Geography

May 2013 Page 1 of 25

Year 8

Student Portfolio Summary

WORK SAMPLE PORTFOLIO

The 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.

THIS PORTFOLIO – Year 8 Geography

This 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 distribution

This 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).

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

Geography

May 2013 Page 2 of 25

Year 8

Work sample 1

environmental, economic and social considerations and predicts the outcomes of their proposal (WS1).

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

Geography

May 2013 Page 3 of 25

Year 8

Work sample 1

Inquiry – Riverine landscapes

Relevant part of the achievement standard

By 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.

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 proposal.

Summary of task

As 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.

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 standards.

Geography Year 8

Work sample 1

Inquiry – Riverine landscapes

May 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 standards.

Geography Year 8

Annotations

Identifies the main geographical features of the environment at each study site using annotated photographs.

Makes observations in the field to identify geographically significant features and land use patterns and processes.

Uses relevant geographical terminology, for example biotic features.

Inquiry – Riverine landscapes

Annotated 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.

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.

1. Possibly

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.

1. Possibly

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.

1. Possibly

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.

1. Possibly

Still water, not causing erosion.

Photograph showing: Site A

Photograph showing: Site A

May 2013 Page 6 of 25

Work sample 1

Geography Year 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 standards.

Annotations

Identifies different land uses at one site.

Identifies strategies to prevent the process of erosion.

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:

1. Fish

2. Turtles

3. Crabs

4. Small animals on bank

5. Possibility 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:

1. Fish

2. Turtles

3. Crabs

4. Small animals on bank

5. Possibility 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

Geography Year 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 standards.

Annotations

Recognises geographical processes that influence the characteristics of the environment.

Identifies how interconnections within and between environments cause change.

Identifies ways in which people change environments.

Inquiry – 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.

Photograph showing: Site C

May 2013 Page 8 of 25

Work sample 1

Geography Year 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 standards.

Annotations

Explains how geomorphic processes change the characteristics of environments.

Inquiry – Riverine landscapes

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

High density Residential

Geomorphic processes: Deposition forms point bar on the inside of a river, water moving at high velocity which causes erosion.

Photograph showing: Site C

High commercial and recreational land use- parks, ovals etc.

Cars- people around CBD Parks

Water moving at high velocity, carrying

sediment and causing transportation

Photograph showing: Site C

High density Residential

Geomorphic processes: Deposition forms point bar on the inside of a river, water moving at high velocity which causes erosion.

Photograph showing: Site C

High commercial and recreational land use- parks, ovals etc.

Cars- people around CBD Parks

Water moving at high velocity, carrying

sediment and causing transportation

Photograph showing: Site C

May 2013 Page 9 of 25

Work sample 1

Geography Year 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 standards.

Annotations

Identities strategies used to prevent change caused by the process of erosion.

Inquiry – Riverine landscapes

Industrial Land use

Geomorphic processes: Water moving at high velocity, transportation and slight erosion occurring.

Care and management: rocks placed to protect harbour from erosion

Rocks placed along harbour to prevent erosion

residential\ commercial land use (in the city)

Transportation land use

Photograph showing: Site D

Industrial Land use

Geomorphic processes: Water moving at high velocity, transportation and slight erosion occurring.

Care and management: rocks placed to protect harbour from erosion

Rocks placed along harbour to prevent erosion

residential\ commercial land use (in the city)

Transportation land use

Photograph showing: Site D

May 2013 Page 10 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 standards.

Geography Year 8

Inquiry – Riverine landscapes

Annotations

Records observations in a table.

Describes the location of each study site using relevant geographical terminology.

Explains how characteristics of the environment influence land use patterns.

May 2013 Page 11 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 standards.

Geography Year 8

Inquiry – Riverine landscapes

Annotations

Explains the processes that influence the characteristics of the creek at each study site.

Identifies and explains ways in which people influence the environment through management.

May 2013 Page 12 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 standards.

Geography Year 8

Inquiry – Riverine landscapes

Annotations

Identifies the distribution of the main land uses at each study site using secondary sources.

Represents the main land uses on an orthophoto for each study site.

Orthophoto showing land uses of site A

Orthophoto showing land uses of site B

Orthophoto showing land uses of site A

Orthophoto showing land uses of site B

Orthophoto showing land uses of site A

Orthophoto showing land uses of site B

Orthophoto showing land uses of site A

Orthophoto showing land uses of site B

May 2013 Page 13 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 standards.

Geography Year 8

Inquiry – Riverine landscapes

Annotations

Locates and records data from a range of primary and secondary sources.

Annotates a photograph to present findings.

Communicates observations and findings from field observations in a range of forms (photos and text).

Orthophoto showing land uses of site

Orthophoto showing land uses of site D

May 2013 Page 14 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 standards.

Geography Year 8

Inquiry – Riverine landscapes

Annotations

Collects primary data by interviewing representatives of different community groups.

Constructs a graph using appropriate conventions.

Graphically represents the primary data gathered.

0

2

4

6

8

10

12

14

16

Rank

ing

Community Groups

Bar Graph Showing Values Of Ross Creek By Community Groups, 2013

Economic

Social

Environmental

Aesthetic

Spiritual

Source: Class survey

The value of the Ross Creel to different groups of people

May 2013 Page 15 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 standards.

Geography Year 8

Inquiry – Riverine landscapes

Annotations

Analyses the data to explain how different groups within a community perceive and value places differently.

Identifies patterns in primary data and offers an explanation for these patterns.

May 2013 Page 16 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 standards.

Geography Year 8

Inquiry – Riverine landscapes

Annotations

Identifies the positive and negative impacts of the proposal for a Botanic garden.

Evaluates the proposed land use for the Ross Creek using a range of appropriate criteria.

May 2013 Page 17 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 standards.

Geography Year 8

Inquiry – Riverine landscapes

Annotations

Identifies the positive and negative impacts of the proposal for a development like Southbank.

Evaluates the proposed land use for the Ross Creek using a range of appropriate criteria.

May 2013 Page 18 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 standards.

Geography Year 8

Inquiry – Riverine landscapes

Annotations

Identifies the positive and negative impacts of the proposal for a development like that at the Hamilton Wharves.

Evaluates the proposed land use for the Ross Creek using a range of appropriate criteria.

May 2013 Page 19 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 standards.

Geography Year 8

Inquiry – Riverine landscapes

Annotations

Makes a justified decision about the most appropriate land use for the site.

Considers economic, social and environmental costs and benefits for each proposal.

Predicts expected outcomes of the proposal for a development like South Bank.

Proposes collective action to improve the value of the vacant site for Townsville residents.

Annotations (Overview)The student planned and undertook an extensive inquiry to explain the complex interconnections within and between environments and between people and places. They communicated findings, explanations and reasoned conclusions using appropriate geographical terminology and a range of graphic forms.

Geography

May 2013 Page 20 of 25

Year 8

Work sample 2

Data response – Changing nations

Relevant part of the achievement standard

By 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.

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 proposal.

Summary of task

Students were introduced to the topic of human migration both within and between countries and its impact on the

concentration of populations in major cities of the world. For this task students were provided with maps showing

global population distribution over time and a table containing statistics of internal migration in Australia. They were

asked to interpret, analyse and present this data and respond to a number of questions.

This task was completed during class time over four lessons. Students recorded their answers using a computer and

constructed their graphs on Microsoft Excel.

May 2013 Page 21 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 standards.

Geography Year 8

Annotations

Analyses geographical data from a map to answer questions.

Identifies countries, regions and hemispheres with the highest population.

Proposes simple explanations for some aspects of this pattern of population distribution.

Identifies the relationship between population distribution and climate.

Analyses geographical data from a map to identify where population change has occurred.

Proposes explanations for trends identified.

Work sample 2

Data response – Changing nations

May 2013 Page 22 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 standards.

Geography Year 8

Annotations

Represents data in a bar graph following appropriate conventions.

Represents data in a column graph following appropriate conventions.

Work sample 2

Data response – Changing nations

May 2013 Page 23 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 standards.

Geography Year 8

Annotations (Overview)The student uses geographical terminology and different graphic forms to communicate findings, explanations and ideas.

Annotations

Analyses internal migration data.

Identifies flows of migration between states and territories.

Proposes explanations for identified trends in the movement of people.

Explains geographical processes that cause the movement of people between places.

Uses relevant geographical terminology when presenting findings and ideas.

Analyses data to draw reasoned conclusions about the effects of people moving between states and territories.

Work sample 2

Data response – Changing nations

Geography

May 2013 Page 24 of 25

Year 8

Data response – Population distribution

Relevant part of the achievement standard

By 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.

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 proposal.

Summary of task

Students were provided with a copy of the following maps:

• Population of Australia’s main cities in 2010

• Population in the USA in 2010.

They were given time to examine the maps and were then asked to identify and explain the following based on their

interpretation:

• the population distribution of each country

• the effects of this distribution

• the similarities and/or differences between the population distribution of each country.

This task was completed during class time over two lessons.

Work sample 3

Geography

May 2013 Page 25 of 25

Annotations

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 standards.

Year 8

Annotations (Overview)The student has verbally communicated findings and ideas using geographical terminology.

Work sample 3

Data response – Population distribution