GEOGRAPHY Teachers' Guide

GEOGRAPHY Teachers' Guide Grade 9 (To be implemented from 2018) Department of Social Sciences National Institute of Education Sri Lanka Web site: www.nie.lk E-mail: [email protected] Geography Grade 9 Teacher's Guide First Printing 2017 © National Institute of Edcation ISBN .............. Department of Social Sciences Language,Humanities and Social Sciences National Institute of Education Web site : www.nie.lk E-mail : [email protected] Printed by : Press National Institute of Education Maharagama Sri Lanka ii Message from the Director General ………………. With the primary objective of realizing the National Educational Goals recommended by the National Education Commission, the then prevalent content based curriculum was modernized, and the first phase of the new competency based curriculum was introduced to the eight year curriculum cycle of the primary and secondary education in Sri Lanka in the year 2007. The second phase of the curriculum cycle thus initiated was introduced to the education system in the year 2015 as a result of a curriculum rationalization process based on research findings and various proposals made by stake holders. Within this rationalization process the concepts of vertical and horizontal integration have been employed in order to build up competencies of students, from foundation level to higher levels, and to avoid repetition of subject content in various subjects respectively and furthermore, to develop a curriculum that is implementable and student friendly. The new Teachers’ Guides have been introduced with the aim of providing the teachers with necessary guidance for planning lessons, engaging students effectively in the learning teaching process, and to make Teachers’ Guides will help teachers to be more effective within the classroom. Further, the present Teachers’ Guides have given the necessary freedom for the teachers to select quality inputs and activities in order to improve student competencies. Since the Teachers’ Guides do not place greater emphasis on the subject content prescribed for the relevant grades, it is very much necessary to use these guides along with the text books compiled by the Educational Publications Department if, Guides are to be made more effective. The primary objective of this rationalized new curriculum, the new Teachers’ Guides, and the new prescribed texts is to transform the student population into a human resource replete with the skills and competencies required for the world of work, through embarking upon a pattern of education which is more student centered and activity based. I wish to make use of this opportunity to thank and express my appreciation to the members of the Council and the Academic Affairs Board of the NIE the resource persons who contributed to the compiling of these Teachers’ Guides and other parties for their dedication in this matter. Dr. (Mrs.) Jayanthi Gunasekara Director General National Institute of Education Maharagama iii Message from Deputy Director General ………………. Learning expands into a wider scope. It makes life enormous and extremely simple. The human being is naturally excellent in the skill of learning. A country when human development is considered the main focus uses learning as a tool to do away with malpractices identified with intellect and to create a better world through good practices. It is essential to create valuable things for learning and learning methods and facilities within the adhere of education. That is how the curriculum, syllabi, teachers’ guides and facilitators join the learning system. Modern Sri Lanka has possessed a self-directed education system which is a blend of global trends as well as ancient heritage. It is necessary to maintain the consistency of the objectives of the subject at the national level. However, facilitators are free to modify or adapt learning teaching strategies creatively to achieve the learning outcomes, competency and competency level via the subject content prescribed in the syllabus. Therefore, this Teachers’ Guide has been prepared to promote the teachers’ role and to support the students as well as the parents. Furthermore, at the end of a lesson, the facilitators of the learning-teaching process along with the students should come to a verification of the achievement level on par with ones expected exam by a national level examiner, who evaluates the achievement levels of subjects expected. I sincerely wish to create such a self-progressive, motivational culture in the learning-teaching process. Blended with that verification, this Teachers’ Guide would definitely be a canoe or a raft in this endeavor. Ven. Dr. Mambulgoda Sumanarathana Thero Deputy Director General Faculty of Languages, Humanities and Social Sciences iv Curriculum Committee Instruction and Approval Academic Affairs Board, National Institute of Education Coordination Ms. M.P.R. Dhanawardhana Director Department of Social Sciences National Institute of Education, Maharagama Subject Specialist Assistance Professor Emeritus M.M. Karunanayaka Professor Emeritus, University of Sri Jayewardenepura Professor Emeritus N.K. Dangalle Professor Emeritus, University of Kelaniya Senior Professor S.A. Norbert Senior Professor, University of Colombo Panel of Writers (External) Mr. R.P. Peiris Addl. Commissioner of Examinations (Retired) Mr. S.M. Dayananda Project Officer (Retired), National Institute of Education Mr. M.K. Kingsley Priyantha Lecturer, Ruhunu National College of Education, Galle Mr. J.A.B. Heenkenda ISA, Zonal Education Office, Kandy Mr. K.K.U. Gunarathna Teacher Service G/Polpagoda Navodya School, Yakkalamulla Mr. D.W.G.J. Bandara Teacher Service Mahamathya Vidyalaya, Athurugiriya Mr. M.H.M. Yakooth Chief Project Officer (Retired) National Institute of Education Curriculum Committee Ms. M.P.R. Dhanawardhana Director, Department of Social Sciences Mr. S. Karunakaran Lecturer, Department of Social Sciences Language Editing Ms. E.G de Silva Supporting Staff Ms. L.S.W. Malavipathirana Ms. A.L.S.P. Atapattu Mr. G.S.D. Fernando Cover Design Mr. Raveendra Thenuwara v Instructions for using the Teacher’s Guide In this Teachers’ Guide, learning outcomes, summary of the subject content and a few teaching learning methodologies for each and every subject unit are presented. Also, a few learning outcomes related to every competency level are introduced. It is important to lay special emphasis on these learning outcomes and understand the limits of the subject area that have to be essentially imparted . The teacher should be able to motivate the students to find the required information beyond the limits of the subject area specified. The teaching learning methodologies presented here have to be built up in a creative manner to suit the competency level mentioned, the subject content as well as to the number of students in the classroom and the time allotted. Apart from this the teacher has the full freedom to identify other appropriate teaching learning methodologies suitable for the competency levels and plan his or her work. When planning these methodologies it is more appropriate to prepare them in such a way that the students will be able to acquire pleasant and active learning experience. Quality inputs have to be made in relation to the lesson planned by the teacher. The globe, wall maps (Sri Lanka/world), Atlases, textbooks, information leaflets could be introduced as common quality inputs which can be used in the teaching of Geography. Apart from this, you may use appropriate and specific quality inputs specially at various stages of the lesson you have planned. This will enable the students to acquire practical experiences which will pave way for students to reach the expected competency levels in learning. Assessment and evaluation could be considered as the means of ensuring whether the students have reached the expected learning outcomes of the teaching learning process and to identify the level of competencies acquired by the students. This will enable the teacher to identify the strengths and weakness of the students as well as to avoid the problems faced by the weak students and also to improve the strengths. Accordingly, assessment and evaluation should be carried out by identifying five criteria which could be applied in the relevant teaching learning process. The textbook relevant to the grade is only one source of information. It is important to use other sources too in the teaching learning process. By organising the teaching learning process facilitating to acquire practical experiences it will be possible for students to reach expected competency levels. In order to transform information and subject concepts incorporated in the syllabus into successful learning experiences, the compilation of programmes which will enable active participation of even student is considered as a responsibility of the school management. A few projects related to Geography that could be carried out in schools are given below. vi Setting up a Geographical Society This will give the opportunity to organize Quizzes or Do You Know contests, debates, exhibitions, educational tours, seminars of geographical importance and discussions with the participation of scholars and students and shramadana activities. It is also possible to direct students to various tasks such as the publications of wall newspapers and magazines and also in solving problems related to the subject. It will also provide the opportunity to get to know the teachers and students involved in the subject and also to identify students’ abilities. Setting up

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