
Maximum of 140 characters. Use post it notes and post them on the classroom windows or on the whiteboard or somewhere to get other students thinking about geography.
You could do it around the theme of work you have been doing in class recently OR on some geography in the news topics that have come up over the term OR something you want them thinking about over the holiday break ….
I love doing this in the last few days of term – the students like it and they especially like doing things with hashtags
What will happen to our cities (and beaches) at 3 degrees of warming?
Jungle turning to savannah. Homes swept away by rising seas and monster storms. The world is on track for 3 degrees of warming by the end of the century. What does that mean? And what can we do about it?