The work samples in this section form the Level 6 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 6 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 6 standard.
Annotations identify for each sample attributes of the student response that relate to specific elements of the standard.
The sample unit can be accessed at Level 6 Units - Channel Deepening.
Context
In Channel Deepening, students were asked to consider the different points of view of various stakeholders/interest groups involved in the controversial issue of the deepening of shipping channels in Port Phillip Bay.
As part of a team, they researched one stakeholder’s point of view and prepared a presentation for a small group comprising representatives of other stakeholders.
They considered all perspectives and prepared a final report which explained outcomes associated with intervention in a natural system and expressed a personal view.
They also reflected on how they worked in the team and how their opinions may have changed during the unit.
The element of the Geospatial skills standard addressed by the task is:
(Students) accurately interpret information on different types of maps … use map evidence to support explanations, draw inferences …
The element of the Geographic knowledge and understanding addressed by the task is:
(Students) explain the operation of a major natural system and its interaction with human activities.
(Students) evaluate the consequences of the interaction …
The following samples illustrate the kinds of responses that students produce when they have achieved the elements of the standard addressed by the task.
Base Map (no tracing paper)
Geospatial skills – Level 6A. Presents an annotated base map that clearly identifies major points of reference to identify Port Phillip as a bay.
B. Employs the geographic conventions of border, orientation, legend, title and scale.
C. Uses colour effectively to show differences in channel depths.
Element of the standards
(Students) accurately interpret information on different types of maps … use map evidence to support explanations, draw inferences …
Overlay Map (with tracing paper)
Geospatial skills – Level 6D. Uses colour effectively to distinguish features on the overlay.
E. Employs overlay technique to show navigational channels, dredging areas and dredging materials grounds (DMG).Element of the standards
(Students) accurately interpret information on different types of maps … use map evidence to support explanations, draw inferences …
| F |
|
| G |
|
| H |
|
|
Geospatial skills – Level 6
F. Provides the geographical definition of a bay.
G. Clearly explains the association between water depth and navigation channels.
H. Describes location of dredging areas with reference to places named on base map. Clearly identifies reasons for the selection of dredging material grounds.
I. Provides explanation for abbreviation.
J. Articulates reasons for locations of dredging materials grounds.
K. Differentiates between sites at northern and southern (opening) ends of the bay.
L. Refers to environmental impact of dredging.
Element of the standard
(Students) accurately interpret information on different types of maps … use map evidence to support explanations, draw inferences …
Geographic knowledge and understanding – Level 6
M. Outlines reasons for bay dredging.
N. Identifies perspectives of two stakeholders.
O. Presents the range of social, economic and environmental consequences of dredging as presented by the stakeholders.
P. Articulates own opinion.
Q. Evaluates key arguments presented by stakeholders.
R. Refers to proposed management strategies.
S. Includes well-sourced bibliography.
Element of the standard
(Students) explain the operation of a major natural system and its interaction with human activities.
(Students) evaluate the consequences of the interaction …
Students investigated the operation of a natural system – the hydrological cycle. Students were asked to investigate a stream network on a topographic map and produce a report using geographic media to show an understanding of a stream system – identifying landforms within a drainage basin, describing the processes leading to the formation of the landforms and considering the impact of human activities on this drainage basin. The report was expected to include an annotated drainage basin map, a series of sketches of landforms, cross-sectional diagrams, and to examine the impact of human activities on the natural environment. Students used a variety of geographic techniques to present their findings.
The practical exercise took a number of lessons to complete. Students could work in groups to identify features on the topographic map but completed the report individually. Several sessions totalling approximately four hours were given to complete the task – two sessions in practical activities and two sessions developing the report.
The element of the Geographic knowledge and understanding standard addressed by this task are:
(Students) explain the operation of a major system and its interaction with human activities. They evaluate the consequences of the interaction …
The element of the Geospatial skills standard addressed by this task are:
(Students) accurately interpret information on different types of maps … and use map evidence to support explanations, draw inferences and predict associated outcomes.
Students were provided with a task outline and advice on how to begin their analysis. In addition, the following table was provided to help students organise their information.
| Content | How to present it |
|---|---|
| Identification of the river network of a drainage basin. | An annotated, traced map of the river networks of a drainage basin, defined by the watershed (or divide) of the drainage basin. Geographic conventions of BOLTSS are required. |
| Identification of the river features within the drainage basin | Further annotations to the map to include significant river features such as source, confluence, waterfall, mouth, stream patterns… |
| Identification of the landforms within the drainage basin | Annotated sketches showing the geographic characteristics of the drainage basin at two locations. |
| Identification of the operation of the water cycle | Cross-sections across the drainage basin at two locations. |
| Describe the processes leading to the formation of the landforms | Written explanation for each of the locations, describing the processes leading to the development of the landforms. Identification of the role of water. |
| Explain how, or how might, human activities change the characteristics of the drainage basin | Written explanation of the impact of human activity in the past, present and in the future, and the way in which the natural environment may be altered. |
Sample
The following sample illustrates the kind of response that students produce when they have achieved the elements of the standard addressed by this task.
Stream analysis
Geographical knowledge and understanding – Level 6
A. Presents an annotated map identifying the river networks of a drainage basin, defined by the watershed (or divide) of the drainage basin. Further annotations to the map include significant river features such as source, confluence, waterfall, mouth and stream patterns.
B. Uses sketches to illustrate the geographic characteristics of the drainage basin, such as the landforms of mountain peaks, valleys and meanders.
C. Uses cross-sections through two areas to provide further perspectives on the landforms of the natural system.
D. Describes the processes leading to the formation of the landforms presented in the geographic media.
D. Provides a time-frame over which the natural system develops.
D. Identifies the role of water in the development of the natural system.
E. Explains how human activities have brought change to the drainage basin in the past, and raises possibilities for change in the future .Element of the standard
(Students) explain the operation of a major system and its interaction with human activities. They evaluate the consequences of the interaction …
Geospatial skills – Level 6
A. Presents an annotated map identifying the river networks of a drainage basin, and significant river features.
A. The map employs the geographic conventions of border, orientation, legend, title, scale and source (BOLTSS).
B. Uses sketches at two locations to identify landforms within the drainage basin.
C. Uses cross-sections to identify the components of the river system.
D–E. Interpretation of the various geographic media formats presented is used to provide explanations of the natural system, draw inferences and predict outcomes for the natural system.Element of the standard
(Students) accurately interpret information on different types of maps … and use map evidence to support explanations, draw inferences and predict associated outcomes.
Privacy Statement | Copyright | Disclaimer