Internal assessment resource Geography 1.7A for Achievement Standard 91013
PAGE FOR STUDENT USE
Internal Assessment Resource
Geography Level 1
This resource supports assessment against:
Achievement Standard 91013
Describe aspects of a geographic topic at a global scale
Resource title: Pushchair or Zimmer Frame?
3 credits
This resource:

Clarifies the requirements of the standard

Supports good assessment practice

Should be subjected to the school’s usual assessment quality assurance
process

Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Date version published
by Ministry of Education
December 2010
Authenticity of evidence
Teachers must manage authenticity for any
assessment from a public source, because students
may have access to the assessment schedule or
student exemplar material.
To support internal assessment from 2011
Using this assessment resource without modification
may mean that students work is not authentic. The
teacher may need to change figures, measurements
or data sources or set a different context or topic to
be investigated or a different text to read or perform.
Internal assessment resource Geography 1.7A for Achievement Standard 91013
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard Geography 91013: Describe aspects of
a geographic topic at a global scale
Resource Reference: Geography 1.7A
Resource Title: Pushchair or Zimmer Frame?
Credits: 3
Teacher guidelines
The following guidelines are supplied to ensure that teachers can carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard Geography 91013. The achievement criteria and the explanatory notes
contain information, definitions, and requirements that are crucial when interpreting
the standard and assessing students against it.
Context/setting
This assessment activity requires students to fully describe:

the global pattern of the topic selected

the cause(s) that contribute to this pattern

the significance of the topic in people’s lives.
This assessment resource focuses on the distribution of youthful and ageing
populations.
Students will prepare a PowerPoint slideshow as if they are to deliver it at a global
geography conference. In their slideshow, students will:

fully describe the global pattern shown by the distribution of youthful and ageing
populations. To show this pattern, students can use a world map displaying the
patterns of youthful and aging populations. They should refer to spatial patterns
(patterns over space) that have occurred;

fully describe the factors and/or processes that are responsible for the distribution
of youthful and ageing populations, using specific information;

fully describe how the distribution of youthful and ageing populations is significant
for people in different parts of the world.
Internal assessment resource Geography 1.7A for Achievement Standard 91013
PAGE FOR STUDENT USE
Students should refer to different parts of the world (regions, nations, continents,
hemispheres) in their descriptions.
Note: The students are not required to present their slideshows to the class. You will
assess only the slideshows themselves. Provide students with initial guidance in
using PowerPoint to set up their slideshows.
Conditions
This assessment activity takes place over a minimum of four hours of in-class time.
However, provide sufficient time for all students to complete the activity. Students
may spend additional time outside of class to complete this assessment activity.
Resource requirements
Provide students with:

computer access

atlases

blank world maps (for annotation)

world maps showing the global median age (these can be downloaded from CIA
– The World Factbook at https://www.cia.gov/library/publications/the-worldfactbook/index.html)

population pyramids (these can be downloaded from the U.S. Census Bureau
International Database at http://www.census.gov/ipc/www/idb)

other resources, such as newspaper and online articles, which illustrate the global
patterns of youthful and ageing populations. Students may also bring additional
resources from home.

A starting point for maps of Global population patterns could be
http://maps.howstuffworks.com/world-youthful-population-map.htm
Additional information
Before beginning this assessment activity:

consider Internet safety and privacy issues

ensure that students understand the nature of spatial patterns around the world
and the factors that may be responsible for these patterns. These factors may be
physical, social, historic, or economic.
Internal assessment resource Geography 1.7A for Achievement Standard 91013
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard Geography 91013: Describe aspects of
a geographic topic at a global scale
Resource Reference: Geography 1.7A
Resource Title: Pushchair or Zimmer Frame?
Credits: 3
Achievement
Describe aspects of a
geographic topic at a global
scale.
Achievement with Merit
Describe, in depth, aspects
of a geographic topic at a
global scale.
Achievement with
Excellence
Comprehensively describe
aspects of a geographic topic
at a global scale
Student instructions
Introduction
This assessment activity requires you to fully describe the global pattern of youthful
and ageing populations, fully describe causes of these patterns, and fully describe
how youthful and ageing populations are of significance for people in different parts
of the world.
You will prepare this information as a PowerPoint slideshow. Design your slideshow
as if you are going to present it at a global geography conference. (Note that you are
not required to present your slideshow.)
Complete this activity over four periods of class time. Your teacher will provide you
with resources; you can also spend time outside of class to collect further information
on the topic.
Internal assessment resource Geography 1.7A for Achievement Standard 91013
PAGE FOR STUDENT USE
Task 1
This task requires you to create a PowerPoint slideshow about the global pattern of
youthful and ageing populations. Use the resources your teacher has provided as
well as other information you have gathered to do the following:
1. Describe comprehensively the global pattern shown by the distribution of youthful
and ageing populations:
a) You are to find a map of the world which displays a pattern showing the main
areas with (i) youthful populations and (ii) ageing populations. Use this map in
your presentation.
b) Fully describe the pattern shown on the map by annotating the map and/or
writing a paragraph (do this in the notes attached to the slide). Refer to
specific spatial patterns and to regions or nations across different continents
or hemispheres.
2. Identify the factors and/or processes that are responsible for the distribution of
youthful populations in different parts of the world. In the notes attached to this
slide (or slides), fully describe the factors and or processes responsible. Refer to
different parts of the world in your answer.
3. Identify the factors and/or processes that are responsible for the distribution of
ageing populations in different parts of the world. In the notes attached to this
slide (or slides), fully describe the factors and or processes responsible. Refer to
different parts of the world in your answer.
Task 2
This task requires you to give an in-depth account of how youthful and ageing
populations are significant for people in different parts of the world. Refer to regions
or nations across different continents or hemispheres within this answer.
In your account, consider:

positive and negative impacts

long and short term effects

other significant impacts on people, including both individuals and groups

different parts of the world (regions, nations, continents, hemispheres).
Include this account with your slideshow.
Internal assessment resource Geography 1.7A for Achievement Standard 91013
PAGE FOR TEACHER USE
Assessment schedule: Geography 91013 Pushchair or Zimmer Frame?
Task
Task 1
Evidence/Judgements for
Achievement
Evidence/Judgements for
Achievement with Merit
Evidence/Judgements for
Achievement with Excellence
The student:
Describes a global pattern(s)
Describes the factors and/or processes
that are responsible for that pattern.
The student must make reference to
regions or nations across different
continents or hemispheres.
Example
Youthful populations occur in many
countries in Africa and Central America.
The majority of these countries are located
on or near the equator.
One cause of this pattern is that many of
these countries do not promote the use of
contraception. Therefore, birth rates are
high.
The student:
Describes, in detail, the global pattern(s)
Describes, in detail, the factors and/or
processes that are responsible for that
pattern, using specific information.
The student must make reference to
regions or nations across different
continents or hemispheres.
Example
Youthful populations occur in clusters in
regions around the world such as in Africa
and Central America. The majority of
these countries are located on or near the
equator and are poorer countries such as
Kenya. Ageing populations are found in
clusters in regions such as Europe and are
wealthier countries such as the UK.
Youthful populations occur in places
where people have limited access to
education and healthcare. Often people
want to have larger families so that their
children can support them when they get
older as the country may have no old age
pension. In countries such as Kenya
where most people live in rural areas like
Matooni village in eastern Kenya, the main
activity is growing food to feed yourself
and your family The more children you
have the more people can work on the
farm to grow food. In Kenya women have
on average 4.9 births (2008).
The student:
Fully describes a global pattern.
Describes, comprehensively, the factors
and/or processes that are responsible for
that pattern, using specific information.
The student should incorporate
geographic terminology and concepts, and
show perception by linking causes with
effects.
The student must make reference to
regions or nations across different
continents or hemispheres.
Example
Many more economically developed
countries have an ageing population, for
example, countries in Europe such as the
UK, Italy and Spain. In the UK there is an
increasing number of people over 65, but,
also a decline in the number of people of
working age. The dependency ratio is
expected to rise from 0.35 (2000) to 0.65
(2004). The increasing dependency ratio
in the UK is as a result of the average age
of the country increasing. Many less
economically developed countries have a
youthful population, for example, countries
in Africa such as Ethiopia, Kenya and
Algeria. In Ethiopia in 2007 there were 5.7
births per woman. A high birth rate can
lead to a youthful population.
There are a number of factors that can
lead to an ageing population. One factor is
This resource is copyright © Crown 2010
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Internal assessment resource Geography 1.7A for Achievement Standard 91013
PAGE FOR TEACHER USE
the falling birth rate in countries. In
countries such as New Zealand, the
fertility rate has fallen from 3 in 1945 to 1.8
in 2010. Women in New Zealand are
choosing to have children later, which
means that the average age of first time
mothers has increased from 23 in 1970 to
31 in 2010. A number of women are
choosing to have careers rather than
having any or as many children as
previous generations. Since the
introduction of the contraceptive pill in the
1960s, women are able to plan their
families and have chosen to have fewer
children because of the economic costs
involved in having children. Women in
wealthier countries have improved access
to healthcare and education, which
enables them to make more decisions
about how many children they want to
have.
NB. some statistics may not be accurate in
this example; they are given to suggest
how data could be used to support ideas.
Task 2
The student describes the positive and/or
negative impact(s) of youthful and ageing
populations on people.
The student must make reference to
regions or nations across different
continents or hemispheres.
Example
Countries that have ageing populations,
such as Japan and Spain, have to meet
the costs of health schemes and pensions
for the elderly. However, these countries
also have a much larger market for leisure
and health products for elderly people.
This resource is copyright © Crown 2010
The student describes, in detail, the
positive and/or negative impact(s) of the
topic, using specific information.
The student must make reference to
regions or nations across different
continents or hemispheres.
Example
Having an ageing population can have
positive impacts on society. In the UK, for
example, which has an ageing population
there has been an increased demand for
housing for the elderly. This has seen an
increase in the building industry which has
improved the economies of some areas
The student fully describes a range of
positive and/or negative impact(s) of the
topic, using specific information.
The student should incorporate
geographic terminology and concepts, and
show perception by linking causes with
effects.
The student must make reference to
regions or nations across different
continents or hemispheres.
Example
There are advantages and disadvantages
for countries that have ageing populations.
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Internal assessment resource Geography 1.7A for Achievement Standard 91013
PAGE FOR TEACHER USE
Countries with youthful populations, such
as Uganda, may struggle to provide
enough food for their current and growing
population as well as education for their
current and future children.
such as around Brighton which has built 5
new retirement villages in the last 5 years.
An increasing proportion of people over
the age of 50 has meant the development
of companies who have products aimed at
that age group, for example, in the UK,
Saga Holidays provide package tours for
people over the age of 50.
In New Zealand the dependency ratio is
projected to increase from 0.53 to 0.71 in
2051. There will be fewer people working
to support more people over the age of 65
and under 15. It is predicted that 1 in 4 of
the population will be over 65. The
negative impacts on New Zealand as a
result of this are people over the age of 65
have higher health needs, in the form of
doctors’ visits and prescription medicine
use. People over the age of 80 to 85 years
are most likely to require long-term
residential or home-based care for
illnesses. The country may have rising
health care costs with more people in
these age groups. There will be an
increasing cost to the country of paying
superannuation, for example, in New
Zealand we currently spend around 4% of
our GDP on superannuation and that is
expected to grow to close to 8% by 2030.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria
in the Achievement Standard.
This resource is copyright © Crown 2010
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