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 Page 6 of 8 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. Page 7 of 8 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 Page 8 of 8