The following learning objectives comprise all requirements, abilities and skills each student at GIBS should fulfil after being taught Geography for 8 years.Furthermore the assessment criteria are described for each schoolyear.
Year 1 Intensive Phase (September – December) (2 periods / week)
During the intensive phase students are supposed to acquire both the vocabulary and simple grammatical structures that will enable them to successfully participate in basic bilingual Geography and Economics lessons later on.
The following geographical topics and skills closely linked to the subject are part of the GWK lessons during the Intensive Phase.Students should be able to
- name the Austrian provinces and their capital cities and locate them on a map;
- name and locate the continents and main oceans and locate them on a map;
- name the European countries and nationalities and locate the countries on a map;
- find given places in the atlas;
- describe simple landscape features;
- talk about the weather and the main climatic factors.
Assessment: the students’ participation in the GWK lessons will be assessed verbally; in addition to that students are encouraged to assess their progress themselves using a list of teaching objectives.
Year 1 January – June (2 periods / week)
During the remainder of Year 1 students should
- acquire basic knowledge of the Earth and its shape;
- understand that there is a regular pattern of climates on Earth;
- be able to locate any place using latitude and longitude references;
- gain insight into the way people live and work in different living spaces (rain forest, desert, mountain, coast);
- discover how people cope with natural hazards.
Assessment: the assessment of the students’ speaking performance is based on their participation in class and speaking exams; that of their written performance consists of a test, home exercises and a workshop.
Year 2 (2 periods / week)
During Year 2 students should
- extend their knowledge of maps and how to work with them;
- acquire a basic knowledge of the production of goods both in factories and workshops;
- be able to name some physical and human and economic factors determining the location of industry (e.g. raw materials, energy; labor supply, markets, government policy)
- become familiar with the diversity of service industries and their growing importance;
- have a closer look at a local public service industry (e.g. outing to the waterworks);
- gain insight into the characteristics, distribution and importance of urban areas in different parts of the world;
- understand the uneven distribution of people on Earth.
Assessment: the assessment of the students’ speaking performance is based on their participation in class, very short talks about news of the world (called “World Map“) and speaking exams; that of their written performance consists of tests, several workshops and a few home exercises.
Year 3 (2 periods / week)
During Year 3 students should
- get to know Austria’s main regions, their physical features and suitability as living spaces and work places;
- understand the uneven distribution of Austria’s population, its changes and the consequences of those changes;
- compare core and peripheral areas in Austria and discover the importance of town and country planning;
- take a closer look at transport networks and both their importance for an increasingly mobile society and their negative effects
on the environment;
- get to know different economic areas, e.g. farming, industrial or tourist areas and view their changes within the past few decades;
- acquire some basic knowledge of macroeconomic factors such as economic growth, unemployment, inflation and foreign trade
(always with a view to Austria’s performance and those of other EU member states);
- get an insight into the interlocking of Austria’s economy with those of the other EU members ;
Throughout the year special focus will be put on map work and the production and interpretation of graphs;
Assessment: the assessment of students’ speaking performance is based on their participation in class and speaking exams; that of their written performance consists of tests, several workshops and a few home exercises. Furthermore, students have to collect a wide variety of maps and graphs that they have produced in the course of the year (called “Maps and Graphs Folder“), which will also contribute to their final grade.
Year 4 (1 period/week)
During Year 4 students should
- extend their topographical knowledge of Europe;
- take a closer look at the European Union, its institutions and members;
- concentrate on one member state and be able to assess its economic performance compared to the others, thus
- developing a notion of core and peripheral areas in Europe, their problems and ways in which the EU deals with them;
- get to know one important extra-European state and its importance for the world economy, thereby gaining an insight into core
and peripheral areas worldwide ;
Assessment: the assessment of students’ speaking performance is based on their participation in class and speaking exams; that of their written performance consists of two tests, a workshop and. few home exercises.
Year 5 (2 periods/week)
During Year 5 students should
– be able to explain the differences in the world according to regional, cultural and economic features (Topic: The Divided
– be aware of the fact that all dividing causes problems and should be done very sensibly;
– understand the relation between relief, location, climate and vegetation (Topic: World Climates);
– be able to read and draw climate graphs and discuss the climatic zones in the world;
– analyse population models like population pyramids and graphs and gain an insight in the changes of population in the
future; (Topic: Population Development)
– gain basic knowledge of economics, how the markets work, the market equilibrium, how the price is calculated in an ideal market situation
(Topic: Introduction to Economics);
– discuss economic inequalities and learn how scarcity of resources influences the economic models of a country (market economy;
command economy and mixed economy)
Assessment: is based on participation in class, speaking and written revisions and a presentation on a less developed “Country of their choice”. Workshops to a certain topic and home assignments where the students have to work independently are part of the assessment
Year 6 February – June (2 periods/week)
During Year 6 students should :
– acquire basic knowledge of the topography of Europe (countries, capitals, mountains, highlands and lowlands, rivers, seas and oceans);
– become familiar with the diversity of European climates and their importance to agriculture;
– gain insight into Europe’s population, its distribution, population change and problems related to that change (natural change
and migration), and into related government policies;
– take a closer look at the European Union, its members, history, basic structure, institutions and current topics
(e.g. further enlargement, constitution,…);
– become aware of the regional disparities in Europe (by taking a closer look at Italy’s core and periphery as an example)
and the EU’s funds to fight those inequalities;
Assessment: the assessment of the students’ speaking performance is based on their participation in class and a presentation; that of their written performance consists of tests and a workshop.
Year 7 February – June (3 periods/week)
During Year 7 students should
– discuss Austria’s economic performance in the last 40 years and analyse its economic data
– extend their topographical knowledge of Austria
– assess the population development in Austria now and in the years to come
– be aware of the ageing and multicultural population and its effect on the welfare state in Austria
– learn about the magic polygon
– define the aims of Austria’s economic policy and explain which institutions influence this policy
– be aware of the fact that Austria is a good location for industry and discuss its advantages and disadvantages
Assessment: is based on participation in class, speaking and written revisions. Workshops to a certain topic and home assignments where the students have to work independently are also part of the assessment. Each students has to produce a written paper to any geographical or economic topic they are interested in (“Topic of my Choice”).This paper will be assessed with 33% of the final grade.
Year 8 September – February (2 periods/week)
Please note: the teaching objectives of Year 8 are currently being changed due to adaptations to the new syllabus.