Discovery High School: Year 11 Geography
Task 1- Fieldwork Report (Field of Mars Reserve)
Date of issue: Term 1, Week 4
Weighting 15%
Due date: Term 1, Week 7
Marking Guidelines
Grade A student in this range:
A
 Displays sophisticated skills to describe the interaction between the four
(13-15)
components which define the biophysical environment by looking at
vegetation structure, plant variety and observation of animals
 Displays sophisticated skills to explain how the bush land reserve
functions with at least three reference to the surrounding vegetation,
animals, water quality or human interactions
 Displays sophisticated skills to select, organize and analyse relevant
geographical information to write a fieldwork report
 Uses an extensive range of maps, graphs and statistics, photographs and
fieldwork to make informed decisions about management issues relating
to biodiversity
 Displays a sophisticated ability to communicate geographical
information, ideas and issues about appropriate management strategies
with all six questions answered clearly
B
 Displays high level of skills to describe the interaction between the four
(10-12)
components which define the biophysical environment with at least three
references to the vegetation structure, plant variety or observation of
animals
 Displays high levels of skills to explain how the bush land reserve
functions with at least three reference to the surrounding vegetation,
animals, water quality or human interactions
 Displays a high level of skills to select, organize and analyse relevant
geographical information to write a fieldwork report
 Uses a broad range of maps, graphs and statistics, photographs and
fieldwork to make informed decisions about management issues relating
to biodiversity
 Displays a sophisticated ability to communicate geographical
information, ideas and issues about appropriate management strategies
with all six questions answered.
C
 Displays sound skills to describe the interaction between the four
(7-9)
components which define the biophysical environment with at least two
reference to the vegetation structure, plant variety or observation of
animals
 Displays sound skills to explain how the bush land reserve functions with
at least two reference to the surrounding vegetation, animals, water
quality or human interactions
 Displays sound skills to select, organize and analyse relevant
geographical information to write a fieldwork report


D
(4-6)
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E
(1-3)
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Comments:
Uses a range of maps, graphs and statistics, photographs and fieldwork to
make informed decisions about management issues relating to
biodiversity
Displays a sound ability to communicate geographical information, ideas
and issues about appropriate management strategies with at least five
questions answered.
Displays basic skills to describe the interaction between the four
components which define the biophysical environment with at least one
reference to the vegetation structure, plant variety or observation of
animals
Displays basic skills to explain how the bush land reserve functions with
at least one reference to the surrounding vegetation, animals, water
quality or human interactions
Displays basic skills to select, organize and analyse relevant geographical
information to write a fieldwork report
Uses a range of maps, graphs and statistics, photographs and fieldwork to
make a decisions about management issues relating to biodiversity
Displays a basic ability to communicate geographical information, ideas
and issues about appropriate management strategies with at least four
questions answered
Displays inadequate skills to describe the interaction between the four
components which define the biophysical environment with no reference
to the vegetation structure, plant variety or observation of animals
Displays inadequate skills to explain how the bush land reserve functions
with no reference to the surrounding vegetation, animals, water quality or
human interactions
Displays inadequate skills to select, organize and analyse geographical
information to write a fieldwork report
Uses an inadequate range of maps, graphs and statistics, photographs and
fieldwork to make a decisions about management issues relating to
biodiversity
Displays a inadequate ability to communicate geographical information,
ideas and issues about appropriate management strategies with three or
less questions answered.