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Level 8 geography

  AO 8.1 | AO 8.2

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 8.1

Students will gain knowledge, skills, and experience to:

  • understand how interacting processes shape natural and cultural environments, occur at different rates and on different scales, and create spatial variations.

Indicators

  • Analyses the interactions between natural and/or cultural processes that shape an environment.
  • Identifies and explains where and how processes operate at different rates and scales in an environment.
  • Describes and accounts for the nature and distribution of different features in an environment.

Possible context elaborations

  • How interacting processes create spatial and temporal variations at Muriwai Beach.
  • Identifies and gives reasons for the spatial variations of a cultural process in a specified setting.
  • Develops the framework for a research project and implements it.
  • The causes of patterns of tourism development in different places over different time periods.

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

  • 91426 Geography 3.1 Demonstrate understanding of how interacting natural processes shape a New Zealand geographic environment; External, 4 credits.
  • 91427 Geography 3.2 Demonstrate understanding of how a cultural process shapes geographic environment(s); External, 4 credits.
  • 91428 Geography 3.3 Analyse a significant contemporary event from a geographic perspective; Internal, 3 credits.
  • 91429 Geography 3.4 Demonstrate understanding of a given environment(s) through selection and application of geographic concepts and skills; External, 4 credits.
  • 91430 Geography 3.5 Conduct geographic research with consultation; Internal, 5 credits.
  • 91431 Geography 3.6 Analyse aspects of a contemporary geographic issue; Internal, 3 credits.
  • 91432 Geography 3.7 Analyse aspects of a geographic topic at a global scale; Internal, 3 credits.
  • 91433 Geography 3.8 Apply spatial analysis, with consultation, 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.

Achievement objective 8.2

Students will gain knowledge, skills, and experience to:

  • understand how people’s diverse values and perceptions influence the environmental, social, and economic decisions and responses that they make.

Indicators

  • Analyses how peoples’ perceptions influence their use of environments and identifies the consequences of this for their use of environments.
  • Explains people's values and perceptions in relation to environmental, social, and economic topics or issues.
  • Explains how people's values and perceptions influence decision-making processes and responses.
  • Compares and contrasts the different ways in which people can actively seek to make decisions about and manage the environment. 

Possible context elaborations

  • Energy consumption and its sustainability.
  • Why some people feel the need to modify a natural process or features of a natural environment.
  • Research a local environmental issue.
  • Analyse how different viewpoints of tourism development determine future projects.
  • Analyse how the perspectives of manaakitanga (hospitality, especially shown to visitors) and kaitiakitanga influence tourism development in a New Zealand setting.

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

  • 91426 Geography 3.1 Demonstrate understanding of how interacting natural processes shape a New Zealand geographic environment; External, 4 credits.
  • 91427 Geography 3.2 Demonstrate understanding of how a cultural process shapes geographic environment(s); External, 4 credits.
  • 91428 Geography 3.3 Analyse a significant contemporary event from a geographic perspective; Internal, 3 credits.
  • 91429 Geography 3.4 Demonstrate understanding of a given environment(s) through selection and application of geographic concepts and skills; External, 4 credits.
  • 91430 Geography 3.5 Conduct geographic research with consultation; Internal, 5 credits.
  • 91431 Geography 3.6 Analyse aspects of a contemporary geographic issue; Internal, 3 credits.
  • 91432 Geography 3.7 Analyse aspects of a geographic topic at a global scale; Internal, 3 credits.
  • 91433 Geography 3.8 Apply spatial analysis, with consultation, 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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