Teacher License – Geography Complete Review Guide 2026–2027

4. The quantitative approach uses numerical data and statistical methods to describe and explain a phenomenon. Field study collects data from the real setting by observation, measurement, interview and questionnaire (6.12.19.3).
5. Arithmetic mean = sum of values ÷ number of values. The median is the middle value after ordering. The mode is the most frequent value (6.12.19.3).
6. Standard deviation measures how spread the values are around the mean: the smaller it is, the closer the values sit to it. The correlation coefficient measures the strength and direction of a relationship between two variables and ranges from -1 to +1 (6.12.19.3).
7. Discovery learning suits gifted students because it lets them link several ideas and notice patterns themselves (6.12.20.1).
8. Modern strategies that centre the learner include cooperative learning, problem solving, inquiry, role play, brainstorming, concept maps and the flipped classroom (6.12.20.4).
9. A well-formed behavioural objective has four ABCD parts: Audience, Behaviour, Condition and Degree (6.12.20.3).
10. The revised Bloom levels from lowest to highest: remember, understand, apply, analyse, evaluate, create (6.12.20.3).
11. With students who have learning difficulties: split the task into small steps, use visual and hands-on aids, repeat explanations and give immediate feedback (6.12.20.6).
12. Primary sources gather data directly from reality (field study, census, interview); secondary sources rely on data gathered by others (books, articles, atlas) (6.12.21.1).
13. Learning resources in geography include the atlas, globe, models, digital maps, Google Earth and field trips. Choose the one that fits the objective and the lesson (6.12.21.2).
14. Core geographic skills include reading and drawing maps, finding directions, measuring distances, reading charts and tables, field observation and spatial thinking (6.12.22.1).
15. Map skills: reading the legend, using the scale to calculate distance, locating places by longitude and latitude, and interpreting contour lines (6.12.22.5).
16. The four curriculum elements: objectives, content, teaching methods and activities, and assessment (6.12.23.1).
17. Types of curriculum organisation include separate subjects, correlated subjects, fused subjects, broad fields and the core curriculum. In spiral organisation a topic returns in later grades in greater depth (6.12.23.1).
18. The scope and sequence matrix is a table showing which geography topics are taught (scope) and their order across grades (sequence) (6.12.23.3).

Common mistakes in this chapter

• ✕ Scope is the breadth and depth of content within one stage; sequence is its order across grades. Do not swap them.
• ✕ The regional approach studies one region with all its phenomena; the systematic approach studies one phenomenon (such as climate or population) across wider space. They are often confused.
• ✕ The mean is affected by extreme values and the median is not, so the median suits data with an outlier. Standard deviation measures spread, not central tendency.
• ✕ A correlation between two phenomena does not mean one causes the other. The coefficient describes only the strength and direction of the relationship.
• ✕ A modern strategy puts the learner at the centre. An option built on teacher lecturing alone does not meet indicator 6.12.20.4, even if it is acceptable elsewhere.
• ✕ A behavioural objective states what the student will do and can be measured (identifies, compares). Verbs such as "understands" and "knows" are too general to measure directly.
• ✕ A primary source comes from whoever observed the phenomenon or collected the data directly (field study, census); a secondary source builds on it (textbook, article). A photo or map is classified by who produced it and how.
• ✕ The curriculum is not just the textbook. The textbook is one tool; the curriculum includes objectives, content, methods and assessment.