eograph Year 8 - ACARA

1 GeographyMay 2013 Page 1 of 25 year 8 Student Portfolio SummaryWORK SAMPLE PORTFOLIOThe 2013 portfolios are a resource to support teachers in the planning and implementation of the Foundation to year 10 Australian Curriculum: Geography. Each portfolio comprises a collection of student work illustrating evidence of student learning in relation to the achievement standard. Each work sample in the portfolio varies in terms of how much time was available to complete the task and/or the degree of scaffolding provided by the teacher . There is no pre-determined number of samples required in a portfolio nor are the work samples sequenced in any particular order. Together as a portfolio, the samples provide evidence of all aspects of the achievement standard unless otherwise specified. As the Australian Curriculum is progressively implemented in schools, the portfolios will continue to be reviewed and enhanced in relation to their comprehensiveness in coverage of the achievement standard and their representation of the diversity of student work that can be used to highlight evidence of student learning.

2 THIS PORTFOLIO year 8 GeographyThis portfolio comprises a number of work samples drawn from a range of assessment tasks, namely: Sample 1 Inquiry Riverine landscapes Sample 2 Data response Changing nations Sample 3 Data response Population distributionThis portfolio of student work shows that the student can explain the human and physical processes that influence the characteristics of places (WS1, WS2, WS3) and explain how places such as the Ross Creek are perceived and valued differently by different people (WS1). The student explains interconnections within environments and between people and places (WS1, WS2, WS3) and how these interconnections change places (WS3) and environments (WS1, WS2). The student proposes explanations for spatial distributions and patterns among phenomena and identifies associations between distribution patterns (WS1, WS2, WS3). The student compares alternative strategies to a geographical challenge and proposes a response, taking into account environmental, economic and social factors (WS1).

3 The student s work shows an ability to identify geographically significant questions from observations to frame an inquiry. The student locates relevant information from a range of primary and secondary sources to answer inquiry questions (WS1). The student represents data and the location and distribution of geographical phenomena in a range of appropriate graphic forms, including maps (WS1). The student analyses geographical data and other information to propose explanations for spatial patterns (WS1, WS2, WS3), trends and relationships (WS2, WS3) and draw reasoned conclusions (WS1, WS2, WS3). The student presents findings, arguments and ideas using relevant geographical terminology and graphic representations (WS1, WS2) in a range of appropriate communication forms (WS1, WS2, WS3). The student proposes action in response to a geographical challenge taking account of GeographyMay 2013 Page 2 of 25 year 8 Work sample 1environmental, economic and social considerations and predicts the outcomes of their proposal (WS1).

4 The annotated samples in this portfolio provide evidence of most (but not necessarily all) aspects of the achievement standard. The following aspect of the standard is not evident in this portfolio: represent data on maps at different scales that conform to cartographic conventions GeographyMay 2013 Page 3 of 25 year 8 Work sample 1 Inquiry Riverine landscapesRelevant part of the achievement standardBy the end of year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued differently. They explain interconnections within environments and between people and places and explain how they change places and environments. They propose explanations for spatial distributions and patterns among phenomena and identify associations between distribution patterns. They compare alternative strategies to a geographical challenge and propose a response, taking into account environmental, economic and social factors.

5 Students identify geographically significant questions from observations to frame an inquiry. They locate relevant information from a range of primary and secondary sources to answer inquiry questions. They represent data and the location and distribution of geographical phenomena in a range of appropriate graphic forms, including maps at different scales that conform to cartographic conventions. They analyse geographical data and other information to propose explanations for spatial patterns, trends and relationships and draw reasoned conclusions. Students present findings, arguments and ideas using relevant geographical terminology and graphic representations in a range of appropriate communication forms. They propose action in response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes of their of taskAs part of an inquiry, students visited a local riverine landscape and studied four sites. They were provided with the following instructions to guide their inquiry: take a series of photographs at each site that illustrate the features, land use and the geomorphic, biotic and cultural processes record these detailed observations in a table identify and explain the processes at work at each site annotate selected photographs with observations illustrate the land use patterns on a map using appropriate geographic conventions conduct a survey to determine the value of the Ross Creek to different groups of people and summarise these findings propose three options for development of the vacant land on ross creek and use criteria to evaluate these options draw a conclusion and make a recommendation on the best land use for the site.

6 This inquiry was completed over a term and the fieldtrip was conducted on a full-school day. May 2013 Page 4 of 25 AcknowledgementACARA acknowledges the contribution of Australian teachers and students for providing the tasks and work samples. The annotations are referenced to the Australian Curriculum achievement 8 Work sample 1 Inquiry Riverine landscapesMay 2013 Page 5 of 25 Work sample 1 AcknowledgementACARA acknowledges the contribution of Australian teachers and students for providing the tasks and work samples. The annotations are referenced to the Australian Curriculum achievement 8 AnnotationsIdentifies the main geographical features of the environment at each study site using annotated observations in the field to identify geographically significant features and land use patterns and relevant geographical terminology, for example biotic Riverine landscapesAnnotated photographs from fieldwork Land use: Residential, high density Small concrete wall to reduce erosion Biotic feature: Mangrove Photograph showing: Site A Recreational land use and important area of Townsville.

7 Commercial land use Transportation land use Bridge crossing over site B of Ross Creek. Photograph showing: Site B Point bar Rocks placed to keep road in place during floodwater Mangroves and brush Care and Management: 2. Rocks set up to protect road from flood 3. Paths and residential area built around source of river The source of Ross Creek Biotic features: Mangroves Fish Crabs Small bush animals Different kinds of flora. Still water, not causing erosion. Photograph showing: Site A Photograph showing: Site A Point bar Rocks placed to keep road in place during floodwater Mangroves and brush Care and Management: 2. Rocks set up to protect road from flood 3. Paths and residential area built around source of river The source of Ross Creek Biotic features: Mangroves Fish Crabs Small bush animals Different kinds of flora. Still water, not causing erosion. Photograph showing: Site A Photograph showing: Site A Point bar Rocks placed to keep road in place during floodwater Mangroves and brush Care and Management: 2.

8 Rocks set up to protect road from flood 3. Paths and residential area built around source of river The source of Ross Creek Biotic features: Mangroves Fish Crabs Small bush animals Different kinds of flora. Still water, not causing erosion. Photograph showing: Site A Photograph showing: Site A Point bar Rocks placed to keep road in place during floodwater Mangroves and brush Care and Management: 2. Rocks set up to protect road from flood 3. Paths and residential area built around source of river The source of Ross Creek Biotic features: Mangroves Fish Crabs Small bush animals Different kinds of flora. Still water, not causing erosion. Photograph showing: Site A Photograph showing: Site A May 2013 Page 6 of 25 Work sample 1 GeographyYear 8 AcknowledgementACARA acknowledges the contribution of Australian teachers and students for providing the tasks and work samples. The annotations are referenced to the Australian Curriculum achievement Identifies different land uses at one strategies to prevent the process of erosion.

9 Inquiry Riverine landscapes Land use: Residential, high density Small concrete wall to reduce erosion Biotic feature: Mangrove Photograph showing: Site A Recreational land use and important area of Townsville. Commercial land use Transportation land use Bridge crossing over site B of Ross Creek. Photograph showing: Site B Care and management: Rocks placed to reduce constant erosion. Care and management: Bridge across creek Biotic features: animals on bank of crocodiles Photograph showing: Site B High velocity river flow carrying sediment through the water and causing transportation Mangroves and small brush Residential land use Photograph showing: Site B Care and management: Rocks placed to reduce constant erosion. Care and management: Bridge across creek Biotic features: animals on bank of crocodiles Photograph showing: Site B High velocity river flow carrying sediment through the water and causing transportation Mangroves and small brush Residential land use Photograph showing: Site B May 2013 Page 7 of 25 Work sample 1 GeographyYear 8 AcknowledgementACARA acknowledges the contribution of Australian teachers and students for providing the tasks and work samples.

10 The annotations are referenced to the Australian Curriculum achievement Recognises geographical processes that influence the characteristics of the how interconnections within and between environments cause change. Identifies ways in which people change Riverine landscapes Tidal water moving at high velocity Geomorphic process: Point bar Deposition Erosion Castle hill Photograph showing: Site C Large amount of erosion caused by Tidal water moving at high velocity Small tree living on nutrients in the muddy water. Photograph showing: Site C Biotic Processes: Crabs Fish Small animals Mangroves Weed Grass Meanders occurring in river \ point bar being formed by deposition. The Concrete wall is having no useful effect on the erosion caused by the water. Photograph showing: Site C Care and management: Bridge Land use: Transportation (train tracks) Photograph showing: Site C Tidal water moving at high velocity Geomorphic process: Point bar Deposition Erosion Castle hill Photograph showing: Site C Large amount of erosion caused by Tidal water moving at high velocity Small tree living on nutrients in the muddy water.