Ambarvale High School

Year 8 2019

Year 8 Geography

Assessment Task Booklet

Mr. Devlin

In this booklet, you will find

1. Assessment Procedures in HSIE 2. Scope and Sequence 3. Assessment Task Notifications

1. Assessment Procedures in HSIE

JUNIOR ASSESSMENT IN HSIE

The HSIE Faculty will follow the policy and procedures outlined in the AHS

Assessment Policy and Procedures Booklet.

Please note in particular the following points;

• If you have a legitimate reason why you will be unable to achieve an

assessment due date, you may be eligible for special consideration

on your task. You should notify your teacher and negotiate this

BEFORE the due date of your task. You may be asked to provide

some supporting documentation, such as a note from home.

• All tasks should be submitted in PAPER form, NOT electronically,

unless your task specifically states otherwise. Be organised.

• Be aware that computer or electronic failure are NOT considered to

be a reason for a late or non-completion of assessment tasks.

Always, always, always back up your work.

• Students are required to submit their tasks before the end of school

day ON THE DUE DATE - ie all tasks must be received by 2.50pm.

• Failure to submit tasks on or before the due date will result in a

deduction of marks. 20% will be deducted for each day that the task

is late. After 5 school days, students will receive a zero mark and

teachers may issue consequences.

Exceptions include the following;

• ILLNESS or MISADVENTURE covered by a note from home and / or

a doctor’s certificate / certificate from another professional. You must

see your classroom teacher / Head Teacher HSIE and present

your paperwork when you return to school.

Malpractice (Plagiarism & Cheating);

• Malpractice is a serious matter and includes plagiarism and cheating.

In HSIE, there is a significant research component across our

subjects and it is important to pay particular attention to plagiarism

and accurate referencing. If your assessment has evidence of

Malpractice, it can result in a ZERO mark, parental notification,

possible disciplinary action and you may be required to resubmit the

task.

For further information on Ambarvale High School Assessment requirements. Please refer to your HSC Assessment Booklet for further information.

2. Scope and Sequence

AMBARVALE HIGH SCHOOL HSIE FACULTY: Scope and Sequence

STAGE 4 – Year 8 Geography

Year 8 Geography 2019.

Unit Title Unit Length Basic Overview

Investigating the world. Landscapes and landform

3 weeks 8 weeks

• Students learn key geographical inquiry skills such as: Maps, Fieldwork, Graphs and Stats, spatial technologies and visual representations.

• Students learn about: Landscapes and landforms, the value of landscapes and landforms, changing landscapes, landscape management and protection, geomorphic hazards.

Water in the world

10 weeks

• Students learn about: Water resources, the water cycle, Australia’s water resources, Water scarcity and water management, the value of water, natural hazard.

Interconnections

10 weeks

• Students learn about: Personal connections, technology, trade, production and consumption.

Place and Liveability 10 weeks • Influences and perceptions, access to services and facilities, environmental quality, community, enhancing liveability.

Assessment Schedule

TASK 1 (25%) TASK 2 (25%) TASK 3 (25%) TASK 4 (25%)

Due:

Week 9, Term 1

Due:

Week 3, Term 2

Due:

Week 7, Term 3

Due:

Week 2, Term 4

Fieldwork and

reflection

Geographical Skills

Examination

Interconnections:

Extended response. Annotated visual display

GE 4-2, GE 4-4, GE 4-5,

GE4-7, GE 4-8 GE 4-2, GE4-3, GE4-4,

GE4-8 GE4-1, GE4-6, GE4-8

GE4-7

Stage four Geography Course Outcomes:

- GE4-1, Locates and describes the diverse features and characteristics

of a range of places and environments.

- GE4-2, Describes processes and influences that form and transform

places and environments.

- GE4-3, Explains how interactions and connections between people,

places and environments result in change.

- GE4-4, Examines perspectives of people and organisations on a

range of geographical issues.

- GE4-5, Discusses management of places and environments for their

sustainability.

- GE4-6, Explains differences in human wellbeing.

- GE4-7, Acquires and processes geographical information by

selecting and using geographical tools for inquiry.

- GE4-8, Communicates geographical information using a variety of

strategies

3. Assessment Task Notifications

Notice of Assessment Task

Year 8 – Stage 4 Geography

Date of initial notification:

Week 5

Dates of submission:

Term 1: Week 9

Task Number: 1 – Wombeyan Caves field work/Geographic Reflection.

Time Allowed: 2 Weeks Weighting of task: 25%

(25 Marks)

Course component/Focus area/Topic/Module: Landscapes and Landforms

Outcomes:

GE 4-2 Describes processes and influences that form and transform places and environments

GE 4-4 Examines perspectives of people and organisations on a range of geographical issues

GE4-5 Discusses management of places and environments for there sustainability

GE4 -7 Acquires and Processes Geographical information by selecting and using Geographical

tools for inquiry.

Task Description:

PART A – FIELDWORK (10marks)

You will be required to complete fieldwork to investigate the formation of Landscapes and

Landforms and how human’s interaction has impacted on Wombeyan Caves.

• You will be provided a fieldwork booklet on the day that will be submitted on the day for marking.

PART B – GEOGRAPHIC REFLECTION (15marks) Students will complete a written Geographic

Reflection task where they will reflect on their fieldwork experiences.

Your reflection should address the following points:

1. What Geographic tools were used to collect field data at Wombeyan Caves? 2. Explain the geographic processes that formed this cave system, (you will need to

conduct your own research). 3. What management practices are in place at Wombeyan caves, how could NPWS

improve their management of Wombeyan Caves. 4. Explain why human activities in cave catchments can significantly impact on the caves?

Students will complete four short answer responses that reflect their fieldwork experiences.

Marking guideline

CRITERIA MARKS

• Comprehensively complete fieldwork booklet and a outstanding level of participation.

• Comprehensive description of methods used during fieldwork activities.

• Comprehensive examination of how Wombeyan Caves is being managed from different perspectives.

• An extensive investigation of the processes involved in forming Wombeyan Caves.

• An extensive investigation of human activities impact upon caves catchments.

• Subject specific terminology used extensively in response.

A

21-25

• Thoroughly completed fieldwork booklet and a high participation in fieldwork activities.

• Thorough description of the methods used during fieldwork activities.

• Thorough examination of how Wombeyan Caves is being managed from different perspectives.

• A detailed investigation of the processes involved in forming Wombeyan Caves.

• A detailed investigation of human activities impact upon caves catchments.

• Subject specific terminology used in response.

B

16-20

• Soundly completed fieldwork booklet and sound participation in fieldwork activities.

• Sound description of the methods used during fieldwork activities.

• Sound examination of how Wombeyan Caves is being managed from different perspective.

• Investigates the processes involved in forming Wombeyan Caves.

• A sound investigation of human activities impact upon caves catchments.

• Some subject specific terminology used.

C

11-15

• Fieldwork booklet is completed to a basic level and basic level of participation in fieldwork activities.

• Basic description of the methods used during fieldwork activities.

• Basic examination of how Wombeyan Caves is being used and cared for from different perspectives.

• Some investigation of the processes involved in forming Wombeyan Caves.

• A basic investigation of human activities impact upon caves catchments.

• Basic subject specific terminology included.

D

6-10

• Limited completion of fieldwork booklet and limited participation in fieldwork activities.

• Outlines some of the methods used during fieldwork activities.

• Outlines some ways Wombeyan Caves is being used.

• Limited investigation of the processes involved in forming Wombeyan Caves.

• Limited investigation of human activities impact upon caves catchments.

• Limited or no subject specific terminology included.

E

1-5

Notice of Assessment Task

Year 8 Geography

Date of initial notification:

Week 1

Date of submission:

Term 2: Week 3

Task Number: 2

Time Allowed:

2-3 weeks

Weighting of task: 25%

Topic: Geographical Skills

Task Description:

Students will have 1 hour, during their Geography lesson to complete an in-class closed book

geographical skills test. The test will be based on student knowledge about the world and

their application of skills to geographical situations. The test will comprise of multiple choice

and skills short answer responses.

Skills to be examined include:

− Identifying continents and oceans around the world

− Using a variety of maps

− Area and grid references

− Determining direction and distance

− Identifying latitude and longitude

− Identifying and calculating maximum and minimum, total, range, and averages

− Constructing and interpreting column graphs and climatic graphs

− Reading a variety of graphs

Outcomes to be assessed in this task: GE4-7 acquires and processes geographical information by selecting and using geographical tools for inquiry GE4-8 communicates geographical information using a variety of strategies

Notice of Assessment Task Stage 4: Year 8 Geography

Date of initial notification:

Week 5, Term 3

Date of submission: Term3: Week

7

Date allocated by your teacher:

Task Number 3: BUILD YOUR PARAGRAPHS WITH PEES

Time Allowed:

1 period (60 minutes)

Weighting of task: 25%

30 MARKS

Course component/Focus area/Topic/Module: Interconnections

Task Description:

• Students will complete an in-class literacy program on paragraph writing where they will learn how to write a structured paragraph using formal writing techniques.

• Students will complete an in-class writing assessment where they have one hour to write THREE (3) PEES Paragraphs on the environmental, economic and socio-cultural impacts of tourism.

• Students will be able to bring in 5 dot points for each paragraph to support them in writing their paragraphs. These points will be submitted on the day of the task they must be hand written each parts should be no more than two lines in length.

Outcomes assessed

GE 4-2 Describes processes and influences that form and transform places and environments

GE4-3 Explains how interactions and connections between people, places and environments results

in change.

GE4-4 Examines perspectives of people and organisations on a range of geographical issues.

GE4-8 Communicates geographical information using a variety of strategies.

MARKING GUIDELINE:

GRADE CRITERIA

A 21-25

• Outstanding and proficient use of PEES Paragraph Structure.

• Outstanding level of detailed geographical information on environmental, economic and socio-cultural impacts.

• An outstanding use of formal language techniques and geographical terms.

• Outstanding and sophisticated use of language conventions and cohesion.

B 16-20

• A high standard of use of PEES Paragraph Structure

• A high standard of integrated geographical information on environmental, economic and socio-cultural impacts.

• A high ability to use formal language techniques and geographical terms.

• A high ability to use language conventions and cohesion.

C 11-15

• Sound use of PEES Paragraph Structure

• Sound use of geographical information on environmental, economic and socio-cultural impacts.

• Sound use of formal language techniques and geographical terms

• Sound use language conventions and cohesion.

D 6-10

• Some or incomplete use of PEES Paragraph Structure

• Provides some relevant geographical information on environmental, economic and socio-cultural impacts.

• Basic use of language techniques and may or may not include geographical terms

• Writing may lack cohesion and basic language conventions.

E 1-5

• Limited or no use of PEES Paragraph Structure

• Limited use of geographical information

• Limited use of language techniques geographical terms

• Limited cohesion and use of basic language conventions.

Notice of Assessment Task

Year 8 Geography 2018

Notification date: Week 9, Term 4

Submission date: Week 2, term 4 Date allocated by teacher: ________ / _________ / _________

Time allocated: 2 weeks Weighting of task: 25% Total marks: 25

Topic: Place and Liveability

Task description: Students are to create an A3 annotated visual display (poster) that compares and contrasts the liveability of two global cities. Step by step instructions:

1) Select ONE liveable city and ONE least liveable city from the lists below.

Top 10 Liveable Cities* Top 10 Least Liveable Cities*

1. Melbourne, Australia ^ 2. Vienna, Austria 3. Vancouver, Canada 4. Toronto, Canada 5. Calgary, Canada 6. Adelaide, Australia 7. Perth, Australia 8. Auckland, New Zealand 9. Helsinki, Finland 10. Hamburg, Germany

1. Damascus, Syria ^^ 2. Lagos, Nigeria 3. Tripoli, Libya 4. Dhaka, Bangladesh 5. Port Moresby, Papua New Guinea 6. Algiers, Algeria 7. Karachi, Pakistan 8. Harare, Zimbabwe 9. Douala, Cameroon 10. Kiev, Ukraine

*Taken from The Economist Intelligence Unit: The Global Liveability Report 2017 ^ Most liveable city ^^ Least liveable city

2) Use the Internet to research and select a range of visual representations of the cities

(e.g. images, graphs, tables, statistics). You must select at least 5 visuals for each city that represent the following factors – social, environmental, economical, infrastructure and cultural.

3) Organise these visual representations into a PowerPoint format for your teacher to print for you; save to the class USB.

4) Select 2 visual representations per city to write a short annotation for. This means you will provide four annotations in total. The images for which you annotate should focus on different factors of liveability. Your annotation must answer the following criteria:

(a) What does the visual representation show about the city? (b) Which factor of liveability does it represent? Your photos may show more than

one factor of liveability. (c) How does the visual representation’s information contribute to the city being

classified in either the Top 10 Liveable or Least Liveability ranks? (d) How would the content of the visual representation affect human wellbeing?

5) Write a concluding paragraph that explores the differences in liveability between the

two cities. Consider the following factors: social, environmental, economical, infrastructure and cultural. Explain how these factors affect the two cities' liveability rank (to be written on the back of your A3 annotated visual display).

Outcomes to be assessed: Locates and describes the diverse features and characteristics of a range of places and environments GE4-1

Explains differences in human wellbeing GE4-6 Communicates geographical information using a variety of strategies GE4-8

Assessment example:

FRONT

MARKING CRITERIA STUDENT NAME __________________________________

Outcome Component 0 1 2 3 4 5 Marks

Ou

tco

mes

ass

esse

d 4

.1 &

4.8

MORE LIVEABLE CITY

AVD has no visual representations.

AVD has 1 visual representation or visual representations that do not link with liveability.

AVD has 2 visual representations that may or may not link with separate liveability factors.

AVD has 3-4 visual representations that may or may not link with separate liveability factors.

AVD has 5 visual representations, all the same type that link with each liveability factor.

AVD has 5 visual representations of a variety of types that link with each liveability factor.

Part 1

/20

No annotations can be identified.

An annotation has been attempted for one visual representation OR both annotations identify the factor of liveability.

Two visual representations have been annotated with 1-2 sections of criteria required.

One visual representation has been annotated correctly with an attempt made at a second.

Two visual representations have been annotated and address 3 of the criteria required.

Two visual representations have been annotated and address all 4 criteria required.

LESS LIVEABLE CITY

AVD has no visual representations.

AVD has 1 visual representation or visual representations that do not link with liveability.

AVD has 2 visual representations that may or may not link with separate liveability factors.

AVD has 3-4 visual representations that may or may not link with separate liveability factors.

AVD has 5 visual representations, all the same type that link with each liveability factor.

AVD has 5 visual representations of a variety of types that link with each liveability factor.

No annotations can be identified.

An annotation has been attempted for one visual representation OR both annotations identify the factor of liveability.

Two visual representations have been annotated with 1-2 sections of criteria required.

One visual representation has been annotated correctly with an attempt made at a second.

Two visual representations have been annotated and address 3 of the criteria required.

Two visual representations have been annotated and address all 4 criteria required.

Ou

tco

mes

as

sess

ed 4

.6 CONCLUDING

PARAGRAPH Concluding paragraph is incomplete.

Makes general comments about the liveability of cities and doesn’t compare/contrast the cities chosen.

Addresses one city’s factors for liveability well and briefly comments on the others.

Addresses both cities and explains similarities OR differences between the two.

Addresses both cities and explains similarities and differences between the two.

Addresses both cities and clearly explains similarities and differences between the two.

Part 2

/5