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9/2/2023 09:44 AM  |  Geography  |  https://ncea.education.govt.nz/social-sciences/geography

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  • What is Geography about?
  • Big Ideas and Significant Learning
  • Key Competencies in Geography
  • Connections
  • Learning Pathway
[ Previous Learning Matrices ]

[ File Resource ]

  • Title: Draft for Pilot 2023
  • Description: Geography Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-01/GO%20Learning%20Matrix.pdf?VersionId=lOrT2EKaVN.RrVqDx0ykUs9BsGIaP7JB
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Geography Learning Matrix
Geography Learning Matrix
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Past Matrices

[ File Resource ]

  • Title: Draft for Pilot 2022
  • Description: Geography Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/GO%20pilot%202022%20Learning%20Matrix.pdf?VersionId=dOBcp30tRQutORI2CWnt1ELVJwFrPDHj
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Draft for Pilot 2022

Geography Learning Matrix
Geography Learning Matrix
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Current Learning Matrix:

[ File Resource ]

  • Title: Draft for Pilot 2023
  • Description: Geography Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-01/GO%20Learning%20Matrix.pdf?VersionId=lOrT2EKaVN.RrVqDx0ykUs9BsGIaP7JB
  • File Extension: pdf
  • File Size: 276KB
  •  Draft for Pilot 2023.pdf
Download
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Draft for Pilot 2023

Geography Learning Matrix
Geography Learning Matrix
Download Download pdf  |  276KB Download

Past Matrices:

[ File Resource ]

  • Title: Draft for Pilot 2022
  • Description: Geography Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/GO%20pilot%202022%20Learning%20Matrix.pdf?VersionId=dOBcp30tRQutORI2CWnt1ELVJwFrPDHj
  • File Extension: pdf
  • File Size: 251KB
  •  Draft for Pilot 2022.pdf
Download
Download

Draft for Pilot 2022

Geography Learning Matrix
Geography Learning Matrix
Download Download pdf  |  251KB Download

[ File Resource ]

  • Title: Draft for Pilot 2023
  • Description: Geography Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-01/GO%20Learning%20Matrix.pdf?VersionId=lOrT2EKaVN.RrVqDx0ykUs9BsGIaP7JB
  • File Extension: pdf
  • File Size: 276KB
  •  Draft for Pilot 2023.pdf
Download
Download

Draft for Pilot 2023

Geography Learning Matrix
Geography Learning Matrix
Download Download pdf  |  276KB Download

[ File Resource ]

  • Title: Draft for Pilot 2022
  • Description: Geography Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/GO%20pilot%202022%20Learning%20Matrix.pdf?VersionId=dOBcp30tRQutORI2CWnt1ELVJwFrPDHj
  • File Extension: pdf
  • File Size: 251KB
  •  Draft for Pilot 2022.pdf
Download
Download

Draft for Pilot 2022

Geography Learning Matrix
Geography Learning Matrix
Download Download pdf  |  251KB Download

What is Geography about?

[ Video Resource ]

  • Title: Geography
  • Description: Geography Subject Expert Group members discuss their experiences in the Review of Achievement Standards
  • Video Duration: 5 minutes
  • Video URL: https://player.vimeo.com/video/571915920
  • Transcript: In conversation with  Louise Richards Sam Wallace Rebecca Sweney-McKee Transcript below: My hope as a passionate geographer and educator is that assessment is not going to be the priority and the focus for teaching and learning that happens in the classroom. Yeah

Subject-specific terms can be found in the glossary.

Geography is the study of ngā taiao and the interconnections within them. We consider the question "What Is Where, Why There, and Why Care?" (Charles F. Gritzner (2002), Journal of Geography, 101:1, 38-40) so we can make sense of place.

The taiao consists of all things that make up the surrounding environment. This includes features such as rivers, mountains, people, buildings, and infrastructure. The taiao can exist at different scales and can be located wherever we place ourselves.

Features of the taiao are all closely interconnected, including people. We stand in the taiao and are intrinsically part of it. Therefore, in Geography, we attempt to consider geographic issues holistically.

Geographic thinking

Geographic thinking considers where features of ngā taiao are located, how these features interconnect, and how ngā taiao change over time. In Geography, ākonga carry out first-hand investigations of ngā taiao and the human activity within them. To do this, ākonga draw from multiple perspectives, including te ao Māori and Pacific perspectives.

Ākonga learn to think spatially and use maps, visual images, inquiry processes, and Geographic Information Systems (GIS) to obtain, analyse, and present information. Through geographic thinking they develop understandings related to patterns, processes, relationships, interactions, and change.

Geography kete

Ākonga draw from a Geography kete, which contains the tools for doing Geography. The kete also holds multiple perspectives, knowledge systems, and tikanga, which help ākonga to select the tools for geographic inquiry.

In Geography, there is an intentional effort to ensure that contexts in Aotearoa New Zealand and the Pacific are explored with te ao Māori and Pacific perspectives and knowledge systems.

Our tikanga includes manaakitanga, whakawhanaungatanga, partnership, and participation. Bringing tikanga into geographic inquiry means that there is a focus on stakeholder engagement. The skills developed by undertaking inquiry in this way strengthen career pathways into many sectors.

These perspectives, knowledge systems, and tikanga inform a collaborative approach to using geographic tools (eg, graphs and maps) through wānanga and talanoa. These collaborative approaches help ākonga to develop robust geographic inquiry skills that include:

  • asking questions about the taiao
  • collecting data using relevant methods
  • visualising and analysing data using technology
  • thinking critically and conceptually to make meaning about the taiao
  • sharing understandings about the taiao.

Subject-specific terms can be found in the glossary.

Geography is the study of ngā taiao and the interconnections within them. We consider the question "What Is Where, Why There, and Why Care?" (Charles F. Gritzner (2002), Journal of Geography, 101:1, 38-40) so we can make sense of place.

The taiao consists of all things that make up the surrounding environment. This includes features such as rivers, mountains, people, buildings, and infrastructure. The taiao can exist at different scales and can be located wherever we place ourselves.

Features of the taiao are all closely interconnected, including people. We stand in the taiao and are intrinsically part of it. Therefore, in Geography, we attempt to consider geographic issues holistically.

Geographic thinking

Geographic thinking considers where features of ngā taiao are located, how these features interconnect, and how ngā taiao change over time. In Geography, ākonga carry out first-hand investigations of ngā taiao and the human activity within them. To do this, ākonga draw from multiple perspectives, including te ao Māori and Pacific perspectives.

Ākonga learn to think spatially and use maps, visual images, inquiry processes, and Geographic Information Systems (GIS) to obtain, analyse, and present information. Through geographic thinking they develop understandings related to patterns, processes, relationships, interactions, and change.

Geography kete

Ākonga draw from a Geography kete, which contains the tools for doing Geography. The kete also holds multiple perspectives, knowledge systems, and tikanga, which help ākonga to select the tools for geographic inquiry.

In Geography, there is an intentional effort to ensure that contexts in Aotearoa New Zealand and the Pacific are explored with te ao Māori and Pacific perspectives and knowledge systems.

Our tikanga includes manaakitanga, whakawhanaungatanga, partnership, and participation. Bringing tikanga into geographic inquiry means that there is a focus on stakeholder engagement. The skills developed by undertaking inquiry in this way strengthen career pathways into many sectors.

These perspectives, knowledge systems, and tikanga inform a collaborative approach to using geographic tools (eg, graphs and maps) through wānanga and talanoa. These collaborative approaches help ākonga to develop robust geographic inquiry skills that include:

  • asking questions about the taiao
  • collecting data using relevant methods
  • visualising and analysing data using technology
  • thinking critically and conceptually to make meaning about the taiao
  • sharing understandings about the taiao.

Big Ideas and Significant Learning

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Geography Big Idea.

The Social Sciences Learning Area, including its whakatauākī, inform this subject’s Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes.

The Learning Area's whakatauākī is:

Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!

Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”

Nā, Meri Ngāroto, Te Aupōuri (1830s)

or Geography, the whakatauākī means that our understanding of ourselves, our communities, and our cultures is inextricably connected to the whenua through whakapapa. In te ao Māori, tangata whenua are part of the taiao, and key features of the whenua are considered to be living beings. This philosophy informs our geographic knowledge and understanding of places.

The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6, 7 [and indicative learning for Level 8]. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in Geography.

There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that ākonga are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.

There are four Big Ideas in Geography. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa. This means that there are multiple opportunities to engage with the Significant Learning throughout the year. Ākonga can approach the same piece of Significant Learning with different tools to gain deeper understanding.

At Level 7, the Significant Learning can be selected and grouped to explore local and global geographic issues such as climate change, hazard management, urbanisation, development, and inequality.

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Geography Big Idea.

The Social Sciences Learning Area, including its whakatauākī, inform this subject’s Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes.

The Learning Area's whakatauākī is:

Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!

Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”

Nā, Meri Ngāroto, Te Aupōuri (1830s)

or Geography, the whakatauākī means that our understanding of ourselves, our communities, and our cultures is inextricably connected to the whenua through whakapapa. In te ao Māori, tangata whenua are part of the taiao, and key features of the whenua are considered to be living beings. This philosophy informs our geographic knowledge and understanding of places.

The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6, 7 [and indicative learning for Level 8]. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in Geography.

There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that ākonga are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.

There are four Big Ideas in Geography. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa. This means that there are multiple opportunities to engage with the Significant Learning throughout the year. Ākonga can approach the same piece of Significant Learning with different tools to gain deeper understanding.

At Level 7, the Significant Learning can be selected and grouped to explore local and global geographic issues such as climate change, hazard management, urbanisation, development, and inequality.

Title: The taiao connects people and people connect to the taiao

Big Idea Body:

Ākonga of Geography investigate connections between people and place at local, regional, national, and global scales.

Relationships and interconnections within the taiao are dynamic and reciprocal — the taiao shapes people as we shape the taiao. Different taiao may present opportunities or obstacles for people. It is the geographer’s role to know, understand, and map the relationships and interconnections between phenomena.

Through geographic investigation we can make sense of the differences in how people use and interact with the taiao. We can also understand the effects and consequences of these interactions. After conducting a geographic inquiry we have a better understanding of the causes and consequences of environmental change. This understanding can then be applied to problem solving.

Big
Idea

The taiao connects people and people connect to the taiao

Ākonga of Geography investigate connections between people and place at local, regional, national, and global scales.

Relationships and interconnections within the taiao are dynamic and reciprocal — the taiao shapes people as we shape the taiao. Different taiao may present opportunities or obstacles for people. It is the geographer’s role to know, understand, and map the relationships and interconnections between phenomena.

Through geographic investigation we can make sense of the differences in how people use and interact with the taiao. We can also understand the effects and consequences of these interactions. After conducting a geographic inquiry we have a better understanding of the causes and consequences of environmental change. This understanding can then be applied to problem solving.

Title: The taiao is shaped by natural processes

Big Idea Body:

Understanding how natural processes shape ngā taiao deepens our understanding of, and connection to, the whenua. Investigating natural processes helps ākonga to know what these phenomena are, how they occur, and the impacts they have on people in different places. Ākonga also investigate how ngā taiao have evolved spatially and temporally.

Big
Idea

The taiao is shaped by natural processes

Understanding how natural processes shape ngā taiao deepens our understanding of, and connection to, the whenua. Investigating natural processes helps ākonga to know what these phenomena are, how they occur, and the impacts they have on people in different places. Ākonga also investigate how ngā taiao have evolved spatially and temporally.

Title: Tikanga informs the relationships between the tangata and the taiao

Big Idea Body:

Tikanga is an ao Māori concept that can refer to Indigenous best practice around the protection and regeneration of the taiao. The relationship that ngā tāngata have with other parts of the taiao can be informed by tikanga. Following tikanga helps to maintain balance within the taiao.

In Geography, tikanga includes kaitiakitanga. Kaitiakitanga ensures sustainable use and regeneration of the taiao. Mana whenua may bestow the kaitiaki title on others to protect the mauri and mana of the whenua.

By understanding how the taiao can be protected and regenerated through an ao Māori approach, ākonga can appreciate and consider different solutions that can be brought to geographic issues.

Big
Idea

Tikanga informs the relationships between the tangata and the taiao

Tikanga is an ao Māori concept that can refer to Indigenous best practice around the protection and regeneration of the taiao. The relationship that ngā tāngata have with other parts of the taiao can be informed by tikanga. Following tikanga helps to maintain balance within the taiao.

In Geography, tikanga includes kaitiakitanga. Kaitiakitanga ensures sustainable use and regeneration of the taiao. Mana whenua may bestow the kaitiaki title on others to protect the mauri and mana of the whenua.

By understanding how the taiao can be protected and regenerated through an ao Māori approach, ākonga can appreciate and consider different solutions that can be brought to geographic issues.

Title: Perspectives and power influence the taiao

Big Idea Body:

In Geography, ākonga explore how differences in perspectives and power influence decision making, which has consequences for the taiao. Perspectives are the way people interpret ngā taiao based on their values, beliefs, and experiences, and this influences their actions and responses to geographic issues. Power differences mean that groups have varying levels of ability to exert their perspective.

In Aotearoa New Zealand, a Geography teaching and learning programme recognises the impact of colonialism and the actions and inactions stemming from Te Tiriti o Waitangi. These factors continue to affect people’s relationship with place through power differences.

Big
Idea

Perspectives and power influence the taiao

In Geography, ākonga explore how differences in perspectives and power influence decision making, which has consequences for the taiao. Perspectives are the way people interpret ngā taiao based on their values, beliefs, and experiences, and this influences their actions and responses to geographic issues. Power differences mean that groups have varying levels of ability to exert their perspective.

In Aotearoa New Zealand, a Geography teaching and learning programme recognises the impact of colonialism and the actions and inactions stemming from Te Tiriti o Waitangi. These factors continue to affect people’s relationship with place through power differences.

Key Competencies in Geography

Developing Key Competencies through Geography

Learning in Geography provides meaningful contexts for developing Key Competencies from the New Zealand Curriculum. These Key Competencies are woven through, and embedded in, the Big Ideas and Significant Learning. Each discipline has its own processes, practices, and ways of knowing and interpreting meaning.

Geography provides learners with opportunities to develop critical and relational thinking, and temporal and spatial awareness. Students of Geography will develop understanding of geographic skills, and will explore different environmental perspectives and worldviews.

Thinking

Students of Geography will:

  • use critical thinking to make informed decisions, judgements, and evaluations of land usage
  • consider possible, probable, and preferred geographic futures
  • make connections between natural and cultural environments, and the way environments relate to each other
  • tease out cause and effect connections in physical and human environments
  • view and reflect on environments through a tikanga and kaitiakitanga lens
  • understand the relationship between geography and indigenous knowledges
  • acknowledge global geographic practices and processes, and consider these within the idea that environments shape people and people shape environments
  • use relational thinking to analyse how places are shaped, often producing unequal resource distribution
  • consider differences in decision-making within the framework of place and space
  • understand differences in development and progress, and how people use and interact with the physical world
  • learn to collaborate with others and develop self-management skills, such as during fieldwork
  • think creatively to consider the future of environments and natural features
  • consider differing courses of action to solve geographic challenges facing people.

Using language, symbols, and texts

Students of Geography will:

  • use language, symbols, and text to create, read, and understand maps (including Geographic Information Systems (GIS)), graphs, visuals, tables, and texts
  • develop spatial and temporal awareness
  • communicate ideas using geographic terminology
  • use maps to process information
  • use data to draw conclusions about processes that shape natural and cultural environments.

Relating to others

Students of Geography will:

  • use inquiry processes and collect data in groups
  • work with others to identify geographic solutions and possibilities
  • follow and work with communities at the frontline of climate change
  • understand and respect Māori relationships with place and space as fundamental to the discipline of geography in Aotearoa New Zealand
  • develop an awareness of different geographical imaginations
  • understand their own biases and those of others
  • expand their worldview through knowledge of local to global geography
  • question geographic perspectives and decision-making and how these impact people, place, and environments.

Managing self

Students of Geography will:

  • use fieldwork and research to manage themselves effectively while collecting, analysing, presenting, concluding, and evaluating data and geographic information
  • reflect on skills and knowledge systems to add to their geography kete
  • collect primary data through group work to learn from other ākonga and engage with other worldviews
  • understand that individuals, communities, and groups have differing views of land management, sustainability, and regeneration.

Participating and contributing

Students of Geography will:

  • engage in debate and discussion on geographic questions and problems
  • endeavour to make partnerships, relationships, and connections to explore differing geographic understandings
  • lead or be part of climate activism and environmental advocacy movements
  • raise awareness of natural and cultural geographic changes through presentations, publications, and other platforms for discussion
  • understand practices of kaitiakitanga as an inextricable part of their discipline as they contribute to the world around them.

Key Competencies

This section of New Zealand Curriculum online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.

Developing Key Competencies through Geography

Learning in Geography provides meaningful contexts for developing Key Competencies from the New Zealand Curriculum. These Key Competencies are woven through, and embedded in, the Big Ideas and Significant Learning. Each discipline has its own processes, practices, and ways of knowing and interpreting meaning.

Geography provides learners with opportunities to develop critical and relational thinking, and temporal and spatial awareness. Students of Geography will develop understanding of geographic skills, and will explore different environmental perspectives and worldviews.

Thinking

Students of Geography will:

  • use critical thinking to make informed decisions, judgements, and evaluations of land usage
  • consider possible, probable, and preferred geographic futures
  • make connections between natural and cultural environments, and the way environments relate to each other
  • tease out cause and effect connections in physical and human environments
  • view and reflect on environments through a tikanga and kaitiakitanga lens
  • understand the relationship between geography and indigenous knowledges
  • acknowledge global geographic practices and processes, and consider these within the idea that environments shape people and people shape environments
  • use relational thinking to analyse how places are shaped, often producing unequal resource distribution
  • consider differences in decision-making within the framework of place and space
  • understand differences in development and progress, and how people use and interact with the physical world
  • learn to collaborate with others and develop self-management skills, such as during fieldwork
  • think creatively to consider the future of environments and natural features
  • consider differing courses of action to solve geographic challenges facing people.

Using language, symbols, and texts

Students of Geography will:

  • use language, symbols, and text to create, read, and understand maps (including Geographic Information Systems (GIS)), graphs, visuals, tables, and texts
  • develop spatial and temporal awareness
  • communicate ideas using geographic terminology
  • use maps to process information
  • use data to draw conclusions about processes that shape natural and cultural environments.

Relating to others

Students of Geography will:

  • use inquiry processes and collect data in groups
  • work with others to identify geographic solutions and possibilities
  • follow and work with communities at the frontline of climate change
  • understand and respect Māori relationships with place and space as fundamental to the discipline of geography in Aotearoa New Zealand
  • develop an awareness of different geographical imaginations
  • understand their own biases and those of others
  • expand their worldview through knowledge of local to global geography
  • question geographic perspectives and decision-making and how these impact people, place, and environments.

Managing self

Students of Geography will:

  • use fieldwork and research to manage themselves effectively while collecting, analysing, presenting, concluding, and evaluating data and geographic information
  • reflect on skills and knowledge systems to add to their geography kete
  • collect primary data through group work to learn from other ākonga and engage with other worldviews
  • understand that individuals, communities, and groups have differing views of land management, sustainability, and regeneration.

Participating and contributing

Students of Geography will:

  • engage in debate and discussion on geographic questions and problems
  • endeavour to make partnerships, relationships, and connections to explore differing geographic understandings
  • lead or be part of climate activism and environmental advocacy movements
  • raise awareness of natural and cultural geographic changes through presentations, publications, and other platforms for discussion
  • understand practices of kaitiakitanga as an inextricable part of their discipline as they contribute to the world around them.

Key Competencies

This section of New Zealand Curriculum online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.

Connections

Geography connects naturally with a wide variety of Learning Areas and individual subjects. Because of the interdisciplinary nature of Geography, kaiako can easily form bridges across and between subjects. This means that ākonga can transfer their learning from Geography to other subjects, as well as draw on their other subjects to support learning in Geography. Examples are:

Sciences: Science, Agricultural and Horticultural Science, Physics Earth and Space Science, Biology

Technology: Materials and Processing Technology, Design and Visual Communication, Digital Technologies

Mathematics: Mathematics and Statistics

Social Sciences: Economics, Business Studies, Social Studies, Environment and Societies, Tourism, History, English.

Geography connects naturally with a wide variety of Learning Areas and individual subjects. Because of the interdisciplinary nature of Geography, kaiako can easily form bridges across and between subjects. This means that ākonga can transfer their learning from Geography to other subjects, as well as draw on their other subjects to support learning in Geography. Examples are:

Sciences: Science, Agricultural and Horticultural Science, Physics Earth and Space Science, Biology

Technology: Materials and Processing Technology, Design and Visual Communication, Digital Technologies

Mathematics: Mathematics and Statistics

Social Sciences: Economics, Business Studies, Social Studies, Environment and Societies, Tourism, History, English.

Learning Pathway

Geography offers ākonga the opportunity to learn and develop a range of skills and knowledge which they can apply in their everyday lives, no matter what Level ākonga begin their Geography studies.

Beyond school, Geography can be a pathway to further education and training related to a range of sectors such as:

  • primary industries
  • services
  • social and community
  • manufacturing and technology
  • construction and infrastructure
  • creative industries.

At university level, pathways are available in a range of areas. Ākonga might concentrate on Physical Geography, Social and Political Sciences, Development Studies, Migration Studies, Resource and Environmental Management, Geographic Information Systems, Geology, or Urban Planning. Ākonga with a base in Geography can use their knowledge to enrich a career in engineering, science, law, management, commerce, or technology.

Geography is a foundation for any work that focuses on connections in the taiao.

Geographers work in a wide range of fields, from:

  • urban and regional planning
  • land management
  • industrial location and marketing
  • environmental monitoring and resource management
  • community development at home and abroad.

They work as researchers, analysts, consultants, technologists, and planners.

The ability to work with data is becoming increasingly important in Geography, due in large part to technological advances. For example, much of our information about where things are located comes from satellites that continuously beam coordinates to global positioning devices on Earth.

Government and commercial satellites greatly increase the accuracy and amount of geographic data available. At the same time, new Geographic Information System (GIS) software can process that data with greater speed and flexibility. This technology creates new career possibilities for people who understand Geography and who can process and use geographic information.

A few geographic jobs are based almost entirely on the study of location. Remote sensing specialists, photogrammetrists, and surveyors gather data about where things are on Earth. GIS analysts review this data and sometimes use it to make maps. Planners help to determine where buildings and roads should be located.

Many maps rely on photographs or other data taken from aeroplanes, drones, and satellites. Remote sensing specialists oversee the collection of this information and interpret satellite images. Photogrammetrists interpret the more detailed data.

Skills developed in Geography that employers are looking for are:

  • adaptability
  • communication
  • critical thinking
  • digital literacy
  • leadership
  • collaboration
  • problem solving
  • engagement with others
  • developing relationships.

Geography offers ākonga the opportunity to learn and develop a range of skills and knowledge which they can apply in their everyday lives, no matter what Level ākonga begin their Geography studies.

Beyond school, Geography can be a pathway to further education and training related to a range of sectors such as:

  • primary industries
  • services
  • social and community
  • manufacturing and technology
  • construction and infrastructure
  • creative industries.

At university level, pathways are available in a range of areas. Ākonga might concentrate on Physical Geography, Social and Political Sciences, Development Studies, Migration Studies, Resource and Environmental Management, Geographic Information Systems, Geology, or Urban Planning. Ākonga with a base in Geography can use their knowledge to enrich a career in engineering, science, law, management, commerce, or technology.

Geography is a foundation for any work that focuses on connections in the taiao.

Geographers work in a wide range of fields, from:

  • urban and regional planning
  • land management
  • industrial location and marketing
  • environmental monitoring and resource management
  • community development at home and abroad.

They work as researchers, analysts, consultants, technologists, and planners.

The ability to work with data is becoming increasingly important in Geography, due in large part to technological advances. For example, much of our information about where things are located comes from satellites that continuously beam coordinates to global positioning devices on Earth.

Government and commercial satellites greatly increase the accuracy and amount of geographic data available. At the same time, new Geographic Information System (GIS) software can process that data with greater speed and flexibility. This technology creates new career possibilities for people who understand Geography and who can process and use geographic information.

A few geographic jobs are based almost entirely on the study of location. Remote sensing specialists, photogrammetrists, and surveyors gather data about where things are on Earth. GIS analysts review this data and sometimes use it to make maps. Planners help to determine where buildings and roads should be located.

Many maps rely on photographs or other data taken from aeroplanes, drones, and satellites. Remote sensing specialists oversee the collection of this information and interpret satellite images. Photogrammetrists interpret the more detailed data.

Skills developed in Geography that employers are looking for are:

  • adaptability
  • communication
  • critical thinking
  • digital literacy
  • leadership
  • collaboration
  • problem solving
  • engagement with others
  • developing relationships.
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Introduction to Sample Course Outlines

The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach.

The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach.

Assessment Matrix

Conditions of Assessment for internally assessed standards

This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:

  • appropriate ways of, and conditions for, gathering evidence
  • ensuring that evidence is authentic
  • any other relevant advice specific to an Achievement Standard.

NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.

The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.

For all Achievement Standards

Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts. Care needs to be taken to offer students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.

It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film), or a portfolio of evidence.

It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a course, particularly if that method is using a time-bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.

A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). This approach can also ease the assessment workload for both students and teachers.

Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.

Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example: an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.

This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:

  • appropriate ways of, and conditions for, gathering evidence
  • ensuring that evidence is authentic
  • any other relevant advice specific to an Achievement Standard.

NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.

The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. This link includes guidance for managing internal moderation and the collection of evidence.

For all Achievement Standards

Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts. Care needs to be taken to offer students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.

It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film), or a portfolio of evidence.

It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a course, particularly if that method is using a time-bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.

A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). This approach can also ease the assessment workload for both students and teachers.

Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.

Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example: an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.

1.1
Demonstrate understanding of the spatial distribution of phenomena within an environment

Teachers may:

  • determine the timing of the assessment period. This should be based on the anticipated length of time the assessment task should take to be completed in class time
  • provide a geographic environment for ākonga, and
  • provide some assessment resources with ākonga being encouraged to provide additional resource material or use evidence gathered during learning. This resource material may include specific examples from alternative contexts.

Ākonga may:

  • work on their assessment in and out of class time, over the assessment period specified by the teacher
  • present their evidence for assessment in any medium that allows them to demonstrate their understanding of the spatial distribution of phenomena in the studied environment
  • work collaboratively in groups with planning, gathering, and sharing of additional resource material and in the discussion of spatial distribution, however their submitted response must represent own work.

If providing a written response, it should be between 750-800 words, while oral responses should be between 3-4 minutes in length.

Ensuring Authenticity of Evidence

If students present their evidence digitally, through a website, video, or blog, it is best to disable access to this after marking and moderation have occurred. This helps to ensure that students across the country cannot plagiarise the work or ideas of those who have already completed the assessment for this Achievement Standard.

Teachers should:

  • have students sign authenticity forms to verify it is their own work
  • monitor student progress closely and familiarise themselves with their evolving work. This might be carried out using checkpoints.
  • use oral questioning to confirm a student's understanding if doubts over the authenticity of the student's work arise.
1.2
Use data to understand an environment

Collection of Evidence

This Achievement Standard focuses on the use of data rather than the collection of it. In the case of fieldwork collection, strict teacher supervision is required to ensure a degree of consistency and then this data may therefore be shared. It is important that all students use the same data set.

Teachers may:

  • provide a set of data for students to use for assessment purposes
  • determine the timing of the assessment period. This should be based on the anticipated length of time the assessment task should take to be able to be completed in class time.

Ākonga may:

  • work on their assessment in and out of class time, over the assessment period specified by the teacher
  • present their evidence for assessment in any medium that allows them to demonstrate their understanding of an environment using data
  • work collaboratively in groups with planning, collection of evidence (if fieldwork) and in the discussion of data interpretation however their submitted response must represent own work.

If providing a written responses it should be between 750-800 words, while oral responses should be between 3-4 minutes in length.

Ensuring Authenticity of Evidence

If students present their evidence digitally, through a website, video, or blog, it is best to disable access to this after marking and moderation have occurred. This helps to ensure that students across the country cannot plagiarise the work or ideas of other those who have already completed the assessment for this Achievement Standard.

Teachers should:

  • have students sign authenticity forms to verify it is their own work
  • monitor student progress closely
  • use oral questioning to confirm a student's understanding, if doubts over the authenticity of the student's work arise.
2.1
Demonstrate understanding of Indigenous participation in geographic planning and decision making in the Pacific

Conditions of Assessment

This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:

  • appropriate ways of, and conditions for, gathering evidence
  • ensuring that evidence is authentic
  • any other relevant advice specific to an Achievement Standard.

NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.

 

Collection of evidence

Teachers may:

  • provide sufficient assessment resources for ākonga to achieve at all levels
  • determine when the assessment will be conducted in class and the submission date
  • allocate 4 hours of class time for the assessment.

Ākonga may:

  • work on assessment responses in class for four hours
  • present their evidence for assessment in any medium that allows them to demonstrate their understanding of Indigenous participation in geographic planning and decision making in the Pacific.

If providing a written response, ākonga may write between 900–1000 words. Oral responses should be between 4-5 minutes in length.

Ensuring Authenticity of Evidence

Evidence for this Standard should be collected in class over a period of 4 hours.

Teachers should have ākonga sign authenticity forms to verify their work.

Teachers may monitor the progress of ākonga closely.

Teachers may use oral questioning to confirm understanding, if doubts over the authenticity arise.

If ākonga present their evidence digitally, by video, or by blog, it is best to disable access to this after marking and moderation have occurred. This helps to ensure that ākonga cannot plagiarise the work or ideas of those who have already completed the assessment for this Achievement Standard.

2.2
Demonstrate understanding of mitigation methods that can build resilience to a natural process

Conditions of Assessment

This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:

  • appropriate ways of, and conditions for, gathering evidence
  • ensuring that evidence is authentic
  • any other relevant advice specific to an Achievement Standard.

NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.

Collection of evidence

Teachers may:

  • decide to use a single taiao or nga taiao to demonstrate mitigation methods that build resilience to the same natural process
  • provide guidance to ākonga if they choose a different context
  • provide sufficient assessment resources for ākonga to achieve at all Levels
  • determine when the assessment will be conducted in class
  • determine the timing of the assessment period. This should be based on the anticipated length of time the assessment task should take to be completed in class time.
  • provide a list of suitable methods and platforms, where appropriate, that allow the student to suitably demonstrate their understanding.

Ākonga may:

  • decide to use a single taiao or nga taiao to demonstrate mitigation methods that build resilience to the same natural process, if selecting their own context
  • work collaboratively in groups to plan, gather, and share additional resource material and discuss mitigation methods prior to working on their response. Their submitted response must represent their own work.
  • present their evidence for assessment in any medium that allows them to demonstrate their understanding of a method taken to mitigate the impacts of a natural process
  • if providing a written response, write between 900–1000 words. Oral responses should be between 4-5 minutes in length.

Ensuring Authenticity of Evidence

  • Teachers may have ākonga sign authenticity forms to verify their work.
  • Teachers may monitor the progress of ākonga closely.
  • Teachers can use oral questioning to confirm understanding, if doubts over the authenticity arise.
  • If ākonga present their evidence digitally, by video, or by blog, it is best to disable access to this after marking and moderation have occurred. This helps to ensure that ākonga cannot plagiarise the work or ideas of those who have already completed the assessment for this Achievement Standard.

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