Geography - annotated exemplars level 1 AS91009

Demonstrate geographic understanding of the sustainable use of an environment (1.3)

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TKI Geography Assessment Resources

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Low Excellence

Commentary
Student response

Student 1 (PDF, 150KB)

For Excellence, the student needs to demonstrate comprehensive geographic understanding of the sustainable use of an environment, using geographic terminology and concepts and showing insight.

This typically involves:

  • fully explaining the consequences of the use of the selected environment on people and the environment
  • fully explaining the sustainability, or otherwise, of the selected environment with continued use.

The student demonstrates comprehensive understanding through effective use of geographic terminology, and knowledge of the spatial dimension of the selected environment of the Waitaki Basin.

This student researches the consequences of Hydro Electric Power (HEP) development on this environment, focusing on four different aspects, with loss of habitats exemplified. The explanation identifies cause and effect relationships (1) and the use of current statistical evidence to demonstrate the negative consequence (2).

The sustainability of the Waitaki Basin with continued use for HEP generation is inferred in the beginning (3), and directly stated later in the explanation (5). The full explanation discusses a range of initiatives (4) including future development proposals (6).

To reach Excellence more securely, the student would need to use geographic concepts in their explanations, e.g. interaction, see Explanatory Note (EN) 2. The inclusion of a map would effectively illustrate the spatial dimension (EN3). 

Insight could be demonstrated more clearly by showing understanding of causal relationships between the different initiatives, such as with Project River Recovery and future power generation. A comprehensive understanding of the sustainability of this environment should show that it relies on an integrated approach that focuses on many aspects of the environment.

High Merit

Commentary
Student response

Student 2 (PDF, 147KB)

For Merit, the student needs to demonstrate in-depth geographic understanding of the sustainable use of an environment.

This typically involves:

  • explaining the consequences of the use of the selected environment on people and the environment
  • explaining the sustainability, or otherwise, of the selected environment with continued use.

The student demonstrates in-depth understanding through clear explanations using some relevant geographic terminology.

The student researches the consequences of HEP development on the Waitaki Basin, focusing on three aspects of this environment; the river, wetlands and surrounding area. Extracts from the river section are used.

Maps clearly support the explanation and demonstrate understanding of the spatial dimension (1). The response is well structured, with the development and linking of key ideas demonstrating an in-depth understanding of the consequences to the affected rivers (2) (3).

The student has clearly addressed the extent to which HEP is a sustainable use of the Waitaki Basin (4) (6). Actions taken are clearly explained with a view to sustainability (5).

To reach Excellence, the student would need to use more specific evidence in the explanations. While the geographic concept of change is clear in the explanation of the consequences for the environment (2) (3), this requirement for Excellence would need to be evident throughout the response.

Low Merit

Commentary
Student response

Student 3 (PDF, 149KB)

For Merit, the student needs to demonstrate in-depth geographic understanding of the sustainable use of an environment.

This typically involves:

  • explaining the consequences of the use of the selected environment on people and the environment
  • explaining the sustainability, or otherwise, of the selected environment with continued use.

The student demonstrates in-depth understanding by explaining the consequences for the environment with specific evidence (2) (3).The two main forms of aqua farming are explained as impacting on the environment of the Marlborough Sounds.    

Understanding of the concept of sustainability in relation to aquaculture in the Marlborough Sounds is explained, with examples of actions taken that are clearly linked to ‘future sustainability’. For example, reference to NIWA’s research (5) and other interest groups with a long term commitment to sustainability (4).

To reach Merit more securely, the explanation of the consequences for people (1) needed to be developed further. This could be achieved through the use of statistical or case study evidence, and more detail provided for the actions taken by different groups (4).

When explaining the extent to which aquaculture is a sustainable use of the Marlborough Sounds (6), the student would need to refer to salmon farming, since this is identified earlier in the response as a potential risk to the sustainability of the environment (3).

High Achieved

Commentary
Student response

Student 4 (PDF, 375KB)

For Achieved, the student needs to demonstrate geographic understanding of the sustainable use of an environment.

This typically involves:

  • describing how and why people use the selected environment
  • describing the consequences of the use of the selected environment on people and the environment
  • describing the sustainability, or otherwise, of the selected environment with continued use.

The student demonstrates some depth in their understanding as they begin to extend descriptions, to explanations of the environmental consequences of aquaculture (3).

The annotated map clearly demonstrates understanding of the spatial dimension of the selected environment and describes how and why the Marlborough Sounds is used for aquaculture (1).  

Sustainability of aquaculture in the Marlborough Sounds environment is clearly described. Relevant actions are described (4), and some links are directly made between actions taken and the extent to which the environment is impacted, inferring the extent to which this use is sustainable (5).

To reach Merit, the student would need to extend the descriptions, especially of the consequences for people (2), to explanations. Evidence needs to directly respond to the task focus. For example, the viewpoint of the Guardians of the Sounds (2) needs to be explained as a consequence of aquaculture.

Low Achieved

Commentary
Student response

Student 5 (PDF, 144KB)

For Achieved, the student needs to demonstrate geographic understanding of the sustainable use of an environment.

This typically involves:

  • describing how and why people use the selected environment
  • describing the consequences of the use of the selected environment on people and the environment
  • describing the sustainability, or otherwise, of the selected environment with continued use.

The student demonstrates geographic understanding through simple descriptive responses that meet the requirements of the standard. For example, the student describes both why and how the selected environment is used for coal mining (1) (2).  The sustainability of the environment is directly stated (5) including evidence to support the decision (4).

Photographs were included with the work, which illustrated the spatial dimension of the selected environment.

To reach Achieved more securely, the student would need to show clearer links between the selected evidence and the specific requirements of the standard. For example, mining processes are only relevant if they show how the environment is used (3).

Descriptions of the solutions to some of the environmental issues (4) need to be linked to the future sustainability of the selected environment. For example, the student could describe methods of keeping the creek water clean, as a polluted stream would harm a much larger area and affect the overall sustainability of this environment.

High Not Achieved

Commentary
Student response

Student 6 (PDF, 146KB)

For Achieved, the student needs to demonstrate geographic understanding of the sustainable use of an environment.

This typically involves:

  • describing how and why people use the selected environment
  • describing the consequences of the use of the selected environment on people and the environment
  • describing the sustainability, or otherwise, of the selected environment with continued use.

The student demonstrates some geographic understanding of the processes involved including rehabilitation and the consequences of mining in the environment of Giles Creek, Grey Valley.

The chart contains some relevant information for both how and why the selected environment is used for mining, with some of the ‘how ideas described in the second section (2). Negative environmental consequences of mining are described (3) and methods of rehabilitation are described, inferring that mining is a sustainable use of this environment (5).

To reach Achieved, the student would need to describe why the selected environment is used for mining; listing key reasons on a chart is insufficient (1). Inclusion of a map could help provide evidence of the spatial dimension of the environment.

Geographic understanding of the concept of sustainability must be demonstrated, and clearly differentiated from renewable and non-renewable resources (4). For example, even though coal is a non-renewable resource, mining can be considered a sustainable use of the environment if rehabilitation is effective, showing use of native trees etc. resulting in sustainability of the Grey Valley environment.

 
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