Level 6 geography
Indicators
Indicators are examples of the behaviours and capabilities that a teacher might expect to observe in a student who is achieving at the appropriate level. Teachers may wish to add further examples of their own.
Context elaborations
Context elaborations are possible contexts for learning, with a suggestion of how they might be used with the focus achievement objective.
The listed context elaborations are examples only. Teachers can select and use entirely different contexts in response to local situation, community relevance, and students’ interests and needs.
Achievement objective 6.1
Students will gain knowledge, skills, and experience to:
- understand that natural and cultural environments have particular characteristics and how environments are shaped by processes that create spatial patterns.
Indicators
- Identifies and describes the distinctive features of natural and cultural environments.
- Explains how natural and/or cultural processes shape environments.
- Explains how different processes operate and how they impact on environments.
- Illustrates spatial patterns resulting from the operation of processes.
- Matches features in an environment to the processes that have formed them.
Possible context elaborations
- How have recent events shaped the natural and cultural environment?
- Choose an environment that is, or has been, in the news recently and of interest to students:
- For example, a place affected by an extreme natural event.
- A familiar environment:
- For example, school catchment area or local metropolitan area. What are the spatial patterns and what were the causes of those patterns?
- For example: migration patterns and mobility in Auckland. Incorporate the Māori perspective of hekenga (place to migrate to, migration, emigration).
- The patterns and causes of child labour and the social and economic effects this has in different countries:
- For example, India and New Zealand.
Assessment for qualifications
Consider how student learning could be assessed using the geography achievement standards. Consider alternative linkages between the achievement objective and achievement standards.
- AS91007 Geography 1.1 Demonstrate geographic understanding of environments that have been shaped by extreme natural event(s). External, 4 credits.
- AS91008 Geography 1.2 Demonstrate geographic understanding of population concepts. External, 4 credits.
- AS91010 Geography 1.4 Apply concepts and basic geographic skills to demonstrate understanding of a given environment. External, 4 credits.
- AS91011 Geography 1.5 Conduct geographic research, with direction. Internal, 4 credits.
- AS91012 Geography 1.6 Describe aspects of a contemporary New Zealand geographic issue. Internal, 3 credits.
- AS91013 Geography 1.7 Describe aspects of a geographic topic at a global scale. Internal, 3 credits.
At the time of publication, achievement standards were in development to align them with The New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the
NZQA website.
The NZQA subject-specific resources pages are very helpful. From there, you can find all the achievement standards and links to assessment resources, both internal and external.
Learn more:
Aligned level 1 achievement standards were registered for use in 2011 and level 2 for use in 2012; level 3 will be registered for use in 2013.
Learn more about the assessment of
geographic skills and concepts.
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Achievement objective 6.2
Students will gain knowledge, skills, and experience to:
- understand how people interact with natural and cultural environments and that this interaction has consequences.
Indicators
- Describes the interaction and interconnectedness of people with natural and/or cultural environments.
- Identifies the positive and/or negative consequences of such interactions for people and for the natural and/or cultural environment.
- Describes how issues can arise from the interactions between people and natural and/or cultural environments.
- Explains how the ways in which people interact with natural and/or cultural environments affect the sustainability of the environments.
Possible context elaborations
- Water:
- How do people interact with natural and cultural environments when they use water for irrigation? What are the consequences of that use?
- An environment of geographic significance:
- How are people interacting with this environment and what are the consequences?
- For example: mining in a national park. Incorporate the Māori perspectives of taonga (treasure, property: prized and protected as sacred possessions of the tribe. The term carries a deep spiritual meaning. Taonga may be things that cannot be seen or touched, and include, for example, language, waahi tapu, waterways, fishing grounds and mountains) and kaitiakitanga (the exercise of guardianship by the tangata whenua of an area in accordance with tikanga Māori in relation to natural and physical resources; and includes the ethic of stewardship).
- How people respond to an extreme natural event.
- Describe and provide reasons for traffic flows around the vicinity of a shopping mall.
Assessment for qualifications
Consider how student learning could be assessed using the geography achievement standards. Consider alternative linkages between the achievement objective and achievement standards.
- AS91007 Geography 1.1 Demonstrate geographic understanding of environments that have been shaped by extreme natural event(s). External, 4 credits.
- AS91008 Geography 1.2 Demonstrate geographic understanding of population concepts. External, 4 credits.
- AS91009 Geography 1.3 Demonstrate geographic understanding of the sustainable use of an environment. Internal, 3 credits.
- AS91010 Geography 1.4 Apply concepts and basic geographic skills to demonstrate understanding of a given environment. External, 4 credits.
- AS91011 Geography 1.5 Conduct geographic research, with direction. Internal, 4 credits.
- AS91012 Geography 1.6 Describe aspects of a contemporary New Zealand geographic issue. Internal, 3 credits.
- AS91013 Geography 1.7 Describe aspects of a geographic topic at a global scale. Internal, 3 credits.
- AS91014 Geography 1.8 Apply spatial analysis, with direction, to solve a geographic problem. Internal, 3 credits.
At the time of publication, achievement standards were in development to align them with The New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the
NZQA website.
The NZQA subject-specific resources pages are very helpful. From there, you can find all the achievement standards and links to assessment resources, both internal and external.
Learn more:
Aligned level 1 achievement standards were registered for use in 2011 and level 2 for use in 2012; level 3 will be registered for use in 2013.
Learn more about the assessment of
geographic skills and concepts.
Last updated September 7, 2021
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