By the end of Year 3, students describe the characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify interconnections between people and places. They describe the location of selected countries and the distribution of features of places. Students recognise that people have different perceptions of places and how this influences views on the protection of places.

Students pose simple geographical questions and collect information from different sources to answer these questions. They represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title, and north point.

They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to describe distributions and draw conclusions.

They present findings using simple geographical terminology in a range of texts. They suggest action in response to a geographical challenge.

www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?

layout=1#level3

Example of student work

Source: ACARA, Work samples portfolio, www.acara.edu.au/curriculum/worksamples/Year_3_Geography_Portfolio.pdf

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Activity 4: Identifying the valued features

Select one of the Year level achievement standards presented below.

Identify the valued features for Geography:

 Knowledge and understanding

 Questioning and researching

 Interpreting and analysing

 Communicating.

Year 1 Achievement Standard

By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local scale and recognise that people describe the features of places differently. They identify where features of places are located and recognise that spaces can be arranged for different purposes. Students identify changes in features and describe how to care for places.

Students respond to questions about familiar and unfamiliar places by collecting, recording and sorting information from sources provided. They represent the location of different places and their features on pictorial maps and present findings in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that places can be cared for.

By the end of Year 4, students describe and compare the characteristics of places in different locations at the national scale. They identify and describe the interconnections between people and the

environment. They describe the location of selected countries in relative terms and identify simple patterns in the distribution of features of places. Students recognise the importance of the environment and identify different views on how to respond to a geographical challenge.

Students develop geographical questions to investigate and collect and record information and data from different sources to answer these questions. They represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using simple grid references, compass direction and distance .Students interpret data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action.

By the end of Year 6, students explain the characteristics of diverse places in different locations at different scales from local to global. They describe the interconnections between people and places, identify factors that influence these interconnections and describe how they change places and affect people. They describe the location of selected countries in absolute and relative terms and identify and compare spatial distributions and patterns among phenomena. They identify and describe alternative views on how to respond to a geographical challenge and propose a response.

Students develop geographical questions to frame an inquiry. They locate relevant information from a range of sources to answer inquiry questions. They represent data and the location of places and their characteristics in different graphic forms, including large-scale and small-scale maps that use

cartographic conventions of border, source, scale, legend, title and north point. Students interpret data and other information to identify and compare spatial distributions, patterns and trends, infer

relationships and draw conclusions. They present findings and ideas using geographical terminology and graphic representations in a range of communication forms. They propose action in response to a geographical challenge and describe the expected effects of their proposal.

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Activity 5: Examining the Standard elaborations (SEs)

Select the top row of the Year 3 SEs and read the A descriptor. Find the language of:

 cognition (the doing)

 elements (curriculum content)

 degree (how well).

Activity 6: Developing task-specific standards

Select the relevant rows of the Year 3 Standard elaborations (p. 7) for the following assessment.

Sample assessment task

Compare the characteristics of places to draw conclusions about what it would be like to live in a different place. You will:

 compare characteristics of a place in Australian and in a neighbouring country at the local scale

 represent data and information in tables and labelled maps

 draw conclusions about what it would be like to live in another country.

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Year 3 Standard elaborations

A B C D E

The folio of student work has the following characteristics:

Understanding and skills dimensions Geographical knowledge and understanding

comprehensive description of the characteristics of different places at the local scale and identification and comprehensive description of similarities and

differences between the characteristics of these places

detailed description of the characteristics of different places at the local scale and identification and detailed description of similarities and differences between the characteristics of these places

description of the

characteristics of different places at the local scale and identification and description of similarities and

differences between the characteristics of these places

description of aspects of the characteristics of different places at the local scale and identification and description of aspects of similarities and differences between the characteristics of these places

statements about

characteristics of different places and similarities and differences of these places

comprehensive description of the location of selected countries and the distribution of features of places

detailed description of the location of selected countries and the distribution of features of places

description of the location of selected countries and the distribution of features of places

identification of the location of selected countries and the distribution of features of places

identification of the location of selected countries

identification and detailed description of

interconnections between people and places

identification and description of

identification of

identification of aspects of interconnections between people and places

statements about people and places

identification and detailed description of the different perceptions people have of places and how this influences views on the protection of places

identification and

description of the different perceptions people have of places and how this influences views on the protection of places

identification of the different perceptions people have of places and how this influences views on the protection of places

identification of aspects of the different perceptions people have of places and how this influences views on the protection of places

identification of places and how these can be protected

Questionin g anding

posing of simple

geographical questions and collection and considered use of information from different sources to

posing of simple

geographical questions and collection and informed use of information from different sources to effectively

posing of simple

geographical questions and collection and use of information from different sources to answer these

posing of simple

geographical questions and collection and use of information from sources to answer aspects of these

use of simple questions and collection of information

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A B C D E The folio of student work has the following characteristics:

Understanding and skills dimensions Interpreting and analysing

interpretation of

geographical data to explain distributions and draw reasoned conclusions

interpretation of geographical data to describe distributions and draw informed conclusions

interpretation of geographical data to describe distributions and draw conclusions

interpretation of

geographical data to identify distributions and draw partial conclusions

use of geographical data to make statements

reasoned suggestion of informed actions in response to a geographical challenge

suggestion of informed actions in response to a geographical challenge

suggestion of actions in response to a geographical challenge

identification of actions in response to a geographical challenge

statements about a geographical challenge

Communicating

purposeful presentation of findings in a range of texts using relevant geographical terminology

effective presentation of findings in a range of texts using relevant simple geographical terminology

presentation of findings in a range of texts using simple geographical terminology

partial presentation of findings in a range of texts using everyday language

fragmented presentation of findings in a range of texts using everyday language

accurate and detailed representation of:

 data in tables and simple graphs

 the location of places and their characteristics on labelled maps that use the cartographic

conventions¹.

detailed representation of:

 the location of places and their characteristics on labelled maps that use the cartographic conventions¹.

representation of:

 the location of places and their characteristics on labelled maps that use the cartographic

conventions¹.

partial representation of:

 the location of places and their characteristics on labelled maps that use aspects of the

cartographic conventions¹.

fragmented representation of:

 the location of places and their characteristics on labelled maps¹.

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Activity 7: Using the SEs to make judgments

PART A

Read the sample assessment task and response below, sourced from ACARA’s Year 3 Geography work samples portfolio.

Sample assessment task

Identify similarities and differences between the characteristics of the Solomon Islands and New Zealand including population distribution, climate and landforms.

Sample student response

Source: ACARA, Work samples portfolio, www.acara.edu.au/curriculum/worksamples/Year_3_Geography_Portfolio.pdf

PART B

Consider the assessment task, the sample response and the selected Year 3 SE ‘Knowledge and understanding’ descriptors (below).

Complete this activity as a ‘Think, Pair, Share’ with colleagues at your table.

Space to record your response is provided on p. 10

 Review the student work.

 Match the work to the selected Year 3 SEs ‘Knowledge and understanding’ descriptors.

 Confirm your decision, referring to the Notes from the Year 3 Standard elaboration (p. 10).

Selected Year 3 SEs ‘Knowledge and understanding’ descriptors

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Year 3 SEs — description of terms

Term Description

aspects particular parts or features

comprehensive detailed and thorough, including all that is relevant description give an account of characteristics or features detailed including many of the parts

statement a sentence or assertion

Source: www.qcaa.qld.edu.au/31524.html

PART C

Reflect on your observations and discussions about the sample assessment task, sample response and the selected SEs descriptors to respond to the questions below.

1. Explain how you arrived at the judgment about this aspect of the achievement standard.

………

………....…

2. Does the assessment task provide students with opportunities to demonstrate a C or better for this aspect of the achievement standard? Explain your response.

………

………....…

3. Rewrite the task, using the SE descriptors to make improvements.

………

………....…

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Activity 8: How are the geographical concepts developed in the sample assessment?

 Select a sample assessment.

 Review the Student booklet of a Year level sample assessment.

 List opportunities this sample assessment provides to gather evidence of geographical understanding.

Key concepts Using the sample assessment to gather evidence Place

Described by location, boundaries, features and environmental and human characteristics

Space

Spaces are defined by the location of features of places that form distributions and patterns

Environment (From Year 1)

How places vary in terms of natural features

Interconnections (From Year 2) Connections between people, places and environments

Sustainability (From Year 4) Management of use of places and environments for the future

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Activity 9: How are the geographical skills developed in the sample assessment?

This model is designed to sequence the geographical skills of inquiry.

Identify opportunities in the selected sample assessment to interpret data and information.

Record your findings in the inquiry diagram.

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Notes

_____________________________________________________________________________

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Notes

_____________________________________________________________________________

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Appendix 1: Assessment resources

Year

level Selected resources Prep Print

 Catling, S, Willy, T & Butler, J 2012, Teaching Primary Geography for Australian Schools, Hawker Brownlow, Melbourne.

 Hutchins, P 1968, Rosie’s Walk, Aladdin, New York, NY.

Online

 Geogspace, Australian Geography Teachers of Australia, Making a model of a place like mine, www.geogspace,edu.au/core-units/f-4/exemplars/year-f/f4-exemplars-yf-illus.1.htm l

 Geogspace, Australian Geography Teachers of Australia, Mental maps,

www.geogspace,edu.au/core-units/f-4/exemplars/year-f/f4-exemplars-yf-illus.2.html

 Queensland Curriculum and Assessment Authority, G20 for schools, Primary virtual field trip using Google Earth and Queensland Globe, www.qcaa.qld.edu.au/virtual-field-trips.html

 Queensland Curriculum and Assessment Authority, Prep Year Geography: Australian Curriculum in Queensland, 2014

www.qcaa.qld.edu.au/downloads/p_10/ac_geography_prep.pdf

 Spatial technologies such as Google Earth https://earth.google.com Objects

 Range of texts related to special places and how to care for places

 Paper, pencils, clipboards for field drawings; cards, paperclips, magnets; crayons and paint materials

 Range of games and puzzles

 Digital photographs and images of places

 Building blocks and construction materials Year 1 Print

 Catling, S, Willy T & Butler, J 2012, Teaching Primary Geography for Australian Schools, Hawker Brownlow, Melbourne.

 Godwin, J & Walker, A 2010, All Through the Year, Penguin, Sydney.

 Lester, A 2004, Are we there yet? Penguin, Camberwell.

 Lester, A 2006, Ernie Dances to the Didgeridoo, Hatchette, Sydney.

 Lucas, D and Searle, K 2005, Walking with the Seasons, Allen & Unwin, Sydney.

Online

 Geogspace, Australian Geography Teachers of Australia, ‘Investigating the weather’

www.geogspace.edu.au/core-units/f-4/exemplars/year-1/f4-exemplars-y1-illus2.html

 Queensland Curriculum and Assessment Authority, G20 for schools, ‘Primary virtual field trip using Google Earth and Queensland Globe’ www.qcaa.qld.edu.au/virtual-field-trips.html

 Queensland Curriculum and Assessment Authority, G20 for schools, ‘Interactive G20 Map’

http://g20.qcaa.qld.edu.au

 Queensland Curriculum and Assessment Authority, Year 1 Geography: Australian Curriculum in Queensland, January 2014

www.qcaa.qld.edu.au/downloads/p_10/ac_geography_yr1.pdf

 Spatial technologies, such as:

-Google Earth www.google.com/earth -Google Maps www.google.com.au/maps Objects

 Outline maps of the school

 Digital camera, digital photographs and images of features of places

 Paper, pencils, clipboards for field work and drawings Year 2 Print

Online

 ACARA, Work sample portfolio: Year 2,

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Year level

Selected resources

www.geogspace.edu.au/core-units/f-4/exemplars/year-2/f4-exemplars-y2-illus2.html

 Queensland Curriculum and Assessment Authority, G20 for schools, Primary virtual field trip using Google Earth and Queensland Globe, www.qcaa.qld.edu.au/virtual-field-trips.html

 Queensland Curriculum and Assessment Authority, G20 for schools, G20 Interactive Map,http://g20.qcaa.qld.edu.au

 Queensland Curriculum and Assessment Authority, Year 2 Geography Australian Curriculum in Queensland, www.qcaa.qld.edu.au/yr2-geography-overview.html

-Google Earth www.google.com/earth -Google Maps www.google.com.au/maps Objects

 Digital photos and images of places visited Year 3 Print

 Wildy, M & Smith, F 2007, Teaching about other countries, Global Education Centre, Goodwood, SA.

Online

www.acara.edu.au/curriculum/worksamples/Year_3_Geography_Portfolio.pdf

 Asia Education Foundation 2013, Year 3 Geography: Images of Asia,

www.asiaeducation.edu.au/curriculum_resources/geography/year_3_images_of_indonesia/

images_of_indonesia_landing_page.html

 Blue Planet Biomes, West Tisbury Elementary School, World climates, http://www.blueplanetbiomes.org/climate.html

 Bureau of Meteorology, Australian Government, www.bom.gov.au

 Central Intelligence Agency, US Government, The World Factbook:

www.cia.gov/library/publications/the-world-factbook

 Geogspace, Australian Geography Teachers Association:

-Role cards: Children in different places,

www.geogspace.edu.au/verve/_resources/2.1.6.3_1_role_card_statements.pdf

-Climate graphs, www.geogspace.edu.au/verve/_resources/2.3.2.2_2_climate_graphs.pdf

 Global Education, Australian Government Department of Foreign Affairs and Trade, Teaching and learning, www.globaleducation.edu.au/teaching-and-learning/australiancurriculum.html

-Google Earth www.google.com/earth -Google Maps www.google.com.au/maps

 Queensland Curriculum and Assessment Authority, G20 for schools, Interactive map (Climate zones), http://g20.qcaa.qld.edu.au/#level=basic

 Queensland Curriculum and Assessment Authority, G20 for schools, Primary virtual field trip https://www.qcaa.qld.edu.au/virtual-field-trips.html

 World Climate Charts, www.climate-charts.com

 World Meteorological Organization, World Weather Information Service, http://worldweather.wmo.int/en/home.html

Objects

 Digital photos and images of places in Australia and a selected country of the Asia–Pacific Year 4 Print

 Australia Geography Teachers Association 2008, Keys to Geography: Essential skills and

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Year level

www.creativespirits.info/aboriginalculture/land/aboriginal-land-care

 Education for Sustainability, Ministry of Education, New Zealand Government, Curriculum resources and tools, http://efs.tki.org.nz/Curriculum-resources-and-tools

 Geogspace, Australian Geography Teachers Association, Climate graphs, www.geogspace.edu.au/verve/_resources/2.3.2.2_2_climate_graphs.pdf

 Global education project, Teacher resource to encourage global thinking across the curriculum, www.globaleducation.edu.au/resources-gallery/resource-gallery-templates.html

 Queensland Curriculum and Assessment Authority, G20 for schools, Interactive map (Climate and vegetation zones), http://g20.qcaa.qld.edu.au/#level=basic

-Google Earth, www.google.com/earth -Google Maps, www.google.com.au/maps

 Wildlife News, The disappearing savannah,

http://wildlifenews.co.uk/2012/12/the-disappearing-savannah

 World Climate Charts, www.climate-charts.com

 World Meteorological Organization, World Weather Information Service, http://worldweather.wmo.int/en/home.html

 World biomes, including climate zones — Blue Planet Biomes, World biomes, blueplanetbiomes.org/world_biomes.htm

 World Wildlife Fund Australia, www.wwf.org.au:

-Living Planet Report 2012, www.wwf.org.au/our_work/people_and_the_

environment/human_footprint/living_planet_report_2012/

-Sustainable living to reduce your personal footprint,

www.wwf.org.au/what_you_can_do/change_the_way_you_live/sustainable_living/

(For more ideas for sustainability, see also: Assessment resource: Sustainability links) Objects

 large-scale outline maps

 models of maps that conform to cartographic conventions including border, source, scale, legend, and north point

 coloured pencils Year 5 Online

 ACARA, Student portfolio summary — Geography Year 5:

 Asia Education Foundation, Year 5 Geography — ‘Life in a floating village’ (online module):

www.asiaeducation.edu.au/curriculum_resources/geography/years_5_life_in_a_floating_vill age/year_5_life_in_a_floating_village_landing_page.html

 Brisbane City Council, Zoning maps, www.brisbane.qld.gov.au/planning-building/planning- guidelines-tools/brisbane-city-plan-2014/city-plan-2014-mapping

 Bureau of Meteorology webpages

-Queensland flood history: www.bom.gov.au/qld/flood/fld_history/index.shtml -Queensland flood reports: www.bom.gov.au/qld/flood/fld_reports/reports.shtml -Queensland flooded towns:

www.bom.gov.au/qld/flood/fld_reports/qld_flooded_towns_2011.pdf

 Flood Warning Services (Commonwealth of Australia),

http://www.bom.gov.au/water/floods/floodWarningServices.html

 Booklet: What to do before, during and after a flood,

www.bom.gov.au/water/floods/document/What_todo_floods.pdf

 Curated Content, Suncorp data on visually — ‘The risks and costs of natural disasters in

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Year level

www.dnrm.qld.gov.au/mapping-data/queensland-globe

 Department of Natural Resources and Mines, Floodcheck map, www.dnrm.qld.gov.au/mapping-data/maps/floodcheck-map

 Floodsite, www.floodsite.net/juniorfloodsite/html/en/student/thingstodo/tour/index.html

 Geoscience Australia, Flood gallery, www.ga.gov.au/scientific- topics/hazards/flood/basics/gallery

 Golden Software tutorial, ‘Create a base map from Google Earth’, www.youtube.com/

watch?v=VQHk9mLg3F0

 Google Earth Help Center, https://support.google.com/earth/?hl=en#topic=4363013

 Queensland Government disaster management, www.qld.gov.au/emergency/news/features/seflood.html

 Queensland Reconstruction Authority, Aerial imaging and mapping, www.qldreconstruction.org.au/maps/aerial-imaging-and-mapping-pdfs

 Scribble Maps, www.scribblemaps.com Year 6 Print

 Australian Geography Teachers Association, 2010, Keys to Geography: Essential skills and tools, Macmillan, South Yarra, ISBN 978-1420229875

 Menzel P, 2005, Menzel’s Material World: A global family, Counterpoint, ISBN 978- 0871564306

Online

 Australian Geography Teachers of Australia, Geogspace, Using your computer to discover an unequal world, www.geogspace.edu.au/core-units/years-5-6/exemplars/year-6/y5- exemplars-y6-illus2.html

 Google Maps: maps.google.com.au

 Google Earth: www.google.com/earth/explore/products

 Worldmapper: www.worldmapper.org

 Gapminder, Dollar Street, www.gapminder.org/downloads/dollar-street

 QCAA 2014, G20 Interactive map, g20.qcaa.qld.edu.au

 Developing infographics:

-Easelly, www.easel.ly -Infogram, infogr.am

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Appendix 2: QCAA P–6 Geography sample assessments — focuses for teaching, learning and assessment

Year level

Assessment title and technique

Concepts Skills Scale of

context

Teaching and learning opportunities Prep What are places

like?

Collection of work

Space Place

Observing features of places

Representing features of familiar places on models and pictorial maps

Personal/Local Understanding the concept of bird’s eye view Collecting and classifying data

Using locational and directional language Year 1 Describing features

of place

Collection of work

Place Environment Space

Collecting, sorting, describing data Representing features of places and direction on a map

Personal/ Local Labelling features of places in different texts Developing descriptive language

Collecting, recording and sorting information Year 2 My connections to

places

Guided research

Place

Interconnections

Posing geographical questions Collecting data with a survey

Representing places on a labelled map

Local

(more distant places)

Conducting interviews to gather information Presenting findings in an oral presentations Sharing perspectives about places

Year 3 Comparing places near and far Collection of work

Place (comparing characteristics and perceptions of places)

Collecting and comparing data

Representing data in tables, graphs and labelled maps

Drawing conclusions

Local (a place in a nearby country)

Developing intercultural understandings Sharing perceptions of places

Using texts to classify and compare data and information

Year 4 Exploring environments Collection of work

Sustainability Environment

Representing spatial distributions Interpreting spatial distributions Proposing individual actions

National/global Using graphical organisers to compare and classify information

Developing language to describe patterns Year 5 Investigating natural

hazards Research

Sustainability Interconnections Space

Developing geographical questions Collecting and evaluating data Identifying spatial patterns and trends Representing data

Proposing individual and collective actions

Local or national scale

Evaluating data and information for validity and reliability

Proposing actions and making predictions Considering future consequences

Year 6 Comparing G20 countries

Collection of work

Place Space

Comparing and evaluating data Representing multiple sets of data on maps and in graphic forms

Interpreting and analysing data Drawing conclusions

Global Using specialised terminology of economic, social and economic data

Comparing and classifying multiple sets of data and information

Describing spatial patterns and trends

Contents

Assessing Geography in P–6

Participant booklet

Contents

Activity 1: Identifying learning goals and reflecting on learning...1

Activity 2: The ‘big ideas’ and your practice...2

P–10 standards terminology...3

Valued features...3

Activity 3: Examining the Geography achievement standard...4

Activity 4: Identifying the valued features...5

Activity 5: Examining the Standard elaborations (SEs)...6

Activity 6: Developing task-specific standards...6

Activity 7: Using the SEs to make judgments...9

Activity 8: How are the geographical concepts developed in the sample assessment?...11

Activity 9: How are the geographical skills developed in the sample assessment?...12

Notes...13

Notes...14

Appendix 1: Assessment resources...15

Appendix 2: QCAA P–6 Geography sample assessments — focuses for

teaching, learning and assessment...19

Activity 1: Identifying learning goals and reflecting on learning

Activity 2: The ‘big ideas’ and your practice

Assessment

Teaching

Learning

Big ideas

P–10 standards terminology

Valued features

Activity 3: Examining the Geography achievement standard

Example of student work

Activity 4: Identifying the valued features

Activity 5: Examining the Standard elaborations (SEs)

Activity 6: Developing task-specific standards

Activity 7: Using the SEs to make judgments

Activity 8: How are the geographical concepts developed in the sample assessment?

Activity 9: How are the geographical skills developed in the sample assessment?

Notes

Notes

Appendix 1: Assessment resources

Appendix 2: QCAA P–6 Geography sample assessments — focuses for teaching, learning and assessment