Geography takes students beyond communicating their knowledge, understanding and skills.

Communicating the results of a geographical inquiry:

  • requires presenting a ‘discussion’ in response to the inquiry question(s) that shaped the process of investigation. Students discuss their evidence-based claims resulting from the inquiry findings. The communication can consider possible futures, a probable future and a preferred future which provide a solution to the geographical problems they have investigated.
  • can take many forms. The type of communication should reflect the age and stage of learning as well as provide a mode that is meaningful and appropriate for the processed data and information that needs to be conveyed.

A communication response can include:

  • a description and some facts about the place, space or environment. What maps, diagrams or images could be used?
  • a description of the data and information obtained in response to the inquiry questions posed. Does a description of the data and information collection processes need to be included?
  • annotated geographical tools for the stage to convey data and information
  • a discussion of the geographical trends or patterns found when processing the data and information: Were the results expected? What factors caused the results to turn out as they did?
  • a reflection on the findings, what was found, what was interesting, surprising, or not supported by the evidence, and the effectiveness of the geographical inquiry process, any problems or difficulties encountered
  • proposed actions and the predictable outcomes of these actions as a defendable position adopted, which is based on the data and information collected and processed during the inquiry
  • a recommendation on the civic action resulting from the investigation so that the planet on which we live can continue to sustain life into the future.

Geography also takes students beyond communicating their knowledge, understanding and skills. It can empower them to participate effectively in maintaining and improving the quality of their society and environment.

It is hoped that students then have the opportunity to undertake appropriate action in response to these geographical investigations. The action should relate to the best possible outcome in support of the preferred future.

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