HSC Course Overview

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8 Content

Geographical inquiry is fundamental to all topics in the Preliminary and HSC courses. Students should be proficient in understanding and applying a range of geographical tools and skills so that they can become critical and creative thinkers about contemporary geographical questions and issues.

Geographical Investigation and Communication

Students learn to investigate geographically by:

• formulating a plan and asking and addressing geographical questions for active inquiry: What is there? Where is it? Why is it there? What are the effects of it being there? How is it changing over time? Should it be like this? What will it be like in the future?

• identifying and discriminating between relevant sources of geographical information and geographical tools including maps, graphs and statistics, photographs and fieldwork

• abstracting, analysing and synthesising information from a variety of sources and a variety of perspectives including gender, intercultural, socioeconomic, religious and the perspectives of indigenous people

• applying their knowledge and understanding to contemporary issues.

Students learn to communicate geographically by:

• defining the purposes of, and audiences for, communication such as teachers, peers, examiners, parents, carers, community organisations, local libraries, competition adjudicators, media organisations

• presenting information in the form of both oral and written reports accompanied by maps, diagrams, tables, graphs and photographs

• using appropriate information technologies and electronic media

• presenting information in short and extended response form using appropriate written formats

• evaluating the effectiveness of different forms of communication.

Geographical Tools and Skills

These Stage 6 geographical tools and skills build from those developed in Geography Stages 4–5. Stage 6 tools and skills are assessed in the HSC examination.

Students learn to interpret maps by:

• calculating the gradient of a slope as a ratio

• calculating the vertical exaggeration of a cross-section

• determining sight lines between two points

• constructing a transect between two points and describing the changes along it

• identifying spatial interaction and change using a variety of sources

• describing patterns, relationships, networks, linkages and evidence of change within and between regions or areas

• determining the density of a specific feature on a map

• reading, constructing and interpreting choropleth maps

• recognising the key features of changing pressure patterns on weather maps

• designing and interpreting flowcharts.

Students learn to analyse graphs and statistics by:

• calculating the rate of increase or decrease between two points

• estimating the value of proportional circles of different size using a key

• estimating the value of particular segments in pie graphs of different size

• identifying the three elements depicted in a ternary graph and the line scale of each

• stating the ‘mix’ of elements at any point on a ternary graph

• identifying clusters and patterns on a ternary graph

• constructing and interpreting proportional divided circles

• interpreting frequency distributions and diagrams

• reading and interpreting logarithmic and semilogarithmic graphs

• interpreting and analysing population pyramid data.

Students learn to interpret photographs by:

• orientating a photo to a map

• estimating the scale of aerial photographs and satellite images

• estimating the time of day at which a photograph was taken

• calculating areas of land use as a ratio

• identifying spatial associations, interactions and change

• constructing a precis map from an aerial photograph or satellite image

• using Geographic Information Systems (GIS) to examine spatial and ecological issues.

Students learn to conduct fieldwork by:

• formulating a geographical question or issue for study

• identifying, collecting and recording geographical data from a variety of primary sources

• constructing a log of events and activities, which records the development of a fieldwork activity

• synthesising data and evaluating the fieldwork activity.

NOTE: These skills and tools may be applied and assessed in any of the course topics. Examples of their application are provided in each of the Preliminary and HSC topics.

                                                                                                         Time Allocation: 54 indicative hours

The focus of this study is a geographical investigation of biophysical processes and how an understanding of these processes contributes to sustainable management.

Outcomes

The student:

P1 differentiates between spatial and ecological dimensions in the study of geography

P2 describes the interactions between the four components which define the biophysical environment

P3 explains how a specific environment functions in terms of biophysical factors

P6 identifies the vocational relevance of a geographical perspective

P7 formulates a plan for active geographical inquiry

P8 selects, organises and analyses relevant geographical information from a variety of sources

P9 uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries

P10 applies mathematical ideas and techniques to analyse geographical data

P12 communicates geographical information, ideas and issues using appropriate written and/or oral, cartographic and graphic forms.

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Students learn to:

investigate and communicate geographically by

• asking and addressing geographical questions such as

– what are the biophysical interactions which occur between components of the biophysical environment?

– what are the effects of human impacts on the functioning of the hydrosphere?

– how is the biophysical environment changing in response to climatic variations?

use geographical skills and tools such as

• constructing and interpreting flow charts describing the key biophysical processes operating within a given area

• identifying, collecting and recording data about erosion and deposition from primary sources

• constructing a transect to describe the variety and distribution of plants in a specific area

• planning a field work activity to assess the impacts of flood or drought

• interpreting ternary graphs to describe elements of biodiversity or soil variation

• recognising the key features of changing weather patterns to describe atmospheric processes in a given location.

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

• contributing to Environmental Impact Assessments

• collecting and analysing field data

• environmental mapping

• the relevance of a geographical understanding of biophysical interactions to a particular vocation such as: planning hazard mitigation, practising environmental law, meteorological forecasting, local council maintenance of coastal areas.

Students learn about:

the biophysical environment

• the nature and functioning of the four components: the atmosphere, hydrosphere, lithosphere and biosphere in a specific biophysical environment including:

– atmospheric processes, climatic components, climatic variation

– operation of the water cycle and the role of water in geomorphological processes

– parent material, slope processes, weathering, mass movements, erosion, transport and deposition, and the fluvial, aeolian and/or coastal geomorphological processes

– the variety and distribution of plants and animals and soil formation

• the interactions between, and the human impacts on, the functioning of the atmosphere, hydrosphere, lithosphere and biosphere.

biophysical processes and issues

• a case study investigating ONE issue in ONE of the biophysical components, to illustrate how an understanding of biophysical processes contributes to sustainable management in the environment. The investigation will include:

– identification and explanation of the key biophysical processes which relate to the issue

– scale of operation

– interactions with other components of the biophysical environment

– the sensitivity of the biophysical environment to change

– the importance of understanding key biophysical processes for effective management

• the issue should be selected from ONE of the following components:

– in the atmosphere, one issue such as greenhouse warming, acid rain, ozone depletion

– in the biosphere, one issue such as biodiversity, forestry, land clearing, fire

– in the hydrosphere, one issue such as river regulation, urban run-off, coastal sediment budgets, flood or drought

– in the lithosphere, one issue such as soil degradation, soil erosion, salinisation, soil contamination, mass movement.

                                                                                           Time Allocation: 54 indicative hours

The focus of this study is a geographical investigation of the social, cultural, political, economic and environmental challenges which are occurring at the global scale.

The student:

P1 differentiates between spatial and ecological dimensions in the study of geography

P4 analyses changing demographic patterns and processes

P5 examines the geographical nature of global challenges confronting humanity

P6 identifies the vocational relevance of a geographical perspective

P7 formulates a plan for active geographical inquiry

P8 selects, organises and analyses relevant geographical information from a variety of sources

P9 uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries

P10 applies mathematical ideas and techniques to analyse geographical data

P12 communicates geographical information, ideas and issues using written and/or oral, cartographic and graphic forms.

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Students learn to:

investigate and communicate geographically by

• asking and addressing geographical questions such as

– how and why is the distribution of the world’s population changing?

– what are the factors responsible for cultural integration?

– what is the future of the nation-state?

– how can spatial inequality be defined?

– what types of conflicts can arise from the ownership and    use of natural resources?

use geographical skills and tools such as

• calculating population density of a chosen area using a map

• using information technology to collect and synthesise data relevant to ecologically sustainable development

• estimating the scale of a given area from aerial photographs and satellite images to understand spatial patterns of natural resources use

• orientating a photograph to a map of an urban area

• interpreting frequency distributions and diagrams about access to food, shelter and educational opportunities for different groups.

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

• mapping global patterns of population distribution and migration

• applying information technology such as the Internet to understand population change

• the relevance of a geographical understanding of global challenges to a particular vocation such as: advising diplomats and politicians, practising journalism, participating in non-government organisations (NGOs), providing background information for tourist agencies and media outlets.

Students learn about:

Population Geography and two studies selected from Cultural Integration, Political Geography, Development Geography, and Natural Resource Use.

Population Geography

• the changing nature, rate and distribution of the world’s population

• spatial patterns of fertility and mortality

• types, volumes and directions of population movements such as rural-urban migration, labour migration and refugee migration

• issues arising from the changing size and distribution of population including environmental, economic and social impacts.

Students also choose TWO of the following FOUR options:

• the diffusion, adoption and adaptation of mass consumer culture reflected in media, fashion, brand images, sport, music and religion

• the factors affecting cultural integration such as technological change, transnational corporations (TNCs), global media networks, cultural imperialism and the actions of governments

• the effects of cultural integration such as homogenised landscapes, economic dominance and dependence, threats to cultural diversity and sovereignty, and shrinking time/space.

• the changing role and nature of the nation-state

• the increasing influence of international governance, transnational corporations and non-government organisations (NGOs) as challenges to national sovereignty

• the causes of political tensions and conflict, economic instability, and migration and mobility of people

• the consequences of these challenges on national sovereignty, and the various paths towards resolving issues and meeting these challenges.

• the nature of development

• the use of indicators to illustrate spatial variations in the level and rate of development at a global scale

• issues arising from these spatial patterns of development such as access to food, shelter, social support, health and educational opportunities

• equity issues related to ethnicity, class and gender, and ecologically sustainable development.

• the nature of natural resources

• spatial patterns and consequences of the distribution and consumption of natural resources at a global scale

• economic and political issues related to the use of natural resources, their ownership and management

• environmental and social issues related to the use of natural resources such as ecologically sustainable development, and the impacts on, and responses of, indigenous peoples.

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                                                              Time Allocation: 12 indicative hours

The focus of this study is the nature of geographical inquiry and its application to a practical research project.

The student:

P7 formulates a plan for active geographical inquiry

P8 selects, organises and analyses relevant geographical information from a variety of sources

P9 uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries

P10 applies mathematical ideas and techniques to analyse geographical data

P11 applies geographical understanding and methods ethically and effectively to a research project

P12 communicates geographical information, ideas and issues using appropriate written and/or oral, cartographic and graphic forms.

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Students learn to:

undertake a senior geography project (SGP) by

• selecting and researching a geographical issue which relates to the Preliminary course using active inquiry methodologies

• carrying out the investigation, which may be based in a variety of locations including the environs of the school, college or campus, individually or as a member of a group.

investigate geographically by

• formulating a plan and asking geographical questions for active inquiry such as

– what is the extent of the investigation?

– when does the research need to be finished?

– how much time should be allocated to the research each week/month?

• identifying a research focus for the investigation

• organising a plan of investigation

• gathering and processing relevant primary and secondary data

• critically reviewing the plan, the process and the findings of the investigation.

communicate geographically by

• defining the purposes and audiences for communicating the findings of the project such as teachers, peers, examiners, parents, carers, community organisations, local libraries, competition adjudicators, media organisations

• reporting the findings of the project through such formats as

– an oral presentation

– a geographical report of 2000 words incorporating maps, diagrams, tables, graphs, and photographs

– an audio-visual display using appropriate information technologies and electronic media

– a pictorial essay.

Students learn about:

geographical inquiry

• the nature and purpose of geographical inquiry (building on the prior learning as a result of completing the fieldwork task in Geography Stage 5)

• the use of primary data such as field measurements, observations, surveys, interviews, statistics and photographs

• the use of secondary data such as published reports, texts, newspaper editorials, audio-visual productions, graphical and statistical information

• the ethical responsibilities of conducting geographical inquiry

– respecting confidentiality and anonymity

– avoiding use of deception or coercion with informants

– avoiding exposure to physical and/or emotional risks or harm

– obtaining permission and avoiding trespass

– minimising damage to landscapes or environmental elements

– observing academic conventions regarding plagiarism

– storing data appropriately

– acknowledging source materials.

                                                                                                  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.

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.

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?

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.

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.

                                                                                                     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.

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

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.

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

• 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.

                                                                                                  Time Allocation: 40 indicative hours

The focus of this study is a geographical investigation of economic activity integrating the local and global context.

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

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

• 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.

• 120 indicative hours are required to complete the course

• completion of the senior geography project

• 12 hours of fieldwork.

• the Preliminary course is a prerequisite

• 120 indicative hours are required to complete the course

• 12 hours of fieldwork.

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.

The study of Geography provides students with knowledge, understanding and skills that form a valuable foundation for a range of courses at university and other tertiary institutions.

In addition, the study of Geography assists students to prepare for employment and full and active participation as citizens. In particular, there are opportunities for students to gain recognition in vocational education and training. Teachers and students should be aware of these opportunities.

Wherever appropriate, the skills and knowledge acquired by students in their study of HSC courses are recognised by industry and training organisations. Recognition of student achievement means that students who have satisfactorily completed HSC courses will not be required to repeat their learning in courses in TAFE NSW or other Registered Training Organisations (RTOs).

Registered Training Organisations, such as TAFE NSW, provide industry training and issue qualifications within the Australian Qualifications Framework (AQF).

The degree of recognition available to students in each subject is based on the similarity of outcomes between HSC courses and Industry Training Packages endorsed within the Australian Qualifications Framework. Training packages are documents that link an industry’s competency standards to AQF qualifications. More information about industry training packages can be found on the National Training Information Service (NTIS) website (http://www.ntis.gov.au).

TAFE NSW conducts courses in a wide range of industry areas, as outlined each year in the TAFE NSW Handbook. Under current arrangements, the recognition available to students of Geography in relevant courses conducted by TAFE is described in the HSC/TAFE Credit Transfer Guide. This guide is produced by the Board of Studies and TAFE NSW and is distributed annually to all schools and colleges. Teachers should refer to this guide and be aware of the opportunities available to their students through the study of Geography Stage 6. This information can be found on the TAFE NSW website (http://www.tafensw.edu.au/mchoice).

Students may also negotiate acceptance into a training package qualification with another Registered Training Organisation. Each student will need to provide the RTO with evidence of satisfactory achievement in Geography Stage 6 so that the degree of recognition available can be determined.

The information in this section of the Syllabus relates to the Board of Studies’ requirements for assessing and reporting achievement in the Preliminary and HSC courses for the Higher School Certificate examination.

Assessment is the process of gathering information and making judgements about student achievement for a variety of purposes.

In the Preliminary and HSC courses those purposes include:

• assisting student learning

• evaluating and improving teaching and learning programs

• providing evidence of satisfactory achievement and completion in the Preliminary course

• providing the Higher School Certificate results.

Reporting refers to the Higher School Certificate documents received by students that are used by the Board to report both the internal and external measures of achievement.

NSW Higher School Certificate results will be based on:

• an assessment mark submitted by the school and produced in accordance with the Board’s requirements for the internal assessment program

• an examination mark derived from the HSC external examinations.

Results will be reported using a course report containing a performance scale with bands describing standards of achievement in the course.

The use of both internal assessment and external examinations of student achievement allows measures and observations to be made at several points and in different ways throughout the HSC course. Taken together, the external examinations and internal assessment marks provide a valid and reliable assessment of the achievement of the knowledge, understanding and skills described for each course.

The Board of Studies will adopt a standards-referenced approach to assessing and reporting student achievement in the higher School Certificate examination.

The standards in the HSC are:

• the knowledge, skills and understanding expected to be learned by students – the syllabus standards

• the levels of achievement of the knowledge, skills and understanding – the performance standards.

Both syllabus standards and performance standards are based on the aims, objectives, outcomes and content of a course. Together they specify what is to be learned and how well it is to be achieved.

Teacher understanding of standards comes from the set of aims, objectives, outcomes and content in each syllabus together with:

• the performance descriptions that summarise the different levels of

performance of the course outcomes

– HSC examination papers and marking guidelines

• samples of students’ achievement on assessment and examination 

tasks.

The internal assessment mark submitted by the school will provide a summation of each student’s achievements measured at points throughout the course. It should reflect the rank order of students and relative differences between students’ achievements.

Internal assessment provides a measure of a student’s achievement based on a wider range of syllabus content and outcomes than may be covered by the external examination alone.

The assessment components, weightings and task requirements to be applied to internal assessment are identified on pages 36 and 37. They ensure a common focus for internal assessment in the course across schools, while allowing for flexibility in the design of tasks. A variety of tasks should be used to give students the opportunity to demonstrate outcomes in different ways and to improve the validity and reliability of the assessment.

11.3 External Examination

In Geography Stage 6 the external examination includes written responses, and practical application of skills through questions based on a stimulus booklet. The specifications for the examination in Geography Stage 6 are on page 38.

The external examination provides a measure of student achievement in a range of syllabus outcomes that can be reliably measured in an examination setting.

The external examination and its marking and reporting will relate to syllabus standards by:

• providing clear links to syllabus outcomes

• enabling students to demonstrate the levels of achievement outlined in the course performance scale

• applying marking guidelines based on established criteria.

 

 

 

 

 

11.8 Reporting Student Performance Against Standards

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Student performance in an HSC course will be reported against standards on a course report. The course report includes a performance scale describing levels (bands) of achievement, an HSC mark located on the performance scale, an internal assessment mark and an examination mark. It will also show, graphically, the statewide distribution of examination marks of all students in the course.

Each band on the performance scale (except for band 1) includes descriptions that summarise the attainments typically demonstrated in that band.

The distribution of marks will be determined by students’ performance against the standards and not scaled to a predetermined pattern of marks.

12 Glossary

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The glossary is designed to assist teachers in interpreting the syllabus and to aid student learning.

biodiversity	the variety of living organisms on earth and the recognition of the need to maintain and protect this diversity
biosphere	the realm of earth that includes all plant and animal life forms
cadastral map	a map which shows property boundaries
counter- urbanisation	a marked decline in the total population, or growth of the population, of large metropolitan areas and the subsequent growth of smaller urban centres at their expense — first identified in North America in the 1970s where counterurbanisation had replaced urbanisation as the dominant force shaping the nation’s settlement pattern
developing countries	a category of countries compiled by the Development Assistance Committee of the OECD including all countries and territories in Africa except South Africa, in Asia except Japan, in Oceania except Australia and New Zealand, in the Americas except Canada and the USA and the following in West Europe: Albania, Cyprus, Gibralta, Greece, Malta, Portugal, Turkey and former Yugoslavia
ecological dimension	describes the relationship between people and the environment and the effect that they have on each other
ecologically sustainable development	using, conserving and enhancing the community’s resources so the ecological processes are maintained so that quality of life, now and in the future, can be increased
ecosystem	a system formed by the interaction of all living organisms (plants, animals, humans) with each other and with the physical elements of the environment in which they live
environment	the ‘total surroundings’ including the components of the biophysical world, and the cultural, social, political and economic contexts of people
environmental impact assessments	a detailed study for a proposed development that identifies and describes the environment, predicts any likely changes that might result from such a proposal, assesses the significance of any predicted changes and reports through an environmental impact statement which makes provision for community consultation
exurbanisation	a process whereby people, usually affluent, move from the city to rural areas but continue to maintain an urban way of life either through long distance commuting or technology
geographical issues	areas of concern that arise due to changes resulting from the interaction within environments and which can be investigated from spatial and/or ecological dimensions
geographical processes	the combination of physical and human forces that form and transform our world
GIS	Geographical Information Systems: integrated computer tools for the handling, processing and analysing of geographical data
mega cities	very large agglomerations of at least 8 million inhabitants; the UN lists 22 mega cities of the developing world circa 2000: Mexico City, Lima, Buenos Aires, Rio de Janeiro, São Paulo, Lagos, Cairo, Istanbul, Tehran, Karachi, Mumbai, Bangalore, Delhi, Calcutta, Bangkok, Dhaka, Shanghai, Tianjin, Beijing, Seoul, Metro Manilla, Jakarta
nation-state	the political unit of people living in a defined territory, with government authority in their economy, political organisation and external security
non-government organisations (NGOs)	groups of people in the community focused around a common aim whether it be to raise money for projects, environmental action, political or social change, varying in complexity from CARE Australia to the Women’s Federation for World Peace
spatial exclusion	refers to the defence of luxury lifestyles which have resulted in restrictions in spatial access and the freedom of movement of other urban dwellers. It is manifest in ‘high security suburbs’, ‘walled estates’ and security conscious retail-business complexes
spatial dimension	describes where things are and why they are there
spatial interdependence	the degree to which phenomena depend on each other for development and/or survival. Spatial interdependence implies that a spatial association exists
spatial patterns	a key theme in geography that includes the concepts of location, distribution, spatial organisation and spatial differentiation
sustainability	the ability to meet the needs of the present generation without compromising the ability of future generations to meet their needs
transnational corporations (TNCs)	large business enterprises with a number of branches operating in several countries but with usually a central head office in a developed country, whose powers transcend national boundaries
urban village	distinctive residential districts comprising a clustering of people with a common culture and forming an identifiable community
world city	a large city that has outstripped its national urban network and become part of an international global system; centres of political power, world trade and communications, leaders in banking and finance, stage, world entertainment and sporting spectacles, the headquarters of NGOs and tourist meccas. They are command centres in the borderless domain of the new global economy

 

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