Teacher guidance
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
Kaiako must ensure that ākonga are clear on the purpose for exploring the spatial distribution of a phenomenon.
When planning the Teaching and Learning Programme, kaiako should consider including the following:
- The values that different groups hold about wetlands, related to their perspectives.
- Mana whenua have a relational connection to wetlands, and consider them to have mauri.
Prior to the assessment, kaiako should:
- explore examples of spatial distribution of a phenomenon using a range of topics
- consider a range of factors and processes that determine the spatial distribution of a phenomenon
- explore concepts, values, and knowledge within mātauranga Māori related to the spatial distribution of different phenomena and their impacts within te taiao
- use the resources below as a starting point for thinking and discussion about wetlands across Aotearoa New Zealand.
Possible resources:
- Wetlands (Department of Conservation).
- Wetlands (Environment Guide).
- Wetlands (New Zealand Geographic).
- National Wetland Trust of New Zealand.
- Loss of wetlands in Aotearoa New Zealand (The Guardian).
- Wetlands are important to a healthy environment (Waka Kotahi).
- Denyer, K., & Peters, M. (2022). Life in the shallows: The wetlands of Aotearoa New Zealand. Massey University Press.
Kaiako should also:
- determine the timing of the assessment event
- provide assessment resources for ākonga to successfully complete the Assessment Activity
- seek opportunities to connect their ākonga with local knowledge holders in a collaborative setting, to gain understanding and evidence about the spatial distribution of the phenomenon and its impacts on place. Knowledge holders could be kaumatua, rangatira, council, or organisations.
Ākonga may:
- work together in a group to explore their learning, but they must individually present their work to show they have met all of the requirements of the Standard
- work on their assessment in and out of class time over the assessment period specified by the kaiako.
While this Assessment Activity focuses on the phenomenon of wetlands, kaiako may choose to focus on a different phenomenon that is of interest or relevance to ākonga, using a similar approach to the one shown in this Assessment Activity.
Kaiako must ensure that ākonga are clear on the purpose for exploring the spatial distribution of a phenomenon.
When planning the Teaching and Learning Programme, kaiako should consider including the following:
- The values that different groups hold about wetlands, related to their perspectives.
- Mana whenua have a relational connection to wetlands, and consider them to have mauri.
Prior to the assessment, kaiako should:
- explore examples of spatial distribution of a phenomenon using a range of topics
- consider a range of factors and processes that determine the spatial distribution of a phenomenon
- explore concepts, values, and knowledge within mātauranga Māori related to the spatial distribution of different phenomena and their impacts within te taiao
- use the resources below as a starting point for thinking and discussion about wetlands across Aotearoa New Zealand.
Possible resources:
- Wetlands (Department of Conservation).
- Wetlands (Environment Guide).
- Wetlands (New Zealand Geographic).
- National Wetland Trust of New Zealand.
- Loss of wetlands in Aotearoa New Zealand (The Guardian).
- Wetlands are important to a healthy environment (Waka Kotahi).
- Denyer, K., & Peters, M. (2022). Life in the shallows: The wetlands of Aotearoa New Zealand. Massey University Press.
Kaiako should also:
- determine the timing of the assessment event
- provide assessment resources for ākonga to successfully complete the Assessment Activity
- seek opportunities to connect their ākonga with local knowledge holders in a collaborative setting, to gain understanding and evidence about the spatial distribution of the phenomenon and its impacts on place. Knowledge holders could be kaumatua, rangatira, council, or organisations.
Ākonga may:
- work together in a group to explore their learning, but they must individually present their work to show they have met all of the requirements of the Standard
- work on their assessment in and out of class time over the assessment period specified by the kaiako.
While this Assessment Activity focuses on the phenomenon of wetlands, kaiako may choose to focus on a different phenomenon that is of interest or relevance to ākonga, using a similar approach to the one shown in this Assessment Activity.
Assessment schedule
[ File Resource ]
- Title: GO 1.1a Assessment Schedule
- Description: Geography 1.1a Assessment Schedule
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/GO%201.1a%20Assessment%20Schedule.docx?VersionId=iNx9E1oIEuV0Xrg3mmkWUOSs5vLotxJR
- File Extension: docx
- File Size: 58KB
- GO 1.1a Assessment Schedule.docx
- Description: Geography 1.1a Assessment Schedule
GO 1.1a Assessment Schedule
Assessment Activity thumbnail image by Mike Dickison, CC BY 4.0, via Wikimedia Commons
Assessment Activity thumbnail image by Mike Dickison, CC BY 4.0, via Wikimedia Commons