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Level 7 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 7.1

Students will gain knowledge, skills, and experience to:

  • understand how the processes that shape natural and cultural environments change over time, vary in scale and from place to place, and create spatial patterns.

Indicators

  • Identifies and examines the distinctive characteristics of environments that result from the changing operation of processes.
  • Demonstrates that natural and cultural processes bring about change and evolution in environments over time.
  • Identifies how processes occur in different places and at different scales.
  • Explains how processes create spatial patterns within environments.

Possible context elaborations

  • A large natural environment:
    •  For example, Tongariro or the Himalayas: the processes that have shaped it over time and created the spatial patterns that can be observed today.
  • An urban environment:
    • Patterns of interaction that are of interest to students -
      • For example, crime, teenage activities at the weekend.
  • A fragile environment such as Antarctica: sustainable development -
    • For example, tourism.

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.

Achievement standards

  • AS91240 Geography 2.1 Demonstrate geographic understanding of a large natural environment. External, 4 credits.
  • AS91241 Geography 2.2 Demonstrate geographic understanding of an urban pattern. Internal, 3 credits.
  • AS91242 Geography 2.3 Demonstrate geographic understanding of differences in development. External, 4 credits.
  • AS91243 Geography 2.4 Apply geography concepts and skills to demonstrate understanding of a given environment. External, 4 credits.
  • AS91244 Geography 2.5 Conduct geographic research with guidance. Internal, 5 credits.
  • AS91245 Geography 2.6 Explain aspects of a contemporary New Zealand geographic issue. Internal, 3 credits.
  • AS91246 Geography 2.7 Explain 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.

Achievement objective 7.2

Students will gain knowledge, skills, and experience to:

  • understand how people’s perceptions of and interactions with natural and cultural environments differ and have changed over time.

Indicators

  • Demonstrates how peoples’ perceptions (influenced by their values and perspectives) impact on the ways in which they interact with environments.
  • Describes how peoples’ perceptions of and interactions with environments has varied in the past and varies in the present.
  • Describes how peoples’ perceptions of and interactions with environments may change in the future. 

Possible context elaborations

  • Changing attitudes to aspects of the natural environment – from exploitation to conservation.
  • Urban transport planning – the car versus public transport.
  • How peoples’ perceptions of development have changed over time.

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.

Achievement standards

  • AS91240 Geography 2.1 Demonstrate geographic understanding of a large natural environment. External, 4 credits.
  • AS91241 Geography 2.2 Demonstrate geographic understanding of an urban pattern. Internal, 3 credits.
  • AS91242 Geography 2.3 Demonstrate geographic understanding of differences in development. External, 4 credits.
  • AS91243 Geography 2.4 Apply geography concepts and skills to demonstrate understanding of a given environment. External, 4 credits.
  • AS91244 Geography 2.5 Conduct geographic research with guidance. Internal, 5 credits.
  • AS91245 Geography 2.6 Explain aspects of a contemporary New Zealand geographic issue. Internal, 3 credits.
  • AS91246 Geography 2.7 Explain aspects of a geographic topic at a global scale. Internal, 3 credits.
  • AS91247 Geography 2.8 Apply spatial analysis, with guidance, 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.

Last updated August 18, 2015



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