Level 1 Geography internal assessment resource
Internal Assessment Resource
Geography Level 1
|This resource supports assessment against: |
|Achievement Standard 91013 version 2 |
|Describe aspects of a geographic topic at a global scale |
|Resource title: Pushchair or Zimmer Frame? |
|3 credits |
|This resource: |
|Clarifies the requirements of the standard |
|Supports good assessment practice |
|Should be subjected to the school’s usual assessment quality assurance process |
|Should be modified to make the context relevant to students in their school environment and ensure that submitted |
|evidence is authentic |
|Date version published by Ministry of |February 2015 Version 3 |
|Education |To support internal assessment from 2015 |
|Quality assurance status |These materials have been quality assured by NZQA. |
| |NZQA Approved number A-A-02-2015-91013-02-4433 |
|Authenticity of evidence |Teachers must manage authenticity for any assessment from a public source, because |
| |students may have access to the assessment schedule or student exemplar material. |
| |Using this assessment resource without modification may mean that students’ work is |
| |not authentic. The teacher may need to change figures, measurements or data sources |
| |or set a different context or topic to be investigated or a different text to read or|
| |perform. |
Internal Assessment Resource
Achievement Standard Geography 91013: Describe aspects of a geographic topic at a global scale
Resource reference: Geography 1.7A v3
Resource title: Pushchair or Zimmer Frame?
Credits: 3
Teacher guidelines
The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement Standard Geography 91013. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.
Context/setting
This assessment activity requires students to describe the global pattern of youthful or ageing populations, the causes of the pattern, and how youthful or ageing populations are of significance to people’s lives in different parts of the world.
Students will prepare this information as a computer-based slide show with supporting notes. The students are not required to present their slide shows to the class. Provide students with initial guidance on how to set up their slide shows.
Conditions
This assessment activity takes place over at least four hours of in-class time. Provide sufficient time for all students to complete the activity. Students may spend additional time outside of class to complete this assessment activity.
Resource requirements
Provide students with access to computers, atlases, blank world maps, world maps showing the global median age, population pyramids, and/or other resources (for example, newspaper and online articles) that illustrate the global patterns of youthful and ageing populations. Teacher-provided resources should be of sufficient quality to enable candidates to achieve at Excellence level. Students should be encouraged to provide additional resources.
World maps showing the global median age from the CIA’s The World Fact book:
World maps showing life expectancy and the youthful population:
Population pyramids from the US Census Bureau International Data Base:
Additional information
Before beginning this assessment activity:
consider Internet safety and privacy issues
ensure that students understand the nature of spatial patterns in a global context and the factors/processes that may be responsible for these patterns. These factors/processes may be physical, social, historical, political, or economic.
Internal Assessment Resource
Achievement Standard Geography 91013: Describe aspects of a geographic topic at a global scale
Resource reference: Geography 1.7A v3
Resource title: Pushchair or Zimmer Frame?
Credits: 3
|Achievement |Achievement with Merit |Achievement with Excellence |
|Describe aspects of a geographic topic at|Describe, in-depth, aspects of a |Comprehensively describe aspects of a |
|a global scale. |geographic topic at a global scale. |geographic topic at a global scale. |
Student instructions
Introduction
This assessment activity requires you to describe the global pattern of youthful or ageing populations, the causes of the pattern, and how youthful or ageing populations are of significance to people’s lives in different parts of the world.
You will prepare this information as a computer-based slide show with supporting explanatory notes.
Design your slide show as if you were going to present it at a global geography conference. You are not required to present your slide show.
Complete this activity over four periods of class time.
Your teacher will provide you with resources. You can also use time outside of class to collect further information.
You will be assessed on how well you are able to describe the global pattern, the causes of the pattern, and the significance of the topic to people’s lives in regions or nations across different continents or hemispheres.
Task
Use the resources your teacher has provided and other information you have gathered to create slides in your computer-based slide show.
Use geographic terminology and concepts throughout your answers.
Identify a global pattern of either youthful or ageing populations
Display the pattern by shading a world outline map to show the main areas with either youthful populations or ageing populations.
Fully describe the pattern by annotating the map and writing a paragraph in the notes attached to the slide. Use appropriate geographic terminology to identify and describe the spatial pattern.
Refer to regions or nations across different continents or hemispheres.
Identify causes of the pattern
Teacher note: A range of suitable processes and/or factors could be provided here.
Identify the factors and/or processes that caused or contributed to the pattern of youthful or ageing populations.
In the notes attached to the slide/s, fully describe these factors and/or processes, supporting your answer with global evidence.
Describe the significance of the topic
Fully describe how the topic of youthful or ageing populations is significant to people’s lives. Consider:
positive and negative impacts
long- and short-term effects
other significant impacts on people’s lives, including both individuals and groups.
Provide evidence from regions or nations across different continents or hemispheres.
Assessment schedule: Geography 91013 Pushchair or Zimmer Frame?
|Evidence/Judgements for Achievement |Evidence/Judgements for Achievement with Merit |Evidence/Judgements for Achievement with Excellence |
|The student describes aspects of a geographic topic at a global |The student describes, in-depth, aspects of a geographic topic at a |The student comprehensively describes aspects of a geographic topic |
|scale. |global scale. |at a global scale. |
|The student: |The student: |The student: |
|describes the global spatial pattern and the factors and/or processes|describes, in detail, the global spatial pattern and the factors |fully describes a global spatial pattern and comprehensively |
|that have caused or contributed to the pattern |and/or processes that have caused or contributed to the pattern |describes the factors and/or processes that have caused or |
|describes the significance to people’s lives of either youthful or |describes, in detail, the significance to people’s lives of either |contributed to the pattern |
|ageing populations |youthful or ageing populations |fully describes the significance to people’s lives of either youthful|
|refers to regions or nations across different continents or |refers to regions or nations across different continents or |or ageing populations |
|hemispheres in all aspects of their response. |hemispheres in all aspects of their response |incorporates geographic terminology and concepts and shows insight |
| |supports their response with specific information, facts, case |possibly by linking causes with effects |
|For example [partial extract]: |studies, and names. |refers to regions or nations across different continents or |
|Pattern and causes | |hemispheres in all aspects of their response |
|“Youthful populations occur in many countries in Africa, the Middle |For example [partial extract]: |supports their response with detailed evidence demonstrating an |
|East, and Central America. The main concentration is in central |Pattern and causes |understanding of all facets of the standard. |
|Africa around the Democratic Republic of the Congo, and in Ethiopia. |“Youthful populations occur in clusters in regions around the world | |
|One cause of this pattern is that many of these countries do not |such as in Africa, the Middle East, and Central America. The main |For example [partial extract]: |
|promote the use of contraception. Therefore, birth rates are high.” |concentration is in central Africa around the Democratic Republic of |Pattern and causes |
|Significance |the Congo, and in Ethiopia. The majority of these countries are |“Many more economically developed countries have an ageing |
|“Countries that have ageing populations, such as Japan and Spain, |located in the Tropics and are poorer countries, such as Yemen and |population, for example, countries in Europe (with a concentration in|
|have to meet the costs of health schemes and pensions for the |Mexico. |Western Europe, such as the UK, Italy, and Spain), North America, |
|elderly. This can result in increased taxes on individuals. However, |“Youthful populations occur in places where people have limited |and, in the southern hemisphere, Australia and New Zealand. In the UK|
|these countries also have a much larger market for leisure and health|access to education and health care. Often people want to have larger|there is an increasing number of people over 65 but also a decline in|
|products for elderly people to help them stay healthy. |families so their children can support them when they get older as |the number of people of working age. The dependency ratio was |
|“Countries with youthful populations, such as Uganda, can struggle to|the country may have no old-age pension. |expected to rise from 0.35 (2000) to 0.65 (2004). The increasing |
|provide enough food for their current and growing population, which |“In countries such as Kenya, where most people live in rural places, |dependency ratio in the UK is a result of the average age of the |
|means many people can suffer from illnesses related to poor diet.” |such as Matooni village in eastern Kenya, the main activity is |country increasing. The global pattern shows a dispersed pattern of |
| |growing food to feed yourself and your family. The more children you |countries with several clusters or concentrations. |
| |have, the more people can work on the farm to grow food. In Kenya, |“There are a number of factors that can lead to an ageing population.|
| |women have on average 4.9 births (2008).” |One factor is the falling birth rate in countries such as New |
| |Significance |Zealand, Canada, and Australia. In New Zealand the fertility rate |
| |“Having an ageing population can have positive impacts on society. In|fell from 3 in 1945 to 1.8 in 2010. Women in New Zealand are choosing|
| |the UK, for example, which has an ageing population, there has been |to have children later, which means that the average age of |
| |an increased demand for housing for the elderly. This is important as|first-time mothers has increased from 23 in 1970 to 31 in 2010. A |
| |people have safe accommodation and many of the housing options are in|number of women are choosing to have careers rather than having any |
| |retirement villages where people have easy access to medical care as |or as many children as previous generations. Since the introduction |
| |well. |of the contraceptive pill in the 1960s, women have been able to plan |
| |“This has seen an increase in the building industry, which has |their families and have chosen to have fewer children because of the |
| |improved the economies of some areas such as around Brighton, which |economic costs involved in having children. Women in wealthier |
| |has built five new retirement villages in the last five years. |countries have improved access to health care and education, which |
| |Builders have experienced secure jobs and incomes.” |enables them to make more decisions about how many children they want|
| | |to have.” |
| | |(Note: Some statistics may not be accurate. They are given as |
| | |examples of how students could use data to support their ideas.) |
| | |Significance |
| | |“There are advantages and disadvantages for people in countries that |
| | |have ageing populations. In New Zealand the dependency ratio is |
| | |projected to increase from 0.53 to 0.71 in 2051. There will be fewer |
| | |people working to support more people over the age of 65. This could |
| | |result in people having to pay higher taxes, which could put pressure|
| | |on people earning lower wages. It is predicted that one in four of |
| | |the population will be over 65. An ageing population creates a need |
| | |for more specialist health care in the form of doctors’ visits and |
| | |prescription medicine use. The United States is in the process of |
| | |introducing new health policies to address this problem. People over |
| | |the age of 80 to 85 years are most likely to require long-term |
| | |residential or home-based care for illnesses. The country may have |
| | |rising health-care costs with more people in these age groups. A |
| | |problem that young people may experience is difficulty getting a job |
| | |as older people stay at work longer. This youth unemployment may |
| | |result in … |
| | |“However, in many countries that have identified the ageing |
| | |population issue, facilities have been developed, such as retirement |
| | |villages to accommodate elderly people. Residents at retirement |
| | |facilities have the benefits of security and easy access to health |
| | |care. These facilities are widespread throughout Canada and |
| | |Australia.” |
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
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