Assessing Geography in P–6
150524
Participant booklet
Queensland Curriculum and Assessment Authority
PO Box 307 Spring Hill QLD 4004 Australia
Level 7, 154 Melbourne Street, South Brisbane
Phone:
Fax:
Email:
Website:
+61 7 3864 0299
+61 7 3221 2553
office@qcaa.qld.edu.au
www.qcaa.qld.edu.au
Contents
Activity 1: Identifying learning goals and reflecting on learning........................... 1
Activity 2: The ‘big ideas’ and your practice ........................................................ 2
P–10 standards terminology ............................................................................... 3
Valued features .................................................................................................. 3
Activity 3: Examining the Geography achievement standard .............................. 4
Activity 4: Identifying the valued features ........................................................... 5
Activity 5: Examining the Standard elaborations (SEs) ....................................... 6
Activity 6: Developing task-specific standards .................................................... 6
Activity 7: Using the SEs to make judgments ..................................................... 9
Activity 8: How are the geographical concepts developed in the sample
assessment? .................................................................................................... 11
Activity 9: How are the geographical skills developed in the sample
assessment? .................................................................................................... 12
Notes ................................................................................................................ 13
Notes ................................................................................................................ 14
Appendix 1: Assessment resources ................................................................. 15
Appendix 2: QCAA P–6 Geography sample assessments — focuses for
teaching, learning and assessment .................................................................. 19
Activity 1: Identifying learning goals and reflecting on learning
To guide your learning in the workshop, please take a moment to engage in a ‘KWL’ activity about assessing the Australian Curriculum
P–6 Geography.
Use the table below to record your goals and reflect on them at the end of the workshop.
(Complete these columns in Session 1)
What do I already KNOW?
(Complete this column in Session 3)
What do I WANT to know?
Assessing Geography in P–6
Participant booklet
What have I LEARNT?
Queensland Curriculum & Assessment Authority
July 2015
Page 1 of 19
Activity 2: The ‘big ideas’ and your practice
Consider the ‘big ideas’ about Geography presented in the video.
 Which ideas are already part of your practice in Geography?
 How are these ideas included in Geography teaching, learning and assessment?
 Are there other ways they could improve your practice?
Teaching
Big ideas
Learning
Assessment
Assessing Geography in P–6
Participant booklet
Queensland Curriculum & Assessment Authority
July 2015
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P–10 standards terminology
Valued features
Assessing Geography in P–6
Participant booklet
Queensland Curriculum & Assessment Authority
July 2015
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Activity 3: Examining the Geography achievement
standard
Highlight the aspects of the achievement standard that are evident in the student work below.
Year 3 Australian Curriculum: Geography achievement standard
By the end of Year 3, students describe the characteristics of different places at the local scale and
identify and describe similarities and differences between the characteristics of these places. They
identify interconnections between people and places. They describe the location of selected countries
and the distribution of features of places. Students recognise that people have different perceptions of
places and how this influences views on the protection of places.
Students pose simple geographical questions and collect information from different sources to answer
these questions. They represent data in tables and simple graphs and the location of places and their
characteristics on labelled maps that use the cartographic conventions of legend, title, and north point.
They describe the location of places and their features using simple grid references and cardinal
compass points. Students interpret geographical data to describe distributions and draw conclusions.
They present findings using simple geographical terminology in a range of texts. They suggest action in
response to a geographical challenge.
www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?layout=1#level3
Example of student work
Source: ACARA, Work samples portfolio, www.acara.edu.au/curriculum/worksamples/Year_3_Geography_Portfolio.pdf
Assessing Geography in P–6
Participant booklet
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July 2015
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Activity 4: Identifying the valued features
Select one of the Year level achievement standards presented below.
Identify the valued features for Geography:
 Knowledge and understanding
 Questioning and researching
 Interpreting and analysing
 Communicating.
Year 1 Achievement Standard
By the end of Year 1, students identify and describe the natural, managed and constructed features of
places at a local scale and recognise that people describe the features of places differently. They identify
where features of places are located and recognise that spaces can be arranged for different purposes.
Students identify changes in features and describe how to care for places.
Students respond to questions about familiar and unfamiliar places by collecting, recording and sorting
information from sources provided. They represent the location of different places and their features on
pictorial maps and present findings in a range of texts and use everyday language to describe direction
and location. They reflect on their learning to suggest ways that places can be cared for.
Year 4 Achievement Standard
By the end of Year 4, students describe and compare the characteristics of places in different locations at
the national scale. They identify and describe the interconnections between people and the environment.
They describe the location of selected countries in relative terms and identify simple patterns in the
distribution of features of places. Students recognise the importance of the environment and identify
different views on how to respond to a geographical challenge.
Students develop geographical questions to investigate and collect and record information and data from
different sources to answer these questions. They represent data and the location of places and their
characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions
of scale, legend, title and north point. They describe the location of places and their features using simple
grid references, compass direction and distance .Students interpret data to identify spatial distributions
and simple patterns and draw conclusions. They present findings using geographical terminology in a
range of texts. They propose individual action in response to a local geographical challenge and identify
the expected effects of their proposed action.
Year 6 Achievement Standard
By the end of Year 6, students explain the characteristics of diverse places in different locations at
different scales from local to global. They describe the interconnections between people and places,
identify factors that influence these interconnections and describe how they change places and affect
people. They describe the location of selected countries in absolute and relative terms and identify and
compare spatial distributions and patterns among phenomena. They identify and describe alternative
views on how to respond to a geographical challenge and propose a response.
Students develop geographical questions to frame an inquiry. They locate relevant information from a
range of sources to answer inquiry questions. They represent data and the location of places and their
characteristics in different graphic forms, including large-scale and small-scale maps that use
cartographic conventions of border, source, scale, legend, title and north point. Students interpret data
and other information to identify and compare spatial distributions, patterns and trends, infer relationships
and draw conclusions. They present findings and ideas using geographical terminology and graphic
representations in a range of communication forms. They propose action in response to a geographical
challenge and describe the expected effects of their proposal.
Assessing Geography in P–6
Participant booklet
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July 2015
Page 5 of 19
Activity 5: Examining the Standard elaborations
(SEs)
Select the top row of the Year 3 SEs and read the A descriptor. Find the language of:
 cognition (the doing)
 elements (curriculum content)
 degree (how well).
Activity 6: Developing task-specific standards
Select the relevant rows of the Year 3 Standard elaborations (p. 7) for the following
assessment.
Sample assessment task
Compare the characteristics of places to draw conclusions about what it would be like to live in
a different place. You will:
 compare characteristics of a place in Australian and in a neighbouring country at the local
scale
 represent data and information in tables and labelled maps
 draw conclusions about what it would be like to live in another country.
Assessing Geography in P–6
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July 2015
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Year 3 Standard elaborations
A
B
C
D
E
Geographical knowledge
and
understanding
Questioning
and
researching
Understanding and skills
dimensions
The folio of student work has the following characteristics:
comprehensive description
of the characteristics of
different places at the local
scale and identification and
comprehensive description
of similarities and
differences between the
characteristics of these
places
detailed description of the
characteristics of different
places at the local scale and
identification and detailed
description of similarities and
differences between the
characteristics of these
places
description of the
characteristics of different
places at the local scale and
identification and description
of similarities and
differences between the
characteristics of these
places
description of aspects of the
characteristics of different
places at the local scale and
identification and description
of aspects of similarities and
differences between the
characteristics of these
places
statements about
characteristics of different
places and similarities and
differences of these places
comprehensive description
of the location of selected
countries and the distribution
of features of places
detailed description of the
location of selected
countries and the distribution
of features of places
description of the location of
selected countries and the
distribution of features of
places
identification of the location
of selected countries and the
distribution of features of
places
identification of the location
of selected countries
identification and detailed
description of
interconnections between
people and places
identification and description
of interconnections between
people and places
identification of
interconnections between
people and places
identification of aspects of
interconnections between
people and places
statements about people
and places
identification and detailed
description of the different
perceptions people have of
places and how this
influences views on the
protection of places
identification and description
of the different perceptions
people have of places and
how this influences views on
the protection of places
identification of the different
perceptions people have of
places and how this
influences views on the
protection of places
identification of aspects of
the different perceptions
people have of places and
how this influences views on
the protection of places
identification of places and
how these can be protected
posing of simple
geographical questions and
collection and considered
use of information from
different sources to
effectively answer these
questions
posing of simple
geographical questions and
collection and informed use
of information from different
sources to effectively answer
these questions
posing of simple
geographical questions and
collection and use of
information from different
sources to answer these
questions
posing of simple
geographical questions and
collection and use of
information from sources to
answer aspects of these
questions
use of simple questions and
collection of information
Assessing Geography in P–6
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A
B
C
D
E
1
Communicating
Understanding and skills
dimensions
Interpreting
and
analysing
The folio of student work has the following characteristics:
interpretation of
geographical data to explain
distributions and draw
reasoned conclusions
interpretation of
geographical data to
describe distributions and
draw informed conclusions
interpretation of
geographical data to
describe distributions and
draw conclusions
interpretation of
geographical data to identify
distributions and draw partial
conclusions
use of geographical data to
make statements
reasoned suggestion of
informed actions in response
to a geographical challenge
suggestion of informed
actions in response to a
geographical challenge
suggestion of actions in
response to a geographical
challenge
identification of actions in
response to a geographical
challenge
statements about a
geographical challenge
purposeful presentation of
findings in a range of texts
using relevant geographical
terminology
effective presentation of
findings in a range of texts
using relevant simple
geographical terminology
presentation of findings in a
range of texts using simple
geographical terminology
partial presentation of
findings in a range of texts
using everyday language
fragmented presentation of
findings in a range of texts
using everyday language
accurate and detailed
representation of:
 data in tables and simple
graphs
 the location of places and
their characteristics on
labelled maps that use the
cartographic conventions1.
detailed representation
of:
 data in tables and simple
graphs
 the location of places and
their characteristics on
labelled maps that use the
cartographic conventions1.
representation
of:
 data in tables and simple
graphs
 the location of places and
their characteristics on
labelled maps that use the
cartographic conventions1.
partial representation
of:
 data in tables and simple
graphs
 the location of places and
their characteristics on
labelled maps that use
aspects of the
cartographic conventions1.
fragmented representation
of:
 data in tables and simple
graphs
 the location of places and
their characteristics on
labelled maps1.
cartographic conventions of legend, title and north point
Assessing Geography in P–6
Participant booklet
Queensland Curriculum & Assessment Authority
July 2015
Page 8 of 19
Activity 7: Using the SEs to make judgments
PART A
Read the sample assessment task and response below, sourced from ACARA’s
Year 3 Geography work samples portfolio.
Sample assessment task
Identify similarities and differences between the characteristics of the Solomon Islands and New Zealand
including population distribution, climate and landforms.
Sample student response
Source: ACARA, Work samples portfolio, www.acara.edu.au/curriculum/worksamples/Year_3_Geography_Portfolio.pdf
PART B
Consider the assessment task, the sample response and the selected Year 3 SE ‘Knowledge
and understanding’ descriptors (below).
Complete this activity as a ‘Think, Pair, Share’ with colleagues at your table.
Space to record your response is provided on p. 10
 Review the student work.
 Match the work to the selected Year 3 SEs ‘Knowledge and understanding’ descriptors.
 Confirm your decision, referring to the Notes from the Year 3 Standard elaboration (p. 10).
Selected Year 3 SEs ‘Knowledge and understanding’ descriptors
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Year 3 SEs — description of terms
Term
Description
aspects
particular parts or features
comprehensive
detailed and thorough, including all that is relevant
description
give an account of characteristics or features
detailed
including many of the parts
statement
a sentence or assertion
Source: www.qcaa.qld.edu.au/31524.html
PART C
Reflect on your observations and discussions about the sample assessment task, sample
response and the selected SEs descriptors to respond to the questions below.
1.
Explain how you arrived at the judgment about this aspect of the achievement standard.
……………………………………………………………………………………………………………
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2.
Does the assessment task provide students with opportunities to demonstrate a C or better
for this aspect of the achievement standard? Explain your response.
……………………………………………………………………………………………………………
………………………………………………………………………………………………………....…
………………………………………………………………………………………………………....…
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3.
Rewrite the task, using the SE descriptors to make improvements.
……………………………………………………………………………………………………………
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Assessing Geography in P–6
Participant booklet
Queensland Curriculum & Assessment Authority
July 2015
Page 10 of 19
Activity 8: How are the geographical concepts
developed in the sample assessment?
 Select a sample assessment.
 Review the Student booklet of a Year level sample assessment.
 List opportunities this sample assessment provides to gather evidence of geographical
understanding.
Key concepts
Using the sample assessment to gather evidence
Place
Described by location,
boundaries, features and
environmental and human
characteristics
Space
Spaces are defined by the
location of features of places
that form distributions and
patterns
Environment
(From Year 1)
How places vary in terms of
natural features
Interconnections
(From Year 2)
Connections between people,
places and environments
Sustainability
(From Year 4)
Management of use of places
and environments for the
future
Assessing Geography in P–6
Participant booklet
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Page 11 of 19
Activity 9: How are the geographical skills
developed in the sample assessment?
This model is designed to sequence the geographical skills of inquiry.
Identify opportunities in the selected sample assessment to interpret data and information.
Record your findings in the inquiry diagram.
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Notes
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Assessing Geography in P–6
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July 2015
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Notes
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Assessing Geography in P–6
Participant booklet
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July 2015
Page 14 of 19
Appendix 1: Assessment resources
Year
level
Selected resources
Prep
Print
 Catling, S, Willy, T & Butler, J 2012, Teaching Primary Geography for Australian Schools,
Hawker Brownlow, Melbourne.
 Hutchins, P 1968, Rosie’s Walk, Aladdin, New York, NY.
Online
 Geogspace, Australian Geography Teachers of Australia, Making a model of a place like
mine, www.geogspace,edu.au/core-units/f-4/exemplars/year-f/f4-exemplars-yf-illus.1.html
 Geogspace, Australian Geography Teachers of Australia, Mental maps,
www.geogspace,edu.au/core-units/f-4/exemplars/year-f/f4-exemplars-yf-illus.2.html
 Queensland Curriculum and Assessment Authority, G20 for schools, Primary virtual field trip
using Google Earth and Queensland Globe, www.qcaa.qld.edu.au/virtual-field-trips.html
 Queensland Curriculum and Assessment Authority, Prep Year Geography: Australian
Curriculum in Queensland, 2014
www.qcaa.qld.edu.au/downloads/p_10/ac_geography_prep.pdf
 Spatial technologies such as Google Earth https://earth.google.com
Objects
 Range of texts related to special places and how to care for places
 Paper, pencils, clipboards for field drawings; cards, paperclips, magnets; crayons and paint
materials
 Range of games and puzzles
 Digital photographs and images of places
 Building blocks and construction materials
Year 1
Print
 Catling, S, Willy T & Butler, J 2012, Teaching Primary Geography for Australian Schools,
Hawker Brownlow, Melbourne.
 Godwin, J & Walker, A 2010, All Through the Year, Penguin, Sydney.
 Lester, A 2004, Are we there yet? Penguin, Camberwell.
 Lester, A 2006, Ernie Dances to the Didgeridoo, Hatchette, Sydney.
 Lucas, D and Searle, K 2005, Walking with the Seasons, Allen & Unwin, Sydney.
Online
 Geogspace, Australian Geography Teachers of Australia, ‘Investigating the weather’
www.geogspace.edu.au/core-units/f-4/exemplars/year-1/f4-exemplars-y1-illus2.html
 Queensland Curriculum and Assessment Authority, G20 for schools, ‘Primary virtual field trip
using Google Earth and Queensland Globe’ www.qcaa.qld.edu.au/virtual-field-trips.html
 Queensland Curriculum and Assessment Authority, G20 for schools, ‘Interactive G20 Map’
http://g20.qcaa.qld.edu.au
 Queensland Curriculum and Assessment Authority, Year 1 Geography: Australian Curriculum
in Queensland, January 2014 www.qcaa.qld.edu.au/downloads/p_10/ac_geography_yr1.pdf
 Spatial technologies, such as:
 Google Earth www.google.com/earth
 Google Maps www.google.com.au/maps
Objects
 Outline maps of the school
 Digital camera, digital photographs and images of features of places
 Paper, pencils, clipboards for field work and drawings
Assessing Geography in P–6
Participant booklet
Queensland Curriculum & Assessment Authority
July 2015
Page 15 of 19
Year
level
Selected resources
Year 2
Print
 Catling, S, Willy T & Butler, J 2012, Teaching Primary Geography for Australian Schools,
Hawker Brownlow, Melbourne.
Online
 ACARA, Work sample portfolio: Year 2,
www.acara.edu.au/curriculum/worksamples/Year_2_Geography_Portfolio.pdf
 Geogspace, Australian Geography Teachers of Australia, Mapping world interconnections,
www.geogspace.edu.au/core-units/f-4/exemplars/year-2/f4-exemplars-y2-illus2.html
 Queensland Curriculum and Assessment Authority, G20 for schools, Primary virtual field trip
using Google Earth and Queensland Globe, www.qcaa.qld.edu.au/virtual-field-trips.html
 Queensland Curriculum and Assessment Authority, G20 for schools, G20 Interactive
Map,http://g20.qcaa.qld.edu.au
 Queensland Curriculum and Assessment Authority, Year 2 Geography Australian Curriculum
in Queensland, www.qcaa.qld.edu.au/yr2-geography-overview.html
 Spatial technologies, such as:
 Google Earth www.google.com/earth
 Google Maps www.google.com.au/maps
Objects
 Digital photos and images of places visited
Year 3
Print
 Catling, S, Willy T & Butler, J 2012, Teaching Primary Geography for Australian Schools,
Hawker Brownlow, Melbourne.
 Wildy, M & Smith, F 2007, Teaching about other countries, Global Education Centre,
Goodwood, SA.
Online
 ACARA, Work sample portfolio: Year 3,
www.acara.edu.au/curriculum/worksamples/Year_3_Geography_Portfolio.pdf
 Asia Education Foundation 2013, Year 3 Geography: Images of Asia,
www.asiaeducation.edu.au/curriculum_resources/geography/year_3_images_of_indonesia/im
ages_of_indonesia_landing_page.html
 Blue Planet Biomes, West Tisbury Elementary School, World climates,
http://www.blueplanetbiomes.org/climate.html
 Bureau of Meteorology, Australian Government, www.bom.gov.au
 Central Intelligence Agency, US Government, The World Factbook:
www.cia.gov/library/publications/the-world-factbook
 Geogspace, Australian Geography Teachers Association:
 Role cards: Children in different places,
www.geogspace.edu.au/verve/_resources/2.1.6.3_1_role_card_statements.pdf
 Climate graphs, www.geogspace.edu.au/verve/_resources/2.3.2.2_2_climate_graphs.pdf
 Global Education, Australian Government Department of Foreign Affairs and Trade, Teaching
and learning, www.globaleducation.edu.au/teaching-and-learning/australian-curriculum.html
 Spatial technologies, such as:
 Google Earth www.google.com/earth
 Google Maps www.google.com.au/maps
 Queensland Curriculum and Assessment Authority, G20 for schools, Interactive map (Climate
zones), http://g20.qcaa.qld.edu.au/#level=basic
 Queensland Curriculum and Assessment Authority, G20 for schools, Primary virtual field trip
https://www.qcaa.qld.edu.au/virtual-field-trips.html
 Queensland Curriculum and Assessment Authority, Year 3 Geography Australian Curriculum
in Queensland, www.qcaa.qld.edu.au/yr3-geography-overview.html
 World Climate Charts, www.climate-charts.com
 World Meteorological Organization, World Weather Information Service,
http://worldweather.wmo.int/en/home.html
Objects
 Digital photos and images of places in Australia and a selected country of the Asia–Pacific
Assessing Geography in P–6
Participant booklet
Queensland Curriculum & Assessment Authority
July 2015
Page 16 of 19
Year
level
Selected resources
Year 4
Print
 Australia Geography Teachers Association 2008, Keys to Geography: Essential skills and
tools, Macmillan, South Yarra.
 Catling, S, Willy, T & Butler, J 2012, Teaching Primary Geography for Australian Schools,
Hawker Brownlow, Melbourne.
Online
 Aboriginal land care, Creative spirits, Jens Korff,
www.creativespirits.info/aboriginalculture/land/aboriginal-land-care
 ACARA, Work sample portfolio: Year 4,
www.acara.edu.au/curriculum/worksamples/Year_4_Geography_Portfolio.pdf
 Education for Sustainability, Ministry of Education, New Zealand Government, Curriculum
resources and tools, http://efs.tki.org.nz/Curriculum-resources-and-tools
 Geogspace, Australian Geography Teachers Association, Climate graphs,
www.geogspace.edu.au/verve/_resources/2.3.2.2_2_climate_graphs.pdf
 Global education project, Teacher resource to encourage global thinking across the
curriculum, www.globaleducation.edu.au/resources-gallery/resource-gallery-templates.html
 Queensland Curriculum and Assessment Authority, G20 for schools, Interactive map (Climate
and vegetation zones), http://g20.qcaa.qld.edu.au/#level=basic
 Queensland Curriculum and Assessment Authority, Year 4 Geography Australian Curriculum
in Queensland, www.qcaa.qld.edu.au/yr4-geography-overview.html
 Spatial technologies, such as:
 Google Earth, www.google.com/earth
 Google Maps, www.google.com.au/maps
 Wildlife News, The disappearing savannah,
http://wildlifenews.co.uk/2012/12/the-disappearing-savannah
 World Climate Charts, www.climate-charts.com
 World Meteorological Organization, World Weather Information Service,
http://worldweather.wmo.int/en/home.html
 World biomes, including climate zones — Blue Planet Biomes, World biomes,
blueplanetbiomes.org/world_biomes.htm
 World Wildlife Fund Australia, www.wwf.org.au:
 Living Planet Report 2012, www.wwf.org.au/our_work/people_and_the_
environment/human_footprint/living_planet_report_2012/
 Sustainable living to reduce your personal footprint,
www.wwf.org.au/what_you_can_do/change_the_way_you_live/sustainable_living/
(For more ideas for sustainability, see also: Assessment resource: Sustainability links)
Objects
 large-scale outline maps
 models of maps that conform to cartographic conventions including border, source, scale,
legend, and north point
 coloured pencils
Assessing Geography in P–6
Participant booklet
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July 2015
Page 17 of 19
Year
level
Selected resources
Year 5
Online
 ACARA, Student portfolio summary — Geography Year 5:
www.acara.edu.au/curriculum/worksamples/Year_5_Geography_Portfolio.pdf
 Asia Education Foundation, Year 5 Geography — ‘Life in a floating village’ (online module):
www.asiaeducation.edu.au/curriculum_resources/geography/years_5_life_in_a_floating_villag
e/year_5_life_in_a_floating_village_landing_page.html
 Brisbane City Council, Zoning maps, www.brisbane.qld.gov.au/planning-building/planningguidelines-tools/brisbane-city-plan-2014/city-plan-2014-mapping
 Bureau of Meteorology webpages
 Queensland flood history: www.bom.gov.au/qld/flood/fld_history/index.shtml
 Queensland flood reports: www.bom.gov.au/qld/flood/fld_reports/reports.shtml
 Queensland flooded towns:
www.bom.gov.au/qld/flood/fld_reports/qld_flooded_towns_2011.pdf
 Flood Warning Services (Commonwealth of Australia),
http://www.bom.gov.au/water/floods/floodWarningServices.html
 Booklet: What to do before, during and after a flood,
www.bom.gov.au/water/floods/document/What_todo_floods.pdf
 Curated Content, Suncorp data on visually — ‘The risks and costs of natural disasters in
Australia’ (infographic): http://visual.ly/cost-floods-australia
 Department of Natural Resources and Mines, Queensland Globe mapping and data tool,
www.dnrm.qld.gov.au/mapping-data/queensland-globe
 Department of Natural Resources and Mines, Floodcheck map,
www.dnrm.qld.gov.au/mapping-data/maps/floodcheck-map
 Floodsite, www.floodsite.net/juniorfloodsite/html/en/student/thingstodo/tour/index.html
 Geoscience Australia, Flood gallery, www.ga.gov.au/scientifictopics/hazards/flood/basics/gallery
 Golden Software tutorial, ‘Create a base map from Google Earth’, www.youtube.com/
watch?v=VQHk9mLg3F0
 Google Earth Help Center, https://support.google.com/earth/?hl=en#topic=4363013
 Queensland Government disaster management,
www.qld.gov.au/emergency/news/features/seflood.html
 Queensland Reconstruction Authority, Aerial imaging and mapping,
www.qldreconstruction.org.au/maps/aerial-imaging-and-mapping-pdfs
 Scribble Maps, www.scribblemaps.com
Year 6
Print
 Australian Geography Teachers Association, 2010, Keys to Geography: Essential skills and
tools, Macmillan, South Yarra, ISBN 978-1420229875
 Menzel P, 2005, Menzel’s Material World: A global family, Counterpoint, ISBN 978-
0871564306
Online
 Australian Geography Teachers of Australia, Geogspace, Using your computer to discover an
unequal world, www.geogspace.edu.au/core-units/years-5-6/exemplars/year-6/y5-exemplarsy6-illus2.html
 Google Maps: maps.google.com.au
 Google Earth: www.google.com/earth/explore/products
 Worldmapper: www.worldmapper.org
 Gapminder, Dollar Street, www.gapminder.org/downloads/dollar-street
 QCAA 2014, G20 Interactive map, g20.qcaa.qld.edu.au
 Developing infographics:
 Easelly, www.easel.ly
 Infogram, infogr.am
Assessing Geography in P–6
Participant booklet
Queensland Curriculum & Assessment Authority
July 2015
Page 18 of 19
Appendix 2: QCAA P–6 Geography sample assessments — focuses for teaching,
learning and assessment
Year
level
Assessment title
and technique
Concepts
Skills
Scale of
context
Teaching and learning opportunities
Prep
What are places
like?
Collection of work
Space
Place
Observing features of places
Representing features of familiar places
on models and pictorial maps
Personal/Local
Understanding the concept of bird’s eye view
Collecting and classifying data
Using locational and directional language
Year 1
Describing features
of place
Collection of work
Place
Environment
Space
Collecting, sorting, describing data
Representing features of places and
direction on a map
Personal/ Local
Labelling features of places in different texts
Developing descriptive language
Collecting, recording and sorting information
Year 2
My connections to
places
Guided research
Place
Interconnections
Posing geographical questions
Collecting data with a survey
Representing places on a labelled map
Local
(more distant
places)
Conducting interviews to gather information
Presenting findings in an oral presentations
Sharing perspectives about places
Year 3
Comparing places
near and far
Collection of work
Place
(comparing
characteristics
and perceptions
of places)
Collecting and comparing data
Representing data in tables, graphs and
labelled maps
Drawing conclusions
Local
(a place in a
nearby country)
Developing intercultural understandings
Sharing perceptions of places
Using texts to classify and compare data and
information
Year 4
Exploring
environments
Collection of work
Sustainability
Environment
Representing spatial distributions
Interpreting spatial distributions
Proposing individual actions
National/global
Using graphical organisers to compare and
classify information
Developing language to describe patterns
Year 5
Investigating natural
hazards
Research
Sustainability
Interconnections
Space
Developing geographical questions
Collecting and evaluating data
Identifying spatial patterns and trends
Representing data
Proposing individual and collective
actions
Local or
national scale
Evaluating data and information for validity
and reliability
Proposing actions and making predictions
Considering future consequences
Year 6
Comparing G20
countries
Collection of work
Place
Space
Comparing and evaluating data
Representing multiple sets of data on
maps and in graphic forms
Interpreting and analysing data
Drawing conclusions
Global
Using specialised terminology of economic,
social and economic data
Comparing and classifying multiple sets of
data and information
Describing spatial patterns and trends
Assessing Geography in P–6
Participant booklet
Queensland Curriculum & Assessment Authority
July 2015
Page 19 of 19