SEMESTER ONE

METSCHOOL 2016

YEAR 7 GEOGRAPHY INVESTIGATING THE WORLD

4G1

1

TABLE OF CONTENTS

Introduction and Road Map

Scope and Sequence 2016 2

Student Guidelines and Expectations 3 Stage 4G1 Geography Program Outline 4-5

Glossary of Directive Terms 6

Learning Intentions and Goals

What is Your Aim? 7 The Big Question

How can Geography help us understand the world we live in? 8-10

Learning Tasks

Introduction to Geography 11

The Nature of Geography 12

Geographical Research 13

Our World 14

World Heritage Sites 15 Resources 16

Matching Activity 17

Environmental Images 18

The Bermuda Triangle 19-20

Human and Physical Environment Images 21

Feedback for Game Activity 22

Feedback

Marking Rubric and Summary of Results 23-24 Self-Reflection

Self-Evaluation 25-26

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INTRODUCTION AND ROAD MAP

3

Student Guidelines and Expectations

Guidelines:

YOU are responsible for your own learning and YOU will choose YOUR own activities to

complete from the Assignment Sheets following.

All work submitted is to be YOUR own work according to MET Schools Policy and

guidelines regarding plagiarism. It is expected each student completes the tasks set

INDIVIDUALLY unless specified otherwise (i.e. group work).

Remember to seek assistance regarding any of the Assignment activities when unsure of

any content from your subject teacher.

Organise YOUR time and complete YOUR Learning Tasks to the best of YOUR ability. Use

the Learning Task Checklist found under the Administration tab to keep a record of

activities completed and to try keep on track.

Familiarise YOURSELF with the due dates of all learning tasks and complete accordingly.

How the Learning Tasks Work:

YOU will be issued with one Big Question – located on the Big Question tab.

By completing a series of Learning Tasks, YOU will be able to answer the Big Question

through remembering, understanding, applying, analysing, evaluating and creating

information.

YOU will also use the key skills of; researching, collaborating, problem solving,

application and transference of information into other aspects of YOUR learning.

As a student, it is YOUR responsibility to ensure that YOU are keeping on task and

completing work by the submission dates due.

It is also YOUR responsibility to ensure YOU are keeping a record of the activities YOU

complete on the Checklist.

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Stage 4G1 Geography Program Outline

UNIT 4G1 Investigating the World

UNIT OVERVIEW This unit focuses on the nature of Geography in a global sense. It will address how to research geographically using various geographical tools. The unit will also look at World Heritage Sites – why they are important and what we can do as active citizens to protect such sites.

TIME ALLOCATION Number of Weeks Class Lessons

20 40 (4 per fortnight - minimum)

UNIT OUTCOMES 4.1 identifies and gathers geographical information 4.2 organises and interprets geographical information 4.3 uses a range of written, oral and graphic forms to communicate geographical information 4.4 uses a range of geographical tools 4.5 demonstrates a sense of place about global environments 4.6 describes the geographical processes that form and transform environments 4.10 explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship

GEOGRAPHICAL TOOLS Maps use an atlas use various types of maps: physical, political, topographic

and thematic identify and use elements of maps: legend, north point,

title, scale and border distinguish between different map projections locate features on a map using latitude and longitude, and

grid and area references identify physical and cultural features on a map use the points of a compass to determine direction construct a sketch map read synoptic charts Fieldwork use geographical instruments collect and record data in the field Photographs draw a line drawing collect and interpret photographic images ICT

create a desktop published document for a specific audience develop and refine search techniques using the internet

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SUGGESTED RESOURCES

1. Bliss and Paine (2010) Geoactive 1 Stage 4 Global Geography 3rd edition. (Wiley)

eBookpluswww.jacplus.com.au 2. Chaffer et.al (2010) Geoactive 1 Stage 4 Global Geography 3rd edition – Teacher’s Guide.(Wiley) 3. Parker et al (2004) Geography for Global Citizens 2nd edition. (Macmillan) 4. Kleeman et al (2004) Global Explorations Stage 4 Geography. (Heinemann) 5. Jacaranda Atlas, 5th edition 6. Otter &Toovey, Skills Book, Stage 4 Geography 7. Clickview – Secondary – Geography 8. NSW Department of Education and training – http://www.curriculumsupport.education.nsw.gov.au/ 9. Naumann, Ruth (2007) Nelson Essential Geography 10. Stacey, Bonner and Ralph (2008) Key Skills in Geography 3rd Edition

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Glossary of Directive Terms

Account Account for: state reasons for, report on. Give an account of: narrate a

series of events or transactions Analyse Identify components and the relationship between them; draw out

and relate implications Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

Assess Make a judgement of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments Contrast Show how things are different or opposite

Critically Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate)

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features Discuss Identify issues and provide points for and/or against

Distinguish Recognise or note/indicate as being distinct or different from; to note differences between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract Choose relevant and/or appropriate details Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information Propose Put forward (for example a point of view, idea, argument, suggestion)

for consideration or action Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details Synthesise Putting together various elements to make a whole

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LEARNING INTENTIONS AND GOALS

What is Your Aim?

BOSTES Outcomes

4.1 identifies and gathers geographical information

4.2 organises and interprets geographical information 4.3 uses a range of written, oral and graphic forms to communicate geographical

information

4.4 uses a range of geographical tools

4.6 describes the geographical processes that form and transform environments

4.8 describes the interrelationships between people and environments

4.10 explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship

Skills Outcomes

To research To collaborate To create To design To synthesise To analyse To evaluate To gather To collect

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THE BIG QUESTION

ASSESSMENT TASK NOTICE

Information for Students

All Assessment Policies and Procedures relating to this task have been detailed in the School’s Assessment

Handbooks. Students should be mindful that work submitted for assessment needs to be their own original

work and that information derived from other sources must be correctly referenced.

COURSE / SUBJECT:

Geography

YEAR GROUP:

7

TEACHER RESPONSIBLE FOR SETTING TASK:

Ms Seychell

HEAD OF DEPARTMENT:

Ms Seychell

ISSUE DATE OF ASSESSMENT TASK NOTICE:

Week 5 (Term 1)

DATE AND TIME TASK IS DUE:

Week 7 (Term 1)

TASK NUMBER:

2

RELATIVE WEIGHTING:

20%

OUTCOMES BEING ASSESSED:

4.1, 4.2, 4.3, 4.4, 4.6, 4.8, 4.10

TOPIC:

Investigating the World

TASK DESCRIPTION:

The Big Question

Student Acknowledgement

(Students are to sign this section and return it to the teacher issuing this assessment task)

I confirm that I have received formal notice of the Assessment Task for

________________________________ which is due on ________________

Course Due Date

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GUIDELINES FOR ‘THE BIG QUESTION’ ASSESSMENT TASK

How can Geography help us understand the world we live in?

PART A: Students will receive a series of questions from Remembering to Creating for every sub

topic of the unit Investigating the Earth. They are to complete two learning tasks which contribute to

their final assessment mark of ‘The Big Question’. The assessment mark breakdown for this unit of

work is as follows;

Introduction to Geography 10% TOTAL LEARNING TASK

CONTRIBUTION 10%

(50% of final weighting)

The Nature of Geography 10%

Geographical Research 10%

Our World 10%

World Heritage Sites 10%

THE BIG QUESTION 10% (Due Week 7 Term 2) (50% of final weighting)

TOTAL WEIGHTING OF ASSESSMENT TASK 2 20%

Each student is to ensure they are choosing activities from a range of the different taxonomy levels

available. Ensure you notify the teacher which learning task you are completing by ticking the

question selected in the column provided. The different taxonomy levels are; remembering,

understanding, applying, analysing, evaluating and creating. These differentiated learning tasks will

allow for each and every one of you to complete what you are comfortable with whilst at the same

time giving you the freedom to try and extend your knowledge as well as your skills in researching,

collaborating and synthesising.

PART B: The Big Question is: How can Geography help us understand the world we live in?

When answering this question, students are to look at the following points – remember, these are

only guide questions;

- What is Geography – have you demonstrated your understanding in your response?

- What types of Geography do we study (physical and human) – how do they help us to fit into

the world?

- What geographical connections exist in the world?

- What is our role in the world as active citizens (individual, group or government)

Make sure you;

- Chose any form of presentation that you wish to convey your response (ALLOWS YOU TO BE

CREATIVE)

o Examples include: PowerPoint presentation, Prezi, Oral Presentation, Report,

Pictorial Response

- Use geographical language to convey your response (ALLOWS YOU TO COMMUNICATE

EFFECTIVELY)

- Structure your response (ALLOWS YOU TO SEE THE CONNECTIONS BETWEEN YOU AS A

CITIZEN AND YOUR PLACE IN THE WORLD)

- Provide examples to support your response (ALLOWS YOU TO BE ABLE TO RELATE THE

KNOWLEDGE GAINED TO REAL LIFE SITUATIONS - RELEVANCE)

- Provide visual aids throughout your response (ALLOWS YOU TO COMMUNICATE THROUGH

THE USE OF VISUAL STIMULUS)

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MARKING GUIDELINES FOR ‘THE BIG QUESTION’ ASSESSMENT TASK

9-10 (A) 7-8 (B) 5-6 (C) 3-4 (D) 1-2 (E)

Knowledge / Understanding

The response demonstrates an insightful geographical

understanding of how

Geography helps us

understand the world we live

in.

The response demonstrates an effective geographical

understanding of how

Geography helps us

understand the world we live

in.

The response demonstrates a

sound geographical

understanding of how

Geography helps us

understand the world we live

in.

The response demonstrates a

limited geographical

understanding of how

Geography helps us

understand the world we live

in.

The response demonstrates an elementary geographical

understanding of how

Geography helps us

understand the world we live

in.

Thinking / Inquiry The response is centered

around the question

sophisticatedly which shows a

highly developed

thought process of how

Geography helps us

understand the world we live

in.

The response answers the

question effectively and

shows a developed

understanding of how

Geography helps us

understand the world we live

in.

The response answers the

question soundly and

has a developed

understanding of how

Geography helps us

understand the world we live

in.

The response addresses the understanding

of how Geography

helps us understand the world we live in at a basic level.

The response addresses the understanding

of how Geography

helps us understand the world we live in

at an elementary

level.

Communication The response conveys the ideas using

sophisticated geographical terminology

and a skillfully structured response.

The response conveys the ideas using

effective geographical

terminology in a structured

response.

The response conveys the ideas using

sound geographical terminology

and structure is evident.

The response conveys basic

ideas using limited

geographical terminology and a basic structure.

The response conveys

elementary ideas using

limited geographical terminology.

No structure is evident.

Use of visual aids / Presentation

The response includes highly

appropriate and easily

understood visual aids which are

referred to in the response.

The response includes

appropriate and

understood visual aids

which are often referred to in the response.

The response includes some

appropriate and

understood visual aids which are

sometimes referred to in the response.

The response includes

appropriate / inappropriate

visual aids which are

occasionally referred to in the response.

The response includes limited

appropriate / inappropriate

visual aids which are

rarely referred to in the

response.

Content / research evident

Skillful ability to research

independently geographical

content.

Proficient ability to research

independently geographical

content.

Sound ability to research

independently geographical

content.

Limited ability to research

independently geographical

content.

Elementary ability to research

independently geographical

content.

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LEARNING TASKS

Learning Task: Introduction to Geography

Content Taught Introduction to Geography What is Geography? What will be learnt over the next semester? Environmental features of the Earth

Outcomes Achieved

4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.10

TAXONOMY LEVEL ACTIVITY CHOSEN

Learning Tasks

Remembering

1. In your own words, what is Geography? Complete in your workbooks.

Understanding

2. Use the terms geography, spatial dimension and ecological dimension in separate geographical sentences in your workbook.

Applying

3. Apply your skills and knowledge of Geography to locate a contemporary issue in a media source. Outline what the article is about in terms of Geography in a 5-10 line paragraph. Complete in your workbooks.

Analysing

4. Watch the video clip provided on Geographical Features and establish all the geographical features identified in the footage. Complete in your workbooks.

Evaluating

5. Evaluate the importance of learning Geography in today’s world by writing a newspaper article for the Board of Studies. Complete in workbooks.

Creating

6. Create an artwork that encompasses the meaning of Geography. Your canvas is to be no larger than a poster size. You must incorporate images and words in your artwork which shows your understanding if what Geography is about.

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Learning Task: The Nature of Geography Content Taught The Nature of Geography

The physical elements of the environment o Air o Solar Energy o Flora and fauna o Water o Soil

The human elements of the environment o Agricultural o Industrial o Settlements o Economic o Political o Sociocultural

The interaction of the physical and human elements

Outcomes Achieved 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 TAXONOMY LEVEL ACTIVITY CHOSEN MARKED

Learning Tasks

Remembering

1. Complete the matching activity of definitions and examples. Worksheet provided in the resources section of this document.

Understanding

2. Picture yourself travelling home from school. Briefly describe all the elements of the human environment you will see in your workbook.

Applying

3. Draw a line drawing by using a photo taken (by yourself) of a physical environment. Complete in your workbook.

Analysing

4. Analyse the images provided and explain the processes that link the biosphere, atmosphere, lithosphere and hydrosphere. You must submit a minimum word count of 300 words. Complete in your workbook.

Evaluating 5. Complete a speech by recording yourself in reference to the statement - 'If the world’s current population continues to increase, assess the impact on the human and physical environments'. Ensure you provide statistics to support. You may wish to use visual stimulus in your recording / speech also. Complete in your workbook.

Creating 6. Create an acrostic poem for the words environment, lithosphere, atmosphere, hydrosphere and biosphere. The words used must be geographical in nature. This is to help you expand your geographical terminology. Upload to the database with your name and completion date.

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Learning Task: Geographical Research

Content Taught Geographical Research Key geographical questions Fieldwork (the use of geographical tools in investigating the physical and

human environment Fieldwork (the use of geographical tools in investigating the physical and human

environment. Outcomes Achieved

4.1, 4.2, 4.3, 4.5, 4.6

TAXONOMY LEVEL

ACTIVITY CHOSEN MARKED

Learning Tasks

Remembering

1. Complete the worksheet provided in Resources based on the Bermuda Triangle. Complete in your workbook.

Understanding

2. Complete the on line quiz based on your understanding of Geographical research and tools. Ask your teacher for access to a computer.

Applying

3. Refer to your local newspaper. Collect two articles relating to local environmental issues. Using text boxes, answer the key geographical questions relating to the articles. Ensure to put a copy of the articles into your workbooks with your responses.

Analysing

4. Using the images provided in the Resources section, convey in no less than 300 words what geographical elements exist in this image. Discuss elements like human and physical features, scales of the image, type of photographs, etc. Complete in your workbook.

Evaluating 5. Assess the advantages and disadvantages of using satellite images as a means of studying the Earth's surface. Complete in your workbook.

Creating 6. Design a scientific experiment that uses the key geographical questions and fieldwork. Complete in your workbook – be sure to take photographic images.

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Learning Task: Our World

Content Taught Our World Global representation using maps The importance and use of latitude The importance and use of longitude Global patterns of physical and human features

Outcomes Achieved

4.1, 4.2, 4.3, 4.4

TAXONOMY LEVEL ACTIVITY CHOSEN MARKED

Learning Tasks

Remembering 1. What is the advantage of using globes to show the Earth? Write your response in your workbook.

Understanding

2. Based on the video Understanding Map Scales and Distances, create a smart graphic to consolidate the information presented. Complete in your workbook.

Applying

3. Complete the online quiz as an overview to the geographical tools we use in our world. If you need access to a computer, see your teacher before-hand.

Analysing

4. You are a weather presenter for the ABC news. Using a map of Australia and synoptic chart language and features, you are to record yourself presenting the weather to your class mates.

Evaluating

5. Evaluate the relationship between climates and global environment. Complete in your workbook.

Creating

6. Create a game that is suitable

for two players that effectively teaches the geographical understanding of skills. You must provide a sample of this game to the teacher. You are to get your peers to provide feedback on your game and if it was effective in helping them acknowledge the content they have learnt. There is a feedback section for this for them to complete under the Resources section.

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Learning Task: World Heritage Sites

Content Taught World Heritage Sites Natural (physical) and cultural (human) sites The criteria process for World Heritage Sites

Outcomes Achieved

4.1, 4.2, 4.3, 4.5, 4.10

TAXONOMY LEVEL ACTIVITY CHOSEN MARKED Learning Tasks

Remembering 1. What are the requirements

for placement in the two categories of World Heritage Listings? Complete in workbooks.

Understanding

2. Write a letter to UNESCO asking for a particular site of your choice to be recognized as either a cultural site or a human site. Ensure reasons are provided as to why the site needs to be protected. Complete in workbooks.

Applying

3. Using your geographical knowledge, explain why most World Heritage Sites are in Europe rather than Australia or Africa? Minimum word count 200 words. Complete in workbooks.

Analysing

4. Analyse a World Heritage Site that has been damaged by human interference and explain how it can be managed sustainably. Complete in your workbooks.

Evaluating

5. Evaluate the Australian Governments involvement in the protection of Australia's World Heritage Sites. Discuss in the forum if they have been effective in their goal and include examples in your response.

Creating 6. Design a World Heritage Site collage on A3 paper using a variety of images. On your collage, include details like; dates of inscriptions for your sites, the criteria for selection, who is responsible for its management? Paste in your workbook once complete.

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RESOURCES

Contents of Resources to Use for Completing this Unit of Work

Resource Related Learning Task Geographic Features Video Clip

SEE TEACHER FOR A COPY ANALYSING –

Introduction to Geography Matching Activity

REMEMBERING –

Nature of Geography Environmental Images ANALYSING –

Nature of Geography The Bermuda Triangle Worksheet REMEMBERING –

Geographical Research

Online Quiz SEE TEACHER FOR ACCESS TO QUIZ

UNDERSTANDING – Geographical Research

Human and Physical Environment Images ANALYSING – Geographical Research

Understanding Map Scales and Distances Video Clip SEE TEACHER FOR A COPY

UNDERSTANDING – Our World

Online Quiz SEE TEACHER FOR ACCESS TO QUIZ

APPLYING – Our World

Feedback Sheet for Game Creation CREATING – Our World

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Matching Activity

agriculture, settlement, industrial, economic, sociocultural, political

Definition Word

A group of people living in one place or location

A segment of the economy involving the manufacturing and

transportation of products

Relating to the government or public affairs of a country

The cultivation of animals, plants, fungi and other life forms for

food, fibre, biofuel, medicines and other products used to sustain

human life

A map showing the distribution of the characteristics of a

population

The production, distribution or trade and consumption of limited

goods and services by different agents in a given geographical

location

agriculture, settlement, industrial, economic, sociocultural, political

Examples Word

A cottage industry making lavender soaps

A map showing the distribution of main languages spoken in NSW

A ploughed paddock

Parliament House in Canberra

The stock exchange

Gerringong, South Coast NSW

18

Environmental Images

19

20

21

Human and Physical Environment Images

22

Feedback Sheet for Game creation

Using the following questions, critically analyse the game created by your peers and answer

the following evaluation questions. (1 = strongly disagree 5 = strongly agree)

Questions for Players of the Game

Criteria Score 1-5 Comments

Presentation

The game was graphically appealing.

1 2 3 4 5

The game used colour and was inviting to play.

1 2 3 4 5

Content

I feel I learned more geographical content from

this game. 1 2 3 4 5

I feel I reinforced a lot of the geographical concepts

covered so far in this course. 1 2 3 4 5

I found the game extremely challenging.

1 2 3 4 5

General

I enjoyed the learning strategies used in the game.

1 2 3 4 5

The rules of the game were easy to follow.

1 2 3 4 5

One thing I would do differently about the game:

One thing you really liked about the game:

Questions for the Creator of the Game

What I found challenging about this task:

What I learnt from completing this task:

23

FEEDBACK

Guidelines: This section will provide you with feedback from every sub topic completed.

Remember, you have to have completed two elements of the sub topics provided. There is

also a feedback section for your teacher to write feedback based on the task/s completed.

5 4 3 2 1

Terminology (Remembering)

The report uses extensive

geographical terminology and is free of spelling and punctuation

errors.

The report uses some

geographical knowledge and

has few spelling and punctuation

errors.

The report attempts to use

some geographical terminology

and has a few spelling and punctuation

errors.

The report uses minimal

geographical terminology and is full of spelling and punctuation

errors.

The report does not

attempt to use geographical terminology and is poorly written and difficult to

read.

Comprehension (Understanding)

Excellent comprehension

of the main topic.

Very good comprehension

of the main topic.

Good comprehension

of the main topic.

Poor comprehension

of the main topic.

Limited comprehension

of the main topic.

Application of skills

(Applying)

Excellent use of a variety of

skills to address question.

Very good use of a variety of

skills to address question.

Good use of a variety of skills

to address question.

Poor use of a variety of skills

to address question.

Limited use of a variety of

skills to address question.

Interpretation of Question

(Analysing)

Extensive ability to interpret question through

various skills.

Very good use of a variety of

skills to address question.

Good use of a variety of skills

to address question.

Poor use of a variety of skills

to address question.

Limited use of a variety of

skills to address question.

Presentation (Creativity)

The material is presented in an

extremely imaginative, creative and

original manner.

The material is presented in a

very imaginative, creative and

original manner.

The material is presented in an

imaginative, creative and

original manner.

The material presented

requires more imagination, creativity and

originality.

The material presented lacks

imagination, creativity and

originality.

TOTAL MARKS FOR THE ‘SUB TOPICS’ /20

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Introduction to

Geography Nature of

Geography Geographical

Research Our World World

Heritage Sites

Learning Task LT 1 LT 2 LT 1 LT 2 LT 1 LT 2 LT 1 LT 2 LT 1 LT 2

Terminology

Comprehension

Application of Skills

Interpretation of Content

Presentation

TOTAL /10 /10 /10 /10 /10 /10 /10 /10 /10 /10

TOTAL FOR SEMESTER ONE (CONTRIBUTING TO 10% OF FINAL AT2) /100

Feedback from Teacher: Introduction to Geography

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Teacher Name: Date: Mark:

Feedback from Teacher: Nature of Geography

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Teacher Name: Date: Mark:

Feedback from Teacher: Geographical Research

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Teacher Name: Date: Mark:

Feedback from Teacher: Our World

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Teacher Name: Date: Mark:

Feedback from Teacher: World Heritage Sites

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Teacher Name: Date: Mark:

STUDENT NAME: CAMPUS:

25

SELF REFLECTION

Course GEOGRAPHY Year Group

Name Teacher

1. Three things you learnt about this unit of work;

2. Three things you could improve on in the future;

3. Three things I liked about this unit were;

4. Three things I found difficult in this unit were;

5. How will I use what I have learned in this unit in other areas of my life or in other subjects at school?

6. How effectively did your teacher address the content in the course? What could he/she have done better to improve your understanding?

7. What other resources would you like to see implemented in the teaching of this course by your teacher?

8. What changes will you make in the future to enhance your learning of this subject content?

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For each statement below, please give a rating of your agreement with the statement Agreement Rating 1 2 3 4 5

1= strongly disagree 5= strongly agree

Statement Agreement

Rating

Comments (Please add any comments here to help clarify your responses)

9 I felt I achieved well in this course 1 2 3 4 5

10 I enjoyed the teaching and learning

strategies 1 2 3 4 5

11

I found the teaching materials and resources were helpful in supporting

my learning

1 2 3 4 5

12

I was able to understand the presentation or teaching of the content/concepts for this unit.

1 2 3 4 5

13 I enjoyed the method or approach used by my teacher to teach the

course or unit 1 2 3 4 5

14 I completed the assessments/ tests to

the best of my ability 1 2 3 4 5

15 I worked independently when

required 1 2 3 4 5

16 I contributed to class discussions 1 2 3 4 5

17 I found the assessment tasks

challenged me 1 2 3 4 5

18 The instructor expresses clear

expectations for my learning and performance in this class

1 2 3 4 5

19 The instructor is well organized and

prepared

1 2 3 4 5

20 The feedback I have received on my

work has enhanced my learning.

1 2 3 4 5