The work samples in this section form the Level 4 part of the assessment map for The Humanities – Geography. Other parts of the assessment map can be accessed by using the menu on the right side of the screen.
The Humanities – Geography Level 4 standards describe what students should know and be able to do at this level. The following work sample illustrates the kinds of responses that students produce when they are working at the Level 4 standard.
Annotations identify for each sample attributes of the student response that relate to specific elements of the standard.
Context
In an assessment task focusing on environmental sustainability, students were asked to investigate a local site, undertake fieldwork and produce a report. The report was expected to outline the geographic characteristics and explain how use of the site affects the environment, discuss possible conservation strategies for the sustainability of the site and examine the benefits of different conservation strategies and their likely effects on different groups. Students used a variety of geographic techniques to present their findings.
The fieldwork activity was undertaken during a day at the site. Students could work in groups to plan and gather data but were expected to complete the report individually. Additional sessions totalling approximately seven hours were given to complete the task – one session in pre-fieldwork activities and six sessions in post-fieldwork activities (developing the report).
The elements of the Geographical knowledge and understanding standard addressed by the task are:
(Students) use geographic language to identify and describe the human and physical characteristics of local and global environments depicted by different kinds of maps …
Students recommend ways of protecting environmentally sensitive areas in a sustainable way.
(Students) compare the various ways humans have used and affected the Australian environment.
The elements of the Geospatial skills standard addressed by the task are:
… students use atlases, … to accurately describe the distance, direction and location of places. They identify features from maps …
(Students) research, collect, record and describe data obtained through field study surveys and measurements to form conclusions about the use of resources.
(Students) draw sketch maps of their neighbourhood using simple mapping conventions such as title, scale, north point and legend.
Stimulus
Students were provided with a task outline and advice on how to begin their research. In addition, the following table was provided to help students organise their information.
|
Content |
How to present it |
|---|---|
|
Location of the environment and its geographical features. |
A map showing its location within the State or within Australia. |
|
Geographical characteristics of the environment. |
Sketches or photographs describing its geographic characteristics. |
|
How people use the environment. |
A map showing how people use the site, with a legend to identify different
land uses. |
|
How the way that the place is used affects the environment. |
A map that describes the impact of people’s activities on the environment.
This could be done as an overlay (using tracing paper layers to show different
aspects). |
|
Things that could be done or are being done to use the land in a sustainable manner, the benefits of these strategies and how these might affect different groups. |
A chart or table listing what has been done and/or could be done to help
conserve the environment, how these would enhance different aspects of the
site, groups affected and how. |
Sample
The following sample illustrates the kind of response that students typically produce when they have achieved the elements of the standard addressed by this task.
Land use case study
Annotation A
Element of the standard
(Students) use geographic language to
identify and describe the human and physical characteristics of local and
global environments depicted by different kinds of maps …
Annotation B
Elements of the standard
(Students) use geographic language to
identify and describe the human and physical characteristics of local and
global environments depicted by different kinds of maps …
(Students) compare the various ways humans have used and affected the Australian environment.
Element of the standard
(Students) record and describe data
obtained through field study surveys and measurements to form conclusions
about the use of resources.
Annotation C
Element of the standard
(Students) compare the various ways humans
have used and affected the Australian environment.
Elements of the standard
(Students) draw sketch maps of their
neighbourhood using simple mapping conventions such as title, scale, north
point and legend.
(Students) record and describe data obtained through field study surveys and measurements to form conclusions about the use of resources.
Annotation D
Element of the standard
Students recommend ways of protecting
environmentally sensitive areas in a sustainable way.
Annotation E
Elements of the standard
(Students) use geographic language to
identify and describe the human and physical characteristics of local and
global environments depicted by different kinds of maps …
Students recommend ways of protecting environmentally sensitive areas in a sustainable way.
Annotation – Whole of sample
Element of the standard
(Students) research, collect, record and
describe data obtained through field study surveys and measurements to form
conclusions about the use of resources.
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