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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
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