Y7-8 Y9
competencies: UK school guidance
, and interpret cartographic and other
in different media
d maps and other visualisations
rpret maps and other visualisations
ware of sources of information and their reliability
eographic information and its representation
d GIS.
ographical (location-based) and non-geographical
hat geographical information can be represented in some Example: employ some different representations of information (maps, charts,
ware that geographic information can be represented in
ays
municate geographic information
c geographic information
with geographic information in suitable forms
e GI to exchange in dialogue with others
use examples of GI applications in daily life and
I applications
mples of (daily life) GI applications
and why GI applications are useful for society
Developed as part of the GI Learner project – UK version adapted from the original by Alan Parkinson http://www.gilearner.ugent.be/
interpretation A B
Example: use a map legend, symbology
Example: use scale, orientation; understand meaning, spatial pattern and
context of a map
Example: critically evaluate maps, identifying attributes, representations (e.g.
inappropriate use of symbology, or stereotyping) and metadata of digital maps
learning about A B
Example: describe GPS, GIS, Internet interfaces; be able to identify geo-
referenced information
tables, satellite images...)
Example: be able to evaluate and apply a variety of GI data representations
producing A
Example: produce a mental map, be aware of your own position
Example: basic map production for a target audience - using old and new
media, Share results
Example: discuss outcomes like survey results/maps online or in class,
referring to an issue in your own local environment
applying A B
Example: know about GPS-related/locational (social networking) applications
including Google Earth; produce a listing of known GI applications or find them
on the internet
Example: problem-solving oriented with GI application like navigating; use an
app to predict the weather, check environmental quality, travel planning
Example: assess the functionality and use for society of a GI application
(emergency services, police, precision agriculture, environmental planning, civil
engineering, transport, research) and present the results
ces
e geographical tasks with the help of a GI interface
n one GI interface and its features
ve problems using a wide variety of GI interfaces
(primary) data capture
data
rent qualitative and quantitative data and select an
gathering approach, tool etc.
concerning data gathering and select the most suitable
aches to data capture
ntify and evaluate (secondary) data
tain data from source maps (different visualisations)
that there is different quality in data, not everything is
alue / usefulness / quality of data
relationships between data
t items may, or may not, be related (connected) in
one another
nterrelationships between a variety of factors
ent relationships and judge causes and effects
Developed as part of the GI Learner project – UK version adapted from the original by Alan Parkinson http://www.gilearner.ugent.be/
using A B
Example: find your house in a digital visualisation tool browser; finding a
certain location; measuring the distance between two points by different
means; use applications for mobile phones (e.g. GPS) to locate a place
Example: collect data and compare routes from school to home and back;
produce a topographical map for a walk
Example: find and use data from various data portals to look for the best
facilities of a specific region, or for the 'best' place to live using parameters like
infrastructure, noise, open spaces etc
gathering A
Example: gather data during fieldwork (coordinates, pictures, comments...) e.g.
sound data to analyse impacts of traffic; map attractive places for children in
your city
Example: when investigating environmental factors choose what data is
needed to aid the investigation
Example: design a methodology which explains the data collection for
exploring land use change, e.g. how to collect data from different sources and
classify them appropriately
using & evaluating A
Example: find (download) data on migration and know how to use it
Example: identify multiple data sources for example on population or pollution
and be able to assess their level (scale), detail, frequency, accuracy and other
considerations; analyse different sources and decide which is the most useful
Example: Use data on climate change from ESA, IPCC compared to Facebook
graphs and climate deniers – the arena of ‘fake news’ & Factfulness
analysing A
Example: recognize simple relationships between things, e.g. heat and climate
or city size and traffic jams / inverse relationships / some things are not related
Example: changes in environment, influence, connections and hierarchy of
ecosystems
Example: evolution of ecosystems over time is complex and is related to many
variables; problem-oriented exploration of interrelationships e.g. where do my
jeans or my mobile phone come from?
 sight from analysis understanding
e analysis says Example: understand there are different types of climate
ments from the analysis to make sense of the outcomes Example: recognise that climate is changing and provide evidence
alysis in depth, create new meaning and make links to
Example: respond and suggest solutions to mitigate climate change impacts in
e
a defined area

ct with knowledge taking action: decision making / applying in real world A

decisions that had to be made
ions for individuals and society
actions to stakeholders - including themselves
Example: use spatial data to assess which new road network a
local authority should build
Example: conclude that there will be winners and losers for each
proposed route for a new road network
Example: develop a campaign to persuade decision makers
concerning traffic planning; make a blog or a website with
collected and visualized data; write a referenced article for a
magazine using GI

over the secondary school

2)

Y7-8 Y9 Y10 Y11 Y12

1 A B C C
2 A B C C
3 A B C
4 A B C C
5 A B C C
6 A B C
7 A B C
8 A B C
9 A B C
10 A B C

Developed as part of the GI Learner project – UK version adapted from the original by Alan Parkinson http://www.gilearner.ugent.be/