Assessing the Australian Curriculum Year 7–10 Geography



Assessing the Australian Curriculum Years 7–10 GeographyParticipant bookletQueensland Curriculum and Assessment AuthorityPO Box 307?Spring Hill?QLD?4004?AustraliaLevel 7, 154 Melbourne Street, South BrisbanePhone:+61 7 3864 0299Fax:+61 7 3221 2553Email: office@qcaa.qld.edu.auWebsite:qcaa.qld.edu.auContents TOC \o "2-3" \h \z \t "Heading 1,1,No. Heading 1,1" Activity 1: Identifying learning goals and reflecting on learning PAGEREF _Toc423930861 \h 1Activity 2: The ‘big ideas’ and your practice PAGEREF _Toc423930862 \h 2Activity 3: Examining the Geography achievement standard PAGEREF _Toc423930863 \h 4Activity 4: Identifying the valued features PAGEREF _Toc423930864 \h 5Activity 5: Examining the Standard elaborations (SEs) PAGEREF _Toc423930865 \h 7Activity 6: Developing task-specific standards PAGEREF _Toc423930866 \h 7Activity 8: How are the geographical concepts developed in the sample assessment? PAGEREF _Toc423930867 \h 14Activity 9: How are the geographical skills developed in the sample assessment? PAGEREF _Toc423930868 \h 15Notes PAGEREF _Toc423930869 \h 16Appendix 1: Assessment resources PAGEREF _Toc423930871 \h 18Activity 1: Identifying learning goals and reflecting on learningTo guide your learning in the workshop, please take a moment to engage in a ‘KWL’ activity about assessing the Australian Curriculum Years 7–10 Geography.Use the table below to record your goals and reflect on them at the end of the workshop.(Complete these columns in Session 1)(Complete this column in Session 2)What do I already KNOW?What do I WANT to know?What have I LEARNT?Activity 2: The ‘big ideas’ and your practiceConsider the ‘big ideas’ about Geography presented in the video.Which ideas are already part of your practice in Geography?How are these ideas included in Geography teaching, learning and assessment?Are there other ways they could improve your practice?35483805566248Assessment0AssessmentP–10 standards terminologyValued featuresActivity 3: Examining the Geography achievement standardHighlight the aspects of the achievement standard that are evident in the student work below.Year 9 Australian Curriculum: Geography achievement standardBy the end of Year 9, students explain how geographical processes change the characteristics of places. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments.? Students propose explanations for distributions and patterns over time and across space and describe associations between distribution patterns. They analyse alternative strategies to a geographical challenge using environmental, social and economic criteria and propose and justify a response.Students use initial research to identify geographically significant questions to frame an inquiry. They collect and evaluate a range of primary and secondary sources and select relevant geographical data and information to answer inquiry questions. They represent multi-variable data in a range of appropriate graphic forms, including special purpose maps that comply with cartographic conventions. They analyse data to propose explanations for patterns, trends, relationships and anomalies and to predict outcomes. Students synthesise data and information to draw reasoned conclusions. They present findings and explanations using relevant geographical terminology and graphic representations in a range of appropriate communication forms. Students propose action in response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes and consequences of their proposal.Source: australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?layout=1#level3Example of student workAll of the world’s coffee is produced in the regions of Central and South America, Africa and countries of the East and South East Asia region (see Figure 5). These places are involved in the primary production of green coffee beans. The countries that import most of the coffee are in the regions of North America, Europe and in Japan. Countries in these regions are involved in the manufacturing, packaging, distribution and consumption of coffee. All countries that produce coffee are located between the Tropic of Cancer and the Tropic of Capricorn in contrast to the importing countries which are located in the northern hemisphere (mostly above the Tropic of Cancer).Source: acara.edu.au/curriculum/worksamples/Year_9_Geography_Portfolio.pdfActivity 4: Identifying the valued featuresSelect one of the year level achievement standards presented below.Identify the valued features for Geography:Knowledge and understandingQuestioning and researchingInterpreting and analysingCommunicating.Year 7 Achievement StandardBy the end of Year 7, students describe geographical processes that influence the characteristics of places and how places are perceived and valued differently.? They explain interconnections between people, places and environments and describe how they change places and environments. They propose simple explanations for spatial distributions and patterns among phenomena. They describe alternative strategies to a geographical challenge and propose a response, taking into account environmental, economic and social factors.Students identify geographically significant questions to frame an inquiry. They locate relevant information from primary and secondary sources to answer inquiry questions. They represent data and the location and distribution of geographical phenomena in a range of graphic forms, including large-scale and small-scale maps that conform to cartographic conventions. They analyse geographical data and other information to propose simple explanations for spatial patterns, trends and relationships and draw conclusions. Students present findings and arguments using relevant geographical terminology and graphic representations in a range of communication forms. They propose action in response to a geographical challenge taking account of environmental, economic and social considerations and describe the expected effects of their proposal.Year 8 Achievement StandardBy the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued differently.? They explain interconnections within environments and between people and places and explain how they change places and environments. They propose explanations for spatial distributions and patterns among phenomena and identify associations between distribution patterns. They compare alternative strategies to a geographical challenge and propose a response, taking into account environmental, economic and social factors.Students identify geographically significant questions from observations to frame an inquiry. They locate relevant information from a range of primary and secondary sources to answer inquiry questions.? They represent data and the location and distribution of geographical phenomena in a range of appropriate graphic forms, including maps at different scales that conform to cartographic conventions.? They analyse geographical data and other information to propose explanations for spatial patterns, trends and relationships and draw reasoned conclusions. Students present findings, arguments and ideas using relevant geographical terminology and graphic representations in a range of appropriate communication forms. They propose action in response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes of their proposal.Year 9 Achievement StandardBy the end of Year 9, students explain how geographical processes change the characteristics of places. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments.? Students propose explanations for distributions and patterns over time and across space and describe associations between distribution patterns. They analyse alternative strategies to a geographical challenge using environmental, social and economic criteria and propose and justify a response.Students use initial research to identify geographically significant questions to frame an inquiry. They collect and evaluate a range of primary and secondary sources and select relevant geographical data and information to answer inquiry questions. They represent multi-variable data in a range of appropriate graphic forms, including special purpose maps that comply with cartographic conventions. They analyse data to propose explanations for patterns, trends, relationships and anomalies and to predict outcomes. Students synthesise data and information to draw reasoned conclusions. They present findings and explanations using relevant geographical terminology and graphic representations in a range of appropriate communication forms. Students propose action in response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes and consequences of their proposal.Year 10 Achievement StandardBy the end of Year 10, students explain how the interaction between geographical processes at different scales change the characteristics of places. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences.? They propose explanations for distributions, patterns and spatial variations over time, across space and at different scales, and identify and describe significant associations between distribution patterns. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, social and economic criteria and propose and justify a response.Students use initial research to develop and modify geographically significant questions to frame an inquiry. They collect and critically evaluate a range of primary and secondary sources and select relevant geographical data and information to answer inquiry questions. Students accurately represent multi-variable data in a range of appropriate graphic forms, including special purpose maps that use a suitable scale and comply with cartographic conventions. They evaluate data to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies, and predict outcomes. They synthesise data and information to draw reasoned conclusions, taking into account alternative points of view. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations in a range of appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge taking account of environmental, economic and social considerations. They explain the predicted outcomes and consequences of their proposal.Activity 5: Examining the Standard elaborations (SEs)Select the top row of the Year 9 SE and read the A descriptor. Find the language of:cognitions (the doing)elements (curriculum content)degree (how well).Activity 6: Developing task-specific standardsSelect the relevant rows of the Year 9 SEs (p. 8) for the following assessment.Sample assessment taskSelect one good produced in South Korea, Japan or China that is consumed in Australia. Collect and evaluate data and information to analyse and explain the patterns and trends in production, consumption and trade of the selected good. Propose action/s to manage possible social, environmental and economic effects. Present your findings in an infographic form.You will:conduct initial research to select one good produced in South Korea, Japan or Chinadevelop geographically significant questions to plan an inquirycollect and evaluate data and information from a range of sourcesanalyse data to propose explanations for patterns, trends, relationships and anomaliespropose action/s to manage the effects of productionpresent findings in an infographic form that includes representations of data.Year 9 Standard elaborationsABCDEThe folio of student work has the following characteristics:Understanding and skills dimensionsGeographical knowledge andunderstandingcomprehensive explanation of how geographical processes change the characteristics of places detailed explanation of how geographical processes change the characteristics of places explanation of how geographical processes change the characteristics of placesdescription of how geographical processes change the characteristics of placesstatements about geographical processes changing the characteristics of placesjustified prediction of changes in the characteristics of places over time and explanation of the possible implications of change in the futureplausible prediction of changes in the characteristics of places over time and description of the possible implications of change in the futureprediction of changes in the characteristics of places over time and identification of the possible implications of change in the futureprediction of aspects of changes in the characteristics of places over time and identification of aspects of the possible implications of change prediction of aspects of changes in the characteristics of places over time and statements about change analysis of the interconnections between people, places and environments and comprehensive explanation of how these interconnections influence people, and change places and environmentsanalysis of the interconnections between people, places and environments and detailed explanation of how these interconnections influence people, and change places and environmentsanalysis of the interconnections between people, places and environments and explanation of how these interconnections influence people, and change places and environmentsexplanation of the interconnections between people, places and environments and description of how these interconnections influence people, and change places and environmentsdescription of the interconnections between people, places and environments and statements about changecomprehensive explanations for distributions and patterns over time and across space, and comprehensive description of associations between distribution patternsdetailed explanations for distributions and patterns over time and across space, and detailed description of associations between distribution patternsexplanations for distributions and patterns over time and across space and description of associations between distribution patternsdescription of distributions and patterns over time and across space and identification of associations between distribution patternsstatements about distributions and patterns over time and across space, and associations between distribution patternsABCDEThe folio of student work has the following characteristics:Understanding and skills dimensionsGeographical knowledge andunderstandingdiscerning analysis of alternative strategies to a geographical challenge using environmental, social and economic criteria and comprehensive justification of a responseinformed analysis of alternative strategies to a geographical challenge using environmental, social and economic criteria and detailed justification of a responseanalysis of alternative strategies to a geographical challenge using environmental, social and economic criteria and justification of a responseexplanation of alternative strategies to a geographical challenge using aspects of environmental, social and economic criteria and explanation of a responsestatements about alternative strategies to a geographical challenge, and strategies to address this challenge Questioning and researchingdiscerning use of initial research for the development of discerning geographically significant questions to frame an inquiryeffective use of initial research for the development of informed geographically significant questions to frame an inquiryuse of initial research for the identification of geographically significant questions to frame an inquiryuse of initial research for the identification of geographical questions related to an inquiryidentification of geographical questions related to an inquirycollection and discerning evaluation of a range of primary and secondary sources and discerning selection of relevant geographical data and information to effectively answer inquiry questionscollection and informed evaluation of a range of primary and secondary sources and informed selection of relevant geographical data and information to effectively answer inquiry questionscollection and evaluation of a range of primary and secondary sources and selection of relevant geographical data and information to answer inquiry questionscollection and explanation of primary and secondary sources and use of geographical data and information to answer aspects of inquiry questionscollection of primary and secondary sources and use of aspects of geographical data and information Interpreting and analysinganalysis of data to:propose discerning explanations of patterns, trends, relationships and anomaliespredict discerning outcomesanalysis of data to:propose informed explanations of patterns, trends, relationships and anomaliespredict informed outcomesanalysis of data to:propose explanations for patterns, trends, relationships and anomaliespredict outcomesanalysis of data to:describe patterns, trends, relationships and anomaliespredict aspects of outcomesanalysis of data to:make statements about patterns and trendsmake statements about outcomesABCDEThe folio of student work has the following characteristics:Understanding and skills dimensionsInterpreting and analysingsynthesis of data and information from to draw discerning and reasoned conclusionssynthesis of data and information to draw effective and reasoned conclusions synthesis of data and information to draw reasoned conclusionssynthesis of data and information to draw conclusionsuse of data and information to make statementsjustified proposal of action in response to a geographical challenge taking account of environmental, economic and social considerationsinformed proposal of action in response to a geographical challenge taking account of environmental, economic and social considerationsproposal of action in response to a geographical challenge taking account of environmental, economic and social considerationsidentification of action in response to a geographical challenge taking account of aspects of environmental, economic and social considerationsstatement of action related to a geographical challengejustified prediction of the comprehensive outcomes and consequences of their proposalplausible prediction of the detailed outcomes and consequences of their proposalprediction of the outcomes and consequences of their proposalprediction of partial outcomes and consequences of their proposalstatement about the outcomes Communicatingpurposeful presentation of findings and explanations using relevant geographical terminology and graphical representations in a range of appropriate communication formseffective presentation of findings and explanations using relevant geographical terminology and graphical representations in a range of appropriate communication formspresentation of findings and explanations using relevant geographical terminology and graphical representations in a range of appropriate communication formspartial presentation of findings and descriptions using geographical terminology and aspects of graphical representations in a range of communication formsfragmented presentation of findings using everyday language and fragmented graphical representations accurate and detailed representation of multi-variable data in a range of appropriate graphic forms, including special purpose maps that consistently conform to cartographic conventions.detailed representation of multi-variable data in a range of appropriate graphic forms, including special purpose maps that comply with cartographic conventions.representation of multi-variable data in a range of appropriate graphic forms, including special purpose maps that comply with cartographic conventions.partial representation of multi-variable data in aspects of graphic forms, including special purpose maps that comply with aspects of cartographic conventions.fragmented representation of multi-variable data in graphic forms, including special purpose maps.Activity 7: Using the SEs to make judgmentsPART ARead the sample assessment task and response below, sourced from ACARA’s Year 8 Geography work samples portfolio.Sample assessment taskStudents are provided with maps showing global population distribution over time and a table containing statistics of internal migration in Australia. They interpret, analyse and present this data and respond to a number of questions.This task is completed during class time over four lessons. Students record their answers using a computer and construct graphs on Microsoft Excel.Source: acara.edu.au/curriculum/worksamples/Year_8_Geography_Portfolio.pdfPART BConsider the assessment task, the sample response and the selected Year 8 SE ‘Knowledge and understanding’ descriptors (below).Complete this activity as a ‘Think, Pair, Share’ with colleagues at your table. Space to record your response and make notes about the Year 8 SE is provided on p. 16.Review the student work.Match the work to the selected Year 8 SE ‘Knowledge and understanding’ descriptors.Confirm your decision, referring to your notes about the Year 8 SE (p. 16).Selected Year 8 SE Knowledge and understanding descriptorsYear 8 SE — description of termsTermDescriptionaspectsparticular parts or featurescomprehensivedetailed and thorough, including all that is relevantdescriptiongive an account of characteristics or featuresdetailedincluding many of the partsidentificationestablish or indicate who or what someone or something isstatementa sentence or assertionSource: qcaa.qld.edu.au/31524.htmlPART CReflect on your observations and discussions about the sample assessment task, sample response and the selected SE descriptors to respond to the questions below.Explain how you arrived at the judgment about this aspect of the achievement standard.……………………………………………………………………………………………………………………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…Does the assessment task provide students with opportunities to demonstrate a C or better for this aspect of the achievement standard? Explain your response.……………………………………………………………………………………………………………………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…Rewrite the task, using the SE descriptors to make improvements.……………………………………………………………………………………………………………………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…………………………………………………………………………………………………………....…Activity 8: How are the geographical concepts developed in the sample assessment?Select a sample assessment.Review the student booklet of a year level sample assessment.List opportunities this sample assessment provides to gather evidence of geographical understanding.Key conceptsUsing the sample assessment to gather evidencePlaceDescribed by location, boundaries, features and environmental and human characteristicsSpacethe distribution and patterns of particular phenomena or activities across the surface of the EarthEnvironment.In Years 7–10, students focus on the significance of the environment and how different views of places and environments influence decisions about their management.InterconnectionsThe way that people and/or geographical phenomena are connected to each other through environmental processes and human activitySustainabilityThe capacity of the environment to continue to support life into the future. It is a way of thinking about the management of use of places and environments for the futureChangeThe concept of change is about explaining geographical phenomena by investigating how they have developed over time. Activity 9: How are the geographical skills developed in the sample assessment?This model is designed to sequence the geographical skills of inquiry.Identify opportunities in the selected sample assessment to interpret data and information.Record your findings in the inquiry diagram.Notes__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Notes__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix 1: Assessment resourcesYear levelSelected resourcesYear 7SoftwareImage-editing software, e.g. Paint, (free online), software, e.g. D-maps (free online) can be used in image-editing software, software, e.g. Microsoft Excel, Google Sheets (free online): Studies Centre, Water in Africa, ascleiden.nl/content/webdossiers/water-africa#Australian Geography Teachers Association — Geogspace, Constructing climate graphs, geogspace.edu.au/verve/_resources/2.3.2.2_2_climate_graphs.pdfFood and Agriculture Organization of the United Nations (FAO — Aquastat), nr/water/aquastat/water_res/index.stmOXFAM:Water for all: Online quiz,education/water_for_all/water/causes/index_pupil.htmCase studies: education/water_for_all/water/problem/index.htmPopulation Reference Bureau (PRB), Finding the balance: Population and water scarcity in the Middle East and North Africa, Publications/Reports/2002/FindingtheBalancePopulationandWaterScarcityintheMiddleEastandNorthAfrica.aspx UN Water, Water for Life, waterforlifedecadeUnited Nations Education Program (UNEP):Africa Water Atlas, pdf/africa_water_atlas.pdfVital Water Graphics, dewa/vitalwater/article69.html Water Aid Australia, auUN Water, Water for Life, :Projects, power of water (video) user/waterThe Water Project Inc., Water scarcity and the importance of water, The World Bank:Morocco water sector projects, scarcity in Middle East and North Africa, 8SoftwareImage-editing software, e.g. Paint, (free online), software, e.g. D-maps (free online) can be used in image-editing software, software, e.g. Microsoft Excel, Google Sheets (free online): Studies Centre, Water in Africa, ascleiden.nl/content/webdossiers/water-africa#Australian Geography Teachers Association — Geogspace, Constructing climate graphs, geogspace.edu.au/verve/_resources/2.3.2.2_2_climate_graphs.pdfFood and Agriculture Organization of the United Nations (FAO — Aquastat), nr/water/aquastat/water_res/index.stmYear 8 (cont.)SoftwareImage-editing software, e.g. Paint, (free online), software, e.g. D-maps (free online) can be used in image-editing software, software, e.g. Microsoft Excel, Google Sheets (free online): Studies Centre, Water in Africa, ascleiden.nl/content/webdossiers/water-africa#Australian Geography Teachers Association — Geogspace, Constructing climate graphs, geogspace.edu.au/verve/_resources/2.3.2.2_2_climate_graphs.pdfFood and Agriculture Organization of the United Nations (FAO — Aquastat), nr/water/aquastat/water_res/index.stmOXFAM:Water for all: Online quiz, education/water_for_all/water/causes/index_pupil.htmCase studies: education/water_for_all/water/problem/index.htmPopulation Reference Bureau (PRB), Finding the balance: Population and water scarcity in the Middle East and North Africa, Publications/Reports/2002/FindingtheBalancePopulationandWaterScarcityintheMiddleEastandNorthAfrica.aspx UN Water, Water for Life, waterforlifedecadeUnited Nations Education Program (UNEP):Africa Water Atlas, pdf/africa_water_atlas.pdfVital Water Graphics, dewa/vitalwater/article69.html Water Aid Australia, auUN Water, Water for Life, :Projects, power of water (video) user/waterThe Water Project Inc., Water scarcity and the importance of water, The World Bank:Morocco water sector projects, scarcity in Middle East and North Africa, 9SoftwareImage-editing software, e.g. Paint, (free online), software, e.g. D-maps (free online) can be used in image-editing software, software, e.g. Microsoft Excel, Google Sheets (free online): supporting case studiesNike manufacturing map, World Factbook, library/publications/the-world-factbook/BBC, South Korea profile, bbc.co.uk/news/world-asia-pacific-15289563Economy watch, South Korea Economy, world_economy/south-korea/Samsung, au/aboutsamsungGapminder, : Year 12 Geography, World Stats, travel.htmGlobal Education, The Poverty Priority, globaleducation.edu.au/verve/_resources/The_Poverty_Priority.pdfResources supporting skills of inquiryGeogspace: Exemplars, geogspace.edu.au/core-units/years-9-10/exemplars/y9-exemplars.htmlGeogspace: Developing an inquiry in Year 9 and 10,geogspace.edu.au/core-units/years-9-10/inquiry-and-skills/years-9-10/y9-is-illus1.htmlGeogspace: Data visualisation,geogspace.edu.au/support-units/ict-in-geography/ig-illustration2.htmlGeogspace: Interactive geospatial technologies,geogspace.edu.au/support-units/ict-in-geography/ig-illustration3.htmlYear 9 Geography Work sample portfolio, Sample 2, acara.edu.au/curriculum/worksamples/Year_9_Geography_Portfolio.pdfYear 10United Nations, New York, The Millennium Development Goals Reports (2005–2014) millenniumgoals/reports.shtml United Nations Industrial Development Organization UNICEF, Millennium Development Goals mdgTrickle Up Extreme Poverty poverty/extreme-poverty.cfm ................
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