RANGITOTO COLLEGE

GEOGRAPHY DEPARTMENT SCHEME

2017

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2017 COURSE OUTLINELEVEL ONE GEOGRAPHY

Level One Geography is the first in the three year Geography programme at Rangitoto College. This course builds on the concepts and skills taught in Junior Social Science programme.

The year begins looking at the global topic of threatened mammals. This includes looking at a global pattern, describing factors and processes that have caused this pattern and why this is significant for people. This includes a field trip to Auckland Zoo and the 1.7 internal assessment worth 3 credits. *Please note this is our extension standard – 11GEX do not

complete this standard.

The second level one topic is based around the 1.5 geographic research internal assessment worth four credits. Students research reasons why students ‘hang out’ in particular areas of the school during break times and how this is influenced by the school environment. They collect primary data, analyse it then present maps, graphs photos and a written report. This assessment meets the NCEA numeracy requirements.

In term 2 students study a New Zealand contemporary geographic issue. The issued studied is the controversial use of 1080 poison for conservation and to control pest species like possums. Students examine various perspectives and decide on the best course of action for the use of this poison. This aligns with a three credit internal assessment which is presented in a research report.

The final internal assessment Geographic Information Systems to map the potential impact of a volcanic eruption in Auckland City. This is supported by a field trip around Auckland’s volcanic field and the Volcanoes Exhibition at Auckland Museum.

The remainder of the year is focussed on our external topics the Indian Ocean Tsunami, 2004 and Geographic Skills and Concepts.

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2017 COURSE OUTLINELEVEL TWO GEOGRAPHY

Level 2 Geography builds on the concepts and skills from Level 1.

The first topic studied examines the Global Topic of Coffee Production. This includes examining global patterns, the factors and processes that have caused this and the significance of the topic for people. This aligns with the 2.7 internal assessment worth three credits - a written report based on resources and student research. This includes a field trip to Auckland Coffee Roasteries as part of the research process.*Please note this is our extension standard – 11GEX complete this standard.

The second topic students study is based around a New Zealand Contemporary Geographic Issue. Students investigate a controversial issue and look at perspectives, impacts on people and the environment and courses of action to solve this. This aligns with the 2.6 internal assessment that students complete using resources, their own research and creating a report.

The level 2 geographic research assessment is based around New Zealand’s Tongariro National Park. Students collect primary data on spatial variations in river environments or vegetation succession during a three day field trip to the area. On return to school students analyse data, produce maps, graphs and diagrams and write a report of their findings. This is worth 5 credits and includes NCEA Numeracy.

The final internal assessment looks at the urban pattern of China’s Ghost Cities. This is a new topic for 2017 which looks at the differences in China’s population growth over time and space that has lead the huge number of built, but vacant city areas.

The remainder of the year is focussed on learning for the external topics including Geographic Skills and Concepts and the Large Natural Environment of the Amazon Basin.

2016 COURSE OUTLINE3

LEVEL THREE GEOGRAPHY

The 13GSX students complete an analysis of a contemporary geographic event and this assessment is worth three credits and is completed in a written report, worked on at inside and outside of class time. 13GEO DO NOT complete this internal assessment.

13GEO complete a global pattern internal assessment worth three credits, and following a similar structure to level one and two. However as the students are now in Level Three we allow them to select their own global pattern topic from a refined list, normally with a human and natural option. This is worth three credits and is completed in a written report.

The final internal assessment is two internals linked via the topic but handed in and marked seperatley, called Big Issue, this combines the research and the contemporary geographic issue internals to be worth 8 credits in total. The students select their own topics completely they just have to be topics where the data can be collected in Auckland

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2017 Assessment DUE Dates

Hand in Procedure: All assessment (unless completed in class) are due at

8.40am in K1. Students must print and staple own work before

submission, with a cover sheet. Students must sign roll as proof of submission.

Level 1:

1.7 27 Feb – 3 March Week 5 Term 11.5 3 April – 7 April Week 10 Term 11.6 15 May – 19 May Week 3 Term 21.8 Mon 19 June Week 8 Term 2

Level 2:

2.7 Monday 6 March Week 6 Term 12.6 Monday 3 April Week 10 Term 12.5 Monday 29 May Week 5 Term 22.2 Monday 19 June Week 8 Term 2

Level 3:

3.7 Monday 6 March Week 6 Term 13.3 Monday 6 March Week 6 Term 13.6 Monday 3 April Week 10 Term 13.5 Monday 22 May Week 4 Term 2

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2017 Trip DatesParental permission is required for all trips – this must be received in one day

advance of the trip date.

Level 1:

Trip Dates

1.7 Zoo Trip Tuesday 21 February

1.8 Volcanic Auckland Trip Wednesday 31 May

Level 2:

Trip Dates

2.7 Coffee Trip Wednesday 15 February

2.5 Tongariro Trip Saturday 6 May to Monday 8 May

Level 3:

Trip Dates

3.2 Rotorua Trip Saturday 10 June to Monday 12 June

3.1 Omaha Trip Thursday 17th August

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2017 Geography Teacher Classes

Teacher Level 1 Level 2 Level 3 IB11GEO 11GEX 12GEO 12GEX 13GEO 13GSX 12 13

RDYRTYCPEOBRHRWGRYBTSREDMCK

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Level 1 2016 StandardsNCEA N= Numeracy

NCEA L= Literacy

1.191007

Demonstrate geographic understanding of environments that have been shaped by extreme natural event(s)

4 credits

ExternalNCEA L

1.4 91010

Apply concepts and basic geographic skills to demonstrate understanding of a given environment

4 credits

ExternalNCEA N

1.5 91011

Conduct geographic research, with direction

4 credits

InternalNCEA NNCEA L

1.691012

Describe aspects of a contemporary New Zealand geographic issue

3 credits

InternalNCEA L

1.791013

Describe aspects of a geographic topic at a global scale

3 credits

InternalNCEA L

1.891014

Apply spatial analysis, with direction, to solve a geographic problem

3 credits

InternalNCEA L

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Level 2 2016 Standards

2.191240

Demonstrate geographic understanding of a large natural environment

4 credits

ExternalUE LIT R/W

NCEA L2.2

91241Demonstrate geographic understanding of an urban pattern

3 credits

InternalNCEA L

2.491243

Apply geography concepts and skills to demonstrate understanding of a given environment

4 credits

ExternalNCEA L

2.591244

Conduct geographic research with guidance

5 credits

InternalNCEA NNCEA L

2.691245

Explain aspects of a contemporary New Zealand geographic issue

3 credits

InternalNCEA L

2.791246

Explain aspects of a geographic topic at a global scale

3 credits

InternalNCEA L

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3.191426

Demonstrate understanding of how interacting natural processes shape a New Zealand geographic environment

4 credits

ExternalUE LIT R/W

NCEA L

3.291427

Demonstrate understanding of how a cultural process shapes geographic environment(s)

4 credits

ExternalUE LIT R/W

NCEA L3.391428SCHOL

Analyse a significant contemporary event from a geographic perspective

3 credits

InternalUE LIT RNCEA L

3.591430

Conduct geographic research with consultation

5 credits

InternalNCEA NNCEA L

3.691431

Analyse aspects of a contemporary geographic issue

3 credits

InternalUE LIT RNCEA L

3.791432

Analyse aspects of a geographic topic at a global scale

3 credits

InternalNCEA L

Level 3 2016 Standards

11 Geography

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INTRO1.71.51.61.8PROJECT1.41.1REVISIONTRIP

MON TUES WED THURS FRI

11

1234 1.7 ZOO56789

1011

12345 1.8 GIS6789

10

123456789

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Assessment Due Dates Trip Dates1.7 27 Feb – 3 March Week 5 Term 1 1.7 Zoo Trip Tuesday 21 February1.5 3 April – 7 April Week 10 Term 11.6 15 May – 19 May Week 3 Term 2 1.8 Volcanic

Auckland Trip Wednesday 31 May1.8 Mon 19 June Week 8 Term 2

1.

11 Geography Extension

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INTRO2.71.51.61.8PROJECT1.41.1REVISIONTRIP

MON TUES WED THURS FRI

13

123 2.7 Coffee456789

1011

12345 1.8 GIS6789

10

123456789

10

1

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Assessment Due Dates Trip Dates2.7 Monday 6 March Week 6 Term 1 1.7 Zoo Trip Tuesday 21 February1.5 3 April – 7 April Week 10 Term 11.6 15 May – 19 May Week 3 Term 2 1.8 Volcanic

Auckland Trip Wednesday 31 May1.8 Mon 19 June Week 8 Term 2

12 GeographyMON TUES WED THURS FRI

1

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INTRO2.72.52.62.2PROJECT2.42.1REVISIONTRIP

23 2.7 Coffee456789

1011

12 2.5 Tongariro

3456789

10

123456789

10

1

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Assessment Due Dates Trip Dates

2.7 Monday 6 March Week 6 Term 1 2.7 Coffee Trip Wednesday 15 February2.6 Monday 3 April Week 10 Term 12.5 Monday 29 May Week 5 Term 2 2.5 Tongariro Trip Saturday 6 May to

Monday 8 May2.2 Monday 19 June Week 8 Term 2

12 Geography ExtensionMON TUES WED THURS FRI

12

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INTRO3.72.52.62.2PROJECT2.42.1REVISIONTRIP

3456789

1011

12 2.5 Tongariro

3456789

10

123456789

10

123

Assessment Due Dates Trip Dates3.7 Monday 6 March Week 6 Term 1

2.5 Tongariro Trip Saturday 6 May to Monday 8 May

2.6 Monday 3 April Week 10 Term 12.5 Monday 29 May Week 5 Term 22.2 Monday 19 June Week 8 Term 2

13 GeographyMON TUES WED THURS FRI

123

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INTRO3.73.63.5PROJECT3.23.1REVISIONTRIP

456789

1011

1234567 3.2 Trip89

10

1234 3.1 OMAHA56789

10

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Assessment Due Dates Trip Dates3.7 Monday 6 March Week 6 Term 1 3.2 Rotorua Trip Saturday 10 June to

Monday 12 June3.6 Monday 3 April Week 10 Term 13.5 Monday 22 May Week 4 Term 2 3.1 Omaha Trip Thursday 17th August

13 Geography Scholarship

MON TUES WED THURS FRI1

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INTRO3.33.63.53.23.1REVISIONTRIPSCHOL

23456789

1011

1234567 3.2 ROTORUA

89

10

1234 3.1 OMAHA56789

10

123

Assessment Due Dates Trip Dates3.3 Monday 6 March Week 6 Term 1 3.2 Rotorua Trip Saturday 10 June to

Monday 12 June3.6 Monday 3 April Week 10 Term 13.5 Monday 22 May Week 4 Term 2 3.1 Omaha Trip Thursday 17th August

RATIONALEWhy study geography?Geography stimulates a sense of wonder about the world

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Geography students are better able to make sense of a complex and changing world and their place in it. In geography, students have the opportunity to:

build on and expand their personal experiences of natural and cultural environments

explore real and relevant contemporary contexts think spatially – explore the ways in which features are arranged on the

earth’s surface look at the processes that shape our world undertake fieldwork investigations in different locations outside the

classroom develop an awareness of the connections between people and places participate in informed responsible action in relation to geographic

issues that affect themGeography inspires students to help shape a better futureBy studying geography, students are able to recognise the responsibilities they have in relation to other people, the environment, and the long-term sustainability of the planet. Geography encourages students to think critically as they:

investigate contemporary geographic issues and consider possible solutions

explore the various perspectives of different groups of people investigate important issues of relevance to New Zealand and the wider

worldGeography equips students with skills for the futureGeography equips students with the knowledge and skills to interpret the world in which they live.Through purposeful study, students develop geographical understandings that lead to a diverse range of career options.

http://seniorsecondary.tki.org.nz/Social-sciences/Geography/Rationale

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KEY CONCEPTSGeographic concepts allow for the exploration of relationships and connections between people and both natural and cultural environments. They have a spatial component.They provide a framework that geographers use to interpret and represent information about the world.

EnvironmentsMay be natural and/or cultural. They have particular characteristics and features which can be the result of natural and/or cultural processes. The particular characteristics of an environment may be similar to and/or different from another.

PerspectivesWays of seeing the world that help explain differences in decisions about, responses to, and interactions with environments. Perspectives are bodies of thought, theories or worldviews that shape people’s values and have built up over time. They involve people’s perceptions (how they view and interpret environments) and viewpoints (what they think) about geographic issues. Perceptions and viewpoints are influenced by people’s values(deeply held beliefs about what is important or desirable).

ProcessesA sequence of actions, natural and/or cultural, that shape and change environments, places and societies. Some examples of geographic processes include erosion, migration, desertification and globalisation.

PatternsMay be spatial: the arrangement of features on the earth’s surface; or temporal: how characteristics differ over time in recognisable ways.InteractionInvolves elements of an environment affecting each other and being linked together. Interaction incorporates movement, flows, connections, links and interrelationships. Landscapes are the visible outcome of interactions. Interaction can bring about environmental change.

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ChangeInvolves any alteration to the natural or cultural environment. Change can be spatial and/or temporal. Change is a normal process in both natural and cultural environments. It occurs at varying rates, at different times and in different places. Some changes are predictable, recurrent or cyclic, while others are unpredictable or erratic. Change can bring about further change.

SustainabilityInvolves adopting ways of thinking and behaving that allow individuals, groups, and societies to meet their needs and aspirations without preventing future generations from meeting theirs. Sustainable interaction with the environment may be achieved by preventing, limiting, minimizing or correcting environmental damage to water, air and soil, as well as considering ecosystems and problems related to waste, noise, and visual pollution.

Additional geographic conceptsTeachers may choose additional concepts that may connect with the local environment or the circumstances of their students. Such concepts must be geographic in nature; they must have a spatial component.Spatial components relate to how features are arranged on the Earth’s surface. For example, an understanding of 'environments' will be supported by students also developing an understanding of additional concepts such as location, distance and region.Other concepts may apply to specific contexts, for example, rehabilitation and mitigation for extreme natural events or natural increase and dependency ratio for population.

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GLOASSARY OF MAORI CONCEPTSAroha love and empathy: an attitude and an important cultural value derived from a particular Māori view of the natural world and the place of Māori within it, and underpins Māori environmental management systems.

Hekenga migration occurs to meet the needs of Māori at any one time and in response to outside forces.

Iwi a tribe that has particular geographical boundaries outlining the region in which they have mana whenua status.

Kaitiakitanga to “care for” the environment; sustainable use, management and control of natural and physical resources that are carried out to the mutual benefit of people and resources.

Karakia incantations or prayers for a specific purpose, such as lifting the tapu off an area of land in order that it may be cultivated.

Koha this concept is related to manaakitanga and the appropriate acknowledgement of sharing hospitality and/or information. Koha may take the form of food, gifts or more recently money.

Kōrero püräkau a legend or story that explains an event or activity.

Mana whenua the right to use, manage and control land depends on the protection of mana whenua. Mana whenua is based on Ahikä (Iwi maintaining residence in a particular place) and is an important part of tino rangatiratanga (self-determination).

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Mana derived from spirituality, land and ancestral linkages of a person, of people or a taonga and manifests itself as the respect, which is paid to that person, those people or that taonga as a result of the esteem accorded by others. The practice of kaitiakitanga is carried out by Iwi and hapü, through exercising Iwi and hapü Mana, which is embodied in the concept of Tino Rangatiratanga.

Manaakitanga this concept involves hospitality and how visitors are cared for. Such hospitality is always acknowledged and reciprocated.

Mihi is a process of formally acknowledging people you meet, the purpose of the meeting, and the place (where the meeting is being held), through protocols set by the iwi.

Taonga is a resource either physical or cultural that can be found in the environment (including features within the environment e.g. lakes, mountains, rivers, also including people, te reo, whakapapa, etc.).

Tapu/noa is the state of being sacred or special. All taonga are tapu. The tapu of taonga needs to be removed temporarily in some cases before people can make use of, or tend them. Karakia are important for the removal of tapu and rendering the taonga noa (free of tapu, contactable or useable).

Tikanga Māori the customs and traditions Māori live by and practise within the environment.

Tino Rangatiratanga includes the rights, responsibilities and obligations involving the use, management and control of the land and other resources.

Waiata tawhito a song or chant that has been passed down through generations within iwi. It may include information that explains events relating to the environment.

Whakanohonoho Māori settlement was chiefly governed by access to resources.

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Whakapapa the geneaology of a taonga or person (ancestral and/or historical) with linkages to other taonga or persons.

Whanaungatanga Māori share a common whakapapa with other people/taonga and therefore a strong sense of responsibility and reciprocal obligations toward those people/taonga. This forms an important part of a holistic world-view. All taonga are interrelated, interconnected and interdependent. The life force (mauri) of taonga must be protected. The sustainable management of taonga is therefore paramount to our survival.

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GEOGRAPHY SKILLSGeographic resource interpretation skills include:

using maps, photographs, diagrams, cartoons, images, statistics, keys, graphs, text, models, internet, speeches, surveys, films, TV, video clips and GIS to explain geographic information.

Geographic resource construction skills include:

drawing sketch and précis maps, diagrams, constructing models, taking photographs or drawing pictures, cartoons, constructing graphs, tables and using GIS layering to present specific geographic information.

Communication skills include:

being able to present geographic information in a variety of forms such as essays, paragraphs, poems, visuals, models, films, PowerPoint presentations, speeches, games, puzzles, blogs and graphic organisers.

Social skills include:

being able to work in groups and being empathetic, appreciating different values, perspectives and viewpoints on different aspects of geography, establishing and justifying personal value positions, contributing and participating in the community.

Fieldwork skills include:

being able to gather information from the field using a variety of techniques such as surveying, questionnaires, field sketching, measuring, photographing, interviewing and observing

Please refer to this link for the NCEA Skills lists for 2015 Levels 1,2,3.

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/geography/skills-list/

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ASSESSMENT INFORMATIONABSENCES AND DUE DATES

All NZQA assessments must be sat on the set date and assignments in by the due date. Failure to do so will result in a NOT ACHIEVED grade

In general, NO reassessment opportunities will be available Absence cause by things such as family, travel, non-college sports and

religious conventions must be approved IN ADVANCE. A letter requesting leave must be sent to the principal

If you are absent due to illness, and miss a due date, then a doctor’s certificate is required. A new assessment time will be set by your teacher, if one is possible

Unforeseen medical emergencies will be judged on an individual basis You should not be penalised for approved absences, absences covered

by a doctor’s certificate or initiated by the school. If you have an APPROVED absence over a time of an assessment, then you need to discuss the possibility of an extension with your teacher well before the due date.

If you are absent for any reason on the due date of an assignment you need to make arrangements to have it delivered to the college

In the case of truancy or “self interest” absences that are NOT APPROVED, NO assessment allowance will be made and you will receive a NOT ACHIEVED grade for any standard missed.

BREACHES OF RULES

You may be asked to declare that all work submitted for internal assessment reflects your own effort and ability. Teachers have the right to check authenticity by means such as an oral test or in class demonstration of skills. Failure to show familiarity with, or understanding of concepts contained in out-of-class assignments could affect the decision made. Clearly plagiarised work will result in a not achieved grade, students who allow others to copy their work also get a not achieved grade.

If you breach the examination rules for internal assessments, you will get a not achieved for any standards involved. This includes cheating, assisting another candidate by giving them answers or their assignment, disrupting the examination and unacceptable use of electronic devices.

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APPEALLING AN ASSESSMENT DECISION

If you disagree with a teacher’s assessment grade of your internally assessed unit or achievement standard or of a ruling of a breach of rules, or other assessment related condition, you have TWO WEEKS from being given the result to request a review by the Teacher in Charge of that subject or the Head of Department.

If you disagree with their decision, then you can ask for it to be referred to the Principals Nominee (Mr Hunt) who will arbitrate on the matter and inform you of the final decision.

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FURTHER ASSESSMENT OPPORTUNITIES

In general a complete new assessment will not be available. However, please seek guidance in the staff achievement handbook on Ranginet for further clarification around when a complete new assessment may be an option.

DISCIPLINARY ACTION:

Students who fail to submit assessments may be referred to the TIC upon which a letter of concern will be sent to a parent or caregiver. Teachers should also complete a Social Sciences disciplinary action form.

Disciplinary action should also be carried out in cases of student refusal to complete homework or coursework or in cases of defiant or uncooperative behaviour.

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KEY ASSESSMENT POINTS FOR STUDENTS

Read the guidelines in the handbook All assessment material that you produce and hand in must be in

accordance with the school procedure, rules and regulations. If you require an extension you must see the Curriculum Leader of

Geography at least 3 days prior to the hand in date, or as soon as you know you require an extension. Extensions are only given in accordance to school policy.

All work must be your own. Please ask your teacher for help during the assessment Use the resources on http://rangigeo.weebly.com/ for help. Check the hand in dates and times Check to see if your assessment will give you literacy or numeracy and

how many credits you will earn. Keep a track of your credits throughout the year to see if you are on

track for a course endorsement.

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