AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial...

22
AMBARVALE HIGH SCHOOL Geography HSC Assessment Booklet 2019-2020 Ms Sinclair

Transcript of AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial...

Page 1: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

AMBARVALE HIGH SCHOOL

Geography

HSC

Assessment Booklet 2019-2020

Ms Sinclair

Page 2: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

2

CONTENTS

1. Assessment Procedures in HSIE 2. Assessment Grid for Geography 3. Assessment Task Notifications 4. Syllabus documents for the topics to be studied

Ms Sinclair’s email address

[email protected]

Page 3: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

3

ASSESSMENT PROCEDURES IN HSIE

The HSIE Faculty will follow the policy and procedures outlined in the AHS Assessment Policy and Procedures Booklet.

Please note in particular the following points;

● If you have a legitimate reason why you will be unable to achieve an assessment deadline, you may be eligible for special consideration on your task. You must notify your teacher and negotiate this well BEFORE the due date of your task. You may require supporting documentation.

● All tasks are generally required to be submitted in PAPER form, NOT electronically, unless your task specifically states otherwise. Be organised.

● Be aware that computer or electronic failure are NOT considered by NESA to be a valid reason for a late or non-completion of tasks. Always, always, always back up your work.

● Be aware that NESA requires HSC students to submit their tasks before the end of school day ON THE DUE DATE and it will therefore be enforced in HSIE that all tasks must be received by 2.50pm.

● When a student has been ill or has been adversely affected during a particular task, it may be possible to apply for an extension of time or to complete a substitute task. This application, with supporting documentation where appropriate, should be made to the relevant Head Teacher. If the Principal considers that a valid reason exists for non-completion of a task, then an estimate based on other evidence may be made.

● If a task is submitted AFTER the end of the class allocated time or 2:50pm on the due date:

- a reduction in mark/grade equivalent to 20% per school day will be applied

- zero will be awarded for task submission 6 days or more past due date - parents will be notified via an N Determination Warning Letter

Page 4: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

4

However, submission of the task is essential for satisfactory completion of the course.

Exceptions include the following;

• ILLNESS fully covered by DOCTORS CERTIFICATE. You must see your classroom teacher / Head Teacher HSIE before school the morning of your return and present your paperwork.

• MISADVENTURE covered by a MISADVENTURE FORM. See your classroom teacher / Head Teacher HSIE before school the morning of your return to school and present your paperwork.

Non-Serious Attempts and Malpractice;

● NESA requires that all student assessments submitted are a serious attempt of the task. Non-Serious Attempts attract an N-Award Warning Letter and you will be required to resubmit the task to ensure you meet NESA standards of ‘diligence’. Please be aware you must make a ‘reasonable attempt’ of all assessment tasks. Your teacher will specifically advise you of what constitutes a ‘reasonable attempt’.

Malpractice is a serious matter and includes plagiarism and cheating. In HSIE, there is a significant research component across our subjects and it is important to pay particular attention to plagiarism and accurate referencing. ANY infraction to NESA policy will result in a ZERO mark on the task, an N-Award Warning Letter and you will be required to resubmit the task. Be aware that further consequences can include Executive intervention, suspension and formal reporting. Please refresh and ensure you understand your obligations as outlined during the compulsory “All my Own Work” program or seek advice from your teacher if you are unsure of your obligations.

For further information on Ambarvale High School Assessment requirements. Please refer to your HSC Assessment Booklet for further information.

Page 5: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

5

ASSESSMENT GRID FOR GEOGRAPHY In this subject, you will cover:

Module Topic Ecosystems at Risk Geographical study of the functioning of ecosystems

at risk, their management and protection Urban Places Geographical study of world cities, mega cities and

the dynamics of large cities and urban places People and Economic Activity Geographical study of economic activity integrating

the local and global context HSC Course Assessment Components The mandatory components and weightings for the HSC course are set out below. The internal assessment mark submitted to NESA to be based on the HSC course only.

Component Weighting % A) Knowledge and understanding of course content 40 B) Geographical tools and skills 20 C) Geographical inquiry and research, including fieldwork 20 D) Communication of geographical information, ideas and issues in

appropriate forms 20

Components

Weighting

Task 1 Task 2 Task 3 Task 4 Due:

Term 4, Week 9

Due: Term 1,

Week 10

Due: Term 2,

Weeks 9/10

Due: Term 3, Week 5

Skills In-class Task

Fieldwork Booklet and

Report

Trial HSC Examination

Research Task

Outcomes: H10, H11,

H13

Outcomes: H3, H7, H8, H10, H12,

H13

Outcomes: H1, H2, H3,

H5, H6, H10, H11, H12,

H13

Outcomes: H1, H4, H5, H8, H9, H13

A 40% 5 10 15 10 B 20% 15 5 C 20% 10 10 D 20% 5 10 5

Total weight 100% 20 25 30 25

Page 6: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

6

Course Outcomes: H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and

economic activity

H2 explains the factors which place ecosystems at risk and the reasons for their protection

H3 analyses contemporary urban dynamics and applies them in specific contexts

H4 analyses the changing spatial and ecological dimensions of an economic activity

H5 evaluates environmental management strategies in terms of ecological sustainability

H6 evaluates the impacts of, and responses of people to, environmental change

H7 justifies geographical methods applicable and useful in the workplace and relevant to a

changing world

H8 plans geographical inquiries to analyse and synthesise information from a variety of sources

H9 evaluates geographical information and sources for usefulness, validity and reliability

H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data

in geographical contexts

H11 applies mathematical ideas and techniques to analyse geographical data

H12 explains geographical patterns, processes and future trends through appropriate case studies

and illustrative examples

H13 communicates complex geographical information, ideas and issues effectively, using

appropriate written and/or oral, cartographic and graphic forms.

Page 7: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

7

ASSESSMENT NOTIFICATIONS FOR GEOGRAPHY

Task 1: Geographical Skills In-class Task Due - Term 4 2019, Week 9

Task 2: Fieldwork Booklet and Report

Due - Term 1 2020, Week 10

Task 3: Trial HSC Examination Due - Term 2 2020, Week 9/10

Task 4: Research Task

Due - Term 3 2020, Week 5

Page 8: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

8

Notice of Assessment Task

HSC Geography

Date of initial notification: Term 4 2019, Week 1

Date of Task: Term 4 2019, Week 9 Date TBC by teacher.

Task Number: 1 Weighting of task: 20%

Course component/Focus area/Topic/Module: Geographical Skills

Task Description: Part A: Geographical Skills Workbook (to be completed at home) • Students will be given a Stage 6 Geographical Skills Workbook in Week 7 to

complete as preparation for their in-class task. These completed workbooks can be brought into the in-class task with students for guidance.

Part B: In-Class Component (to be completed in class on allocated date) 25 marks • Students will complete 22 geographical skills-based questions. • Students will be given a stimulus booklet in class to refer to. • Students will be given 45 minutes working time and 5 minutes reading time to

attempt the questions in class.

Outcomes to be assesses in this task: H10, H11, H13

Page 9: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

9

Notice of Assessment Task

HSC Geography

Date of initial notification: Term 4 2019, Week 1

Date of Task: Term 1 2020, Week 10 Date TBC by teacher.

Task Number: 2 Weighting of task: 25%

Course component/Focus area/Topic/Module: Urban Places

Task Description: Part A: Fieldwork Booklet (to be completed while at the fieldtrip and submitted during in-class component) 10 marks • Attend fieldtrip to Sydney CBD, complete the relevant field activities. Students

may bring their fieldwork booklet into the lesson to assist them in writing their response. Students will submit their fieldwork booklet on the same day.

Part B: In-Class Component (completed in class) 20 marks • Using knowledge gained from the fieldtrip and illustrative examples, students will

write a geographic report, answering the following question, Explain how and why urban consolidation and urban renewal have occurred in Barangaroo and Millers Point. Examine the social, economic and environmental outcomes for both locations.

Outcomes to be assesses in this task: H3, H7, H8, H10, H12, H13

Page 10: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

10

Fieldwork booklet

Marking criteria Marks

o All components of fieldwork booklet complete without error

o Mapping and field sketches are highly accurate

o Correct units of measurements used throughout

o Detailed examples provided throughout

9-10

o All components of fieldwork booklet are complete with minimal error

o Mapping and field sketches are accurate

o Correct units of measurements are used throughout

o Examples provided throughout

7-8

o All sections of the fieldwork booklet are attempted, but some incomplete or

inaccurate

o Mapping and field sketches are simple and lack detail and units

o Minimal details and examples present

5-6

o Some sections of the fieldwork booklet are attempted, some inaccuracies

o Maps and field sketches poorly executed

3-4

o Fieldwork booklet not submitted

o Minimal notations made in booklet

0-2

Page 11: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

11

Report

Marking criteria Marks

o Demonstrates a comprehensive understanding of urban dynamics

o Provides a comprehensive discussion of the effects of urban dynamics on a

large city in the developed world

o Integrates relevant fieldwork and illustrative examples where appropriate

o Presents a sustained, logical and cohesive response using appropriate

geographical information, ideas, terms and concepts

17-20

o Demonstrates a well-developed understanding of urban dynamics

o Provides characteristics and features of the effects of urban dynamics on a

large city in the developed world

o Refers to fieldwork and illustrative examples where appropriate

o Presents a logical response using appropriate geographical information and

concepts

13-16

o Demonstrates a sound understanding of urban dynamics

o Provides characteristics and features of some urban dynamics in a large city

in the developed world

o Refers to fieldwork and illustrative examples where appropriate

o Presents a structured response using appropriate geographical information

9-12

o Outlines at least ONE urban dynamic in a large city in the developed world

o May refer to fieldwork and/or illustrative examples

o Uses some geographical information

5-8

o Demonstrates a basic understanding of urban dynamics 0-4

Page 12: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

12

Notice of Assessment Task

HSC Geography

Date of initial notification: Term 4 2019, Week 1

Date of Task: Term 2 2020, Week 9/10 Date TBC on exam timetable.

Task Number: 3 Weighting of task: 30%

Course component/Focus area/Topic/Module: Trial Examination

- Geographical Skills - Ecosystems at Risk - Urban Places

Task Description: Students will undertake a Trial Examination that will test their knowledge of the three topics covered to date.

- Geographical Skills - Ecosystems at Risk - Urban Places

Students will be given 2 hours and 30 minutes working time, with an additional 5 minutes reading time to complete the examination. The examination will be divided into three sections, using the HSC Examination format. Students should revise all syllabus dot points for the three topics mentioned above.

Outcomes to be assesses in this task: H1, H2, H3, H5, H6, H10, H11, H12, H13

Page 13: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

13

Notice of Assessment Task HSC Geography

Date of initial notification: Term 4 2019, Week 1

Date of Task: Term 3 2020, Week 5 Date TBC by teacher.

Task Number: 4 Weighting of task: 25%

Course component/Focus area/Topic/Module: People and Economic Activity

Task Description: Students are to research TWO environmental, social and/or economic impacts of the economic activity studied to answer the following question. Students will submit a hard copy of their response on the due date. Examples of impacts include

• Pollution • Resource depletion • Labour exploitation • Cultural integration • Provision of infrastructure • Job creation • Transfer pricing

Analyse TWO environmental, social and/or economic impacts of ONE economic

activity. (15 marks)

Outcomes to be assesses in this task: H1, H4, H5, H8, H9, H13

Page 14: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

14

Marking criteria Marks o Demonstrates a comprehensive understanding of TWO environmental, social

and/or economic impacts of ONE economic activity o Draws out detailed implications of these impacts of the economic activity o Refers to relevant case studies and illustrative examples where appropriate o Presents a sustained, logical and cohesive response using appropriate

geographical information, ideas and issues

13-15

o Demonstrates a good understanding of TWO environmental, social and/or economic impacts of ONE economic activity

o Draws out a range of implications of these impacts of the economic activity o Refers to relevant case studies and illustrative examples where appropriate o Presents a logical and cohesive response using appropriate geographical

information, ideas and issues

10-12

o Describes TWO environmental, social and/or economic impacts of ONE economic activity

o Draws out some implications of these impacts of the economic activity o Refers to relevant case studies and illustrative examples where appropriate o Presents a structured response using appropriate geographical information

7-9

o Describes ONE impact in detail or outlines TWO environmental, social and/or economic impacts of ONE economic activity

o May refer to case studies or illustrative examples o Uses some geographical information

4-6

o Demonstrates a basic understanding of the environmental, social and/or economic impacts of an economic activity

1-3

Page 15: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

15

SYLLABUS DOCUMENTS FOR THE TOPICS TO BE STUDIED

Geography Stage 6 Syllabus

24

8.3 HSC Course 8.3.1 Ecosystems at Risk Time Allocation: 40 indicative hours The focus of this study is a geographical investigation of the functioning of ecosystems at risk, their management and protection. Outcomes The student:

H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity

H2 explains the factors which place ecosystems at risk and the reasons for their protection

H5 evaluates environmental management strategies in terms of ecological sustainability

H6 evaluates the impacts of, and responses of people to, environmental change H7 justifies geographical methods applicable and useful in the workplace and

relevant to a changing world H8 plans geographical inquiries to analyse and synthesise information from a

variety of sources H9 evaluates geographical information and sources for usefulness, validity and

reliability H10 applies maps, graphs and statistics, photographs and fieldwork to analyse

and integrate data in geographical contexts H11 applies mathematical ideas and techniques to analyse geographical data H12 explains geographical patterns, processes and future trends through

appropriate case studies and illustrative examples H13 communicates complex geographical information, ideas and issues

effectively, using appropriate written and/or oral, cartographic and graphic forms.

Content Students learn to:

investigate and communicate geographically by

• asking and addressing geographical questions such as – what are the reasons for the location of the Great Barrier Reef? – what action is appropriate for managing wetland ecosystems

sustainably? – what will the rainforests of Kalimantan be like in the future?

Page 16: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

16

Geography Stage 6 Syllabus

25

use geographical skills and tools such as

• calculating the gradient of a slope as a ratio • calculating the vertical exaggeration of a cross section describing a specific

ecosystem • determining sight lines between two points • recognising features of changing pressure patterns on weather maps in order

to describe characteristics of different ecosystems • constructing a log of events and activities to manage the development of a

fieldwork activity explaining human impacts on an ecosystem at risk • interpreting frequency distributions and diagrams about energy flows in

different ecosystems • constructing a precis map from an aerial photo or satellite image to describe

spatial patterns of overland flow • using GIS to examine spatial and ecological issues relevant to the protection

and management of ecosystems. identify geographical methods applicable to, and useful in, the workplace such as

• using meteorological data, satellite imagery and aerial photography • constructing environmental maps and compiling environmental impact reports • the relevance of a geographical understanding of ecosystems at risk to a

particular vocation such as: managing a national park, guiding tourist groups, ecological mapping for surveyors, evaluating dune stabilisation programs preserving heritage sites.

Students learn about: ecosystems and their management

• biophysical interactions which lead to diverse ecosystems and their functioning

• vulnerability and resilience of ecosystems – impacts due to natural stress – impacts due to human induced modifications to energy flows, nutrient

cycling, and relationships between biophysical components • the importance of ecosystem management and protection

– maintenance of genetic diversity – utility values – intrinsic values – heritage values – need to allow natural change to proceed

• evaluation of traditional and contemporary management strategies.

Page 17: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

17

Geography Stage 6 Syllabus

26

case studies of ecosystems • TWO case studies of different ecosystems at risk to illustrate their unique

characteristics including: – spatial patterns and dimensions: location, altitude, latitude, size, shape

and continuity – biophysical interactions including: – the dynamics of weather and climate – geomorphic and hydrologic processes such as earth movements,

weathering, erosion, transport and deposition, soil formation – biogeographical processes: invasion, succession, modification,

resilience – adjustments in response to natural stress – the nature and rate of change which affects ecosystem functioning – human impacts (both positive and negative) – traditional and contemporary management practices.

The selected ecosystems at risk could include areas such as coastal dunes, freshwater wetlands, inter-tidal wetlands, coral reefs, arid areas, alpine areas, rainforests, temperate forests. 8.3.2 Urban Places Time Allocation: 40 indicative hours The focus of this study is a geographical investigation of world cities, mega cities and the urban dynamics of large cities and urban localities. Outcomes The student:

H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity

H3 analyses contemporary urban dynamics and applies them in specific contexts

H5 evaluates environmental management strategies in terms of ecological sustainability

H6 evaluates the impacts of, and responses of people to, environmental change H7 justifies geographical methods applicable and useful in the workplace and

relevant to a changing world H8 plans geographical inquiries to analyse and synthesise information from a

variety of sources H9 evaluates geographical information and sources for usefulness, validity and

reliability H10 applies maps, graphs and statistics, photographs and fieldwork to analyse

and integrate data in geographical contexts

Page 18: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

18

Geography Stage 6 Syllabus

27

H11 applies mathematical ideas and techniques to analyse geographical data H12 explains geographical patterns, processes and future trends through

appropriate case studies and illustrative examples H13 communicates complex geographical information, ideas and issues

effectively, using appropriate written and/or oral, cartographic and graphic forms.

Content Students learn to: investigate and communicate geographically by

• asking and addressing geographical questions such as – what are the challenges of living in mega cities? – what is a world city and why are they so important? – what will the city be like in the future?

use geographical skills and tools such as • calculating population density using maps of a large city • constructing a transect to show land use change in a local area • describing patterns, linkages, networks and change, using maps of large

cities and other urban areas • constructing and interpreting choropleth maps • synthesising and evaluating fieldwork data about the dynamics of change in a

country town or suburb • interpreting trends from logarithmic and semilogarithmic data about the

growth of mega cities • analysing population pyramid data to investigate the implications on health

and social issues of a rapidly growing city • calculating the time of day when a photograph was taken and relating a photo

to a map of a streetscape. identify geographical methods applicable to and useful in the workplace such as • using GIS, satellite imagery and aerial photography • analysing maps including topographic, cadastral and land use maps • collecting and analysing urban field data • the relevance of a geographical understanding of urban places to a particular

vocation such as: urban and regional planning, designing effective city infrastructure, planning the delivery of social services, monitoring environmental quality and sustainability, preserving heritage sites.

Students learn about: world cities • the nature, character and spatial distribution of world cities • the role of world cities as powerful centres of economic and cultural authority

Page 19: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

19

Geography Stage 6 Syllabus

28

• the operation of global networks • the relationships of dominance and dependence between world cities and

other urban centres and the changing role of regional centres and the demise of the small town.

mega cities • the nature, character and spatial distribution of mega cities in the developing

world • the challenges of living in mega cities such as housing, traffic infrastructure,

water and power supplies, sanitation services, employment, and other social and health issues

• the responses to these challenges such as self-help projects, community self-government, cooperation from NGOs, urban protest and the operations of informal economies.

urban dynamics • the urban dynamics of change: suburbanisation, exurbanisation,

counterurbanisation, decentralisation, consolidation, urban decay, urban renewal, urban village, spatial exclusion

• a case study of the results of the urban dynamics in a large city selected from the developed world including its – social structure and spatial patterns of advantage and disadvantage,

wealth and poverty, ethnicity – changing economic character, nature and location of residential land,

commercial and industrial development – culture of place as expressed in the architecture, streetscape, heritage

architecture, noise, colour, street life, energy, vitality and lifestyles – growth, development, future trends and ecological sustainability

• a case study showing one of the urban dynamics listed above, operating in a

country town or suburb. 8.3.3 People and Economic Activity Time Allocation: 40 indicative hours The focus of this study is a geographical investigation of economic activity integrating the local and global context. Outcomes A student:

H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity

H4 analyses the changing spatial and ecological dimensions of an economic activity

Page 20: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

20

Geography Stage 6 Syllabus

29

H5 evaluates environmental management strategies in terms of ecological sustainability

H6 evaluates the impacts of, and responses of people to, environmental change H7 justifies geographical methods applicable and useful in the workplace and

relevant to a changing world H8 plans geographical inquiries to analyse and synthesise information from a

variety of sources H9 evaluates geographical information and sources for usefulness, validity and

reliability H10 applies maps, graphs and statistics, photographs and fieldwork to analyse

and integrate data in geographical contexts H11 applies mathematical ideas and techniques to analyse geographical data H12 explains geographical patterns, processes and future trends through

appropriate case studies and illustrative examples H13 communicates complex geographical information, ideas and issues

effectively, using appropriate written and/or oral, cartographic and graphic forms.

Content Students learn to: investigate and communicate geographically by • asking and addressing geographical questions such as

– where are certain crops grown throughout the world? – how have market preferences changed the pattern of tourism in

Australia? – how do changes in global technology affect enterprises operating at the

local level? use geographical skills and tools such as

• analysing spatial relationships using land use and topographic maps • interpreting flow charts depicting trade data • identifying, collecting and recording geographical data from primary sources

through fieldwork • calculating the rate of increase or decrease between two points on a line

graph showing employment change • interpreting a ternary graph depicting raw material inputs • interpreting proportional circles containing pie graphs • calculating the area of a land use or vegetation type from aerial photographs,

absolutely and relatively • identifying spatial associations, interactions and changes from aerial

photographs. identify geographical methods applicable to and useful in the workplace such as

Page 21: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

21

Geography Stage 6 Syllabus

30

• analysing census data, statistical registers and digests, economic production data and reports

• analysing aerial photographs, electronic street directories, cadastral maps, tourist maps, atlases

• collecting and analysing field data about economic activity • the relevance of a geographical understanding of people and economic

activity to a particular vocation such as: advising public servants, consulting in market and commercial research, contributing to environmental impact statements.

Students learn about: global economic activity

• a description of the nature, spatial patterns and future directions of ONE economic activity in a global context. The economic activity selected can be from a wide range of activities such as wheat farming, hydroponics, viticulture, textiles, tourism, advertising, retailing, wholesaling, information technologies, financial and business services industries

• factors explaining the nature, spatial patterns and future directions of the selected economic activity such as – biophysical: climate, soils, topography, site – ecological: sustainability and resource use – economic: competitive advantage, consumer demand, mobility of labour

and capital – sociocultural: tradition, changing lifestyles, labour participation rates – organisational: ownership, decision making and control – technological: transportation, information transmission and flows,

biotechnology – political: quotas, tariffs, compacts, agreements

• the environmental, social and economic impacts of the economic activity such as pollution, resource depletion, labour exploitation, cultural integration, provision of infrastructure, job creation, transfer pricing.

local case study • a geographical study of an economic enterprise operating at a local scale.

The business could be an individual enterprise, firm or company such as a family farm, a mine or mining corporation, a hotel, chain of hotels, heritage or tourist site. The case study should explore – the nature of the economic enterprise – locational factors – ecological dimensions including environmental constraints, climate, and

human impacts on the environment such as pollution and ecological sustainability

– internal and external linkages and flows of people, goods, services and ideas

– effects of global changes in the economic activity on the enterprise.

Page 22: AHS20 7HIS SS Assessment Scope Sequence · Notice of Assessment Task HSC Geography Date of initial notification: Term 4 2019, Week 1 Date of Task: Term 2 2020, Week 9/10 Date TBC

22

Geography Stage 6 Syllabus

31

9 Course Requirements

For the Preliminary course: • 120 indicative hours are required to complete the course • completion of the senior geography project • 12 hours of fieldwork. For the HSC course: • the Preliminary course is a prerequisite • 120 indicative hours are required to complete the course • 12 hours of fieldwork. Fieldwork requirements Fieldwork is a means of understanding geographical environments and the nature of geographical inquiry. Fieldwork can enhance learning opportunities for a wide range of students because it caters for a variety of teaching and learning styles. Fieldwork enables students to: • acquire knowledge by observing, mapping and recording phenomena in the

real world in a variety of places, including the environs of the school • understand the spatial and ecological dimensions of geographical phenomena • explore the geographical processes that form and transform environments • use different kinds of geographical tools including information technologies to

assist in interpretation of, and decision-making about, geographical phenomena

• locate, select and organise geographical information • explore different perspectives on geographical issues. Students should be involved in both pre- and post-fieldwork activities so that they take an active part in the planning of the investigation and in the application of these activities to knowledge and understanding developed in the core topics. Fieldwork activities should be carefully planned to achieve syllabus outcomes. Students apply geographical skills through fieldwork studies appropriate to each topic. 10% of the indicative time for each of the Preliminary and HSC courses should be allocated to relevant fieldwork activities. Whether undertaken locally or at more distant sites, fieldwork should be integrated with the teaching/learning program to take full advantage of the enhanced understanding achieved through direct observation, field measurements and inquiry learning. In both courses, some learning experiences will be in the field, some in small group work and some in individual research investigations. Students should use practical experiences to develop their skills in management, observation, recording, interpretation and communication. Practical experiences should be used to achieve coverage of the content where specific case studies are required.