COOLUM BEACH CHRISTIAN COLLEGE
YEAR 8 HUMANITIES: GEOGRAPHY
What is Geography? - Local Issue Photograph Essay
Semester 2, 2011
Student's Name:
_______________________________________________
Teacher’s Name:
_______________________________________________
Check Date:
Tuesday 6th September (Week 8)
Due Date:
Tuesday 13th September (Week 9)
TASK:
Create a photograph essay that outlines a local issue, using the Geographical Inquiry Method as your
framework.
Local issue Photograph Essay
You are to develop a photograph essay that investigates a local issue. Use the Geographical Inquiry Method to show:
a. What is the issue – is it a natural or human issue, or a combination? (100-150 words)
b. Where is it located – include a hand-completed map (using BOLTS) showing where the issue is taking place on the
Sunshine Coast. If you live, or your ‘home’, is outside of the Sunshine Coast (for example, in another country), and you
wish to investigate an issue from that location, you MUST negotiate this with your teacher (100-150 words)
c. How is the issue changing, or potentially changing the local area: consider both natural and human environments
(200-300 words)
d. How ought the issue be managed
 Create and submit a SWOT chart to assess the strengths, weaknesses, opportunities and threats created by your
local issue. Use this SWOT chart to demonstrate in paragraph form your opinion as to how you believe this issue
is to be managed (250-300 words)
Your finished product is to be a Photograph Essay. Photograph essays are predominantly visual (photographs) with short
written captions explaining the relevance of the photograph to the essays argument.
The folio must contain:
 Relevant photographs for each stage of the Geographic Inquiry Process as outlined above. As a guideline, at least 2
photographs should be provided for stage a, b and c (on average)
 Relevant captions explaining how each photograph illustrates each stage of the Geographic Inquiry Process as
outlined above. Please adhere to word limits. A 10% leeway will be allowed.
 A hand-drawn map of the Sunshine Coast (or other negotiated location) showing where the issue is located. This map
must follow BOLTS.
 Appropriate and accurate in-text referencing (eg. Fig. 1 Photograph showing the environmental effect of ....)
Plagiarism is the presentation of information and ideas from other sources as your own. This is illegal and carries a severe penalty in all
academic institutions. To avoid being found guilty of plagiarism always:
1. Create your own sentences. Never copy direct from a source. Simply changing the sentences around is still plagiarism.
2. Make notes of important facts and then compose your own script.
3. Give full details of all references used in the bibliography. (see Style Guide in Student Handbook for details on how to list various
references correctly).
I declare the work presented in this assessment task to be the result of my own research and writing and referenced as appropriate:
Signed:
____________________________________________
Dated: ________ / _______ / ________
CRITERIA
Knowledge and
Understanding
A STANDARD
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Evaluative
Processes
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Communication
Skills
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B STANDARD
Shown an extensive
knowledge and
understanding of local
geographical areas
Extensive description of
local geographical
issue(s) described in a
comprehensive manner
Demonstrated a very
thorough understanding
of the task; all
components of the task
completed
Consistently used and
explained correct
terminology and
concepts
Geographical
information is
insightfully related to
the evidence provided
Analysis and resolution
of conflicting needs for
completing the task
achieved at a very high
level
The supporting
evidence provided is
comprehensive and
relevant.
The supporting
geographical account is
clearly and logically
developed.
Displays exceptional
understanding of the
geographical inquiry
process
Class time has been
used wisely with
extensive time
management skills
present
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Followed a consistent
format for presentation
Consistently followed
language conventions
with appropriate
grammar, spelling,
sentence and
paragraph structure
Use of maps, graphs
and tables adheres to
all geographic
conventions, including
BOLTS (where
appropriate)
Photographs are all
student’s own work
which show an
excellent eye for
extensive geographic
detail
Is neatly and clearly
annotated
Correct, with minimal,
or no, errors, in-text
referencing (where
appropriate)
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C STANDARD
Shown a thorough
knowledge and
understanding of local
geographical areas
Thorough description of
local geographical
issue(s) described in a
detailed manner
Demonstrated a
thorough understanding
of the task; all
components of the task
completed
Fairly consistently used
correct terminology and
concepts

Geographical
information is related to
the evidence provided
Analysis and resolution
of conflicting needs for
completing the task
achieved at a high level
The supporting
evidence provided is
relevant.
The supporting
geographical account is
logically developed.
Displays a good
understanding of the
geographical inquiry
process
Class time has been
used well with good
time management skills
present

Followed a consistent
format for presentation
Followed most
language conventions
with appropriate
grammar, spelling,
sentence and
paragraph structure
Use of maps, graphs
and tables adheres to
all geographic
conventions, including
BOLTS (where
appropriate)
Photographs are all
student’s own work
which show a good eye
for geographic detail
Is mostly neatly and
clearly annotated
Correct, with some
errors, in-text
referencing (where
appropriate)
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D STANDARD
Shown an accurate
knowledge and
understanding of local
geographical areas
Accurate description of
local geographical
issue(s) described in a
generally correct
manner
Mostly demonstrates an
understanding of the
task; all components of
the task completed
Mostly used and
explained correct
terminology

Some geographical
information is related to
the evidence provided
Analysis and resolution
of conflicting needs for
completing the task
achieved at a
satisfactory level
Some relevant
evidence is provided in
support.
The supporting
geographical account is
organized
Displays a moderate
understanding of the
geographical inquiry
process
Class time has
generally been used
well and with time
management skills
present

Generally followed a
consistent format for
presentation
Generally followed
language conventions
with appropriate
grammar, spelling and
paragraph structure
Use of maps, graphs
and tables adheres to
the majority of
geographic
conventions, including
BOLTS (where
appropriate)
Photographs are
predominantly student’s
own work which show a
satisfactory eye for
geographic detail
Is adequately
annotated
Generally correct in-text
referencing (where
appropriate)
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E STANDARD
Shown some
knowledge and
understanding of local
geographical areas
Some description of
local geographical
issue(s) described in a
general manner
Demonstrated a poor
understanding of the
task; not all
components of the task
completed
Seldom used and
explained correct
terminology
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Occasionally some
geographical
information is related to
the less complex
evidence provided
Analysis and resolution
of conflicting needs for
completing the task
achieved at a poor level
An occasional, explicit
issue or concept can be
recognised in nonwritten documents.
Some of the content
and comprehension
elements of the task
can be accurately
completed.
A few points of relevant
evidence have been
provided.
Basic decisions can be
recognised.
Class time has not
been used well with few
time management skills
present
Inconsistently followed
a consistent format for
presentation
Followed few language
conventions with
grammar, spelling,
sentence and
paragraph structure
Use of maps, graphs
and tables follows few
geographic
conventions, including
BOLTS (where
appropriate)
Photographs are
predominantly student’s
own work which show
an some eye for
geographic detail
Is poorly annotated
Incorrect in-text
referencing (where
appropriate)
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Shown little knowledge
and understanding of
local geographical
areas
Little description of
local geographical
issue(s) described in a
poor manner
Demonstrated a very
poor understanding of
the task; not all
components of the task
completed
Rarely used and
explained correct
terminology
Geographical
information is not, or
rarely, related to the
evidence provided
Analysis and resolution
of conflicting needs for
completing the task
achieved at a very poor
level
Interpretations and
explanations of
evidence lack
relevance and
perception.
Responses lack
relevance when
attempting to solve
problems.
Displays no
understanding of the
geographical inquiry
process
Class time has been
used badly with little, or
no, time management
skills present
Did not follow a
consistent format of
presentation
Did not follow language
conventions
Use of maps, graphs
and tables do not follow
geographic
conventions, including
BOLTS, are irrelevant,
or are blank
Few photographs are
student’s own work and
tend to not show an eye
for geographic detail
Incorrect, or no, in-text
referencing (where
appropriate)