Our annual Auckland based Geography quiz has had a makeover this year. Instead, we would love your Geography students to participate in our online revision challenge using GooseChase!
This is free of charge and open to all Geography students (Years 11-13), who have a device.
What do your ākonga need to do? Complete FIVE different revision ‘missions’ by uploading a mixture or photos, diagrams, or revision tasks to the GooseChase app.
The GooseChase will go live on Friday 5th November @ 9am and close on Friday 19th November @ 3pm. Students can complete the missions from home or in school. What do you need to do? Encourage your Geography students to participate in this fun revision activity! Prize packs will be sent out to students via post/online. To join the online adventure, please register your students’ names here and share the ‘player instruction sheet’ with your Geography classes today (below).
The vocabulary we use to describe landforms and landscapes comes from languages around the world. It’s a prevalent example of how we rely upon the traditional ecological knowledge of peoples who know their lands best.
Here are some of the etymologies:
Alpine: From Latin Alpes “The Alps” Archipelago: From Greek Arkhi Pélagos “chief sea” referring to the Aegean Sea Atoll: From Dhivehi atholhu “palm of the hand” Bayou: From Choctaw bayuk “small stream” Billabong: From Wiradjuri bilabaŋ “watercourse that runs only after rain” caldera: From Spanish caldera “cooking pot” referring to Las Cañadas caldera in the Canary Islands. Cay: From Taíno cairi “island” Cenote: From Yucatec Maya tsʼonot “accessible groundwater” Drumlin: From Irish droimnín “littlest ridge” Fjord: From Norwegian fjord “lake-like” Geyser: From Icelandic Geysir “one who gushes” Isthmus: From Greek isthmos “neck” referring to the Isthmus of Corinth Jungle: From Sanskrit jaṅgala “arid” Lagoon: From Venetian Laguna “lake” referring to the Venetian Lagoon Mangrove: From Guaraní mangle “twisted tree” Monadnock: From Abenaki Menonadenak “smooth mountain” referring to Mount Monadnock Oasis: From Egyptian ouahe “dwelling place” Savannah: From Taíno sabana “treeless plain” Steppe: From Russian stepʹ “flat grassy plain” Taiga: From Yakut tayga “untraversable forest” Tundra: From Kildin Sami tūndâr “treeless plain” Volcano: From Sicilian Vulcano, one of the Aeolian Islands
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.
Teaching ideas and resources for the Geography teachers of New Zealand