Assessment Rubric—9.1 Why is diversity important?
It is expected that a study of water as a resource would be taught in Year 7. Most students would then be
at Level 4, working towards Level 5. The work of the student in progressing towards Level 5
demonstrates that the student can:
4.0
4.25
4.5
4.75
5.0
Geography skills
 Recommend ways of
protecting endangered
species
 Describe endangered
species and
environments at a
range of scales
 Use geographic
language to describe
geographic
photographs and maps
 Identify and analyse
 Explain the interaction
 Identify regional
 Explain how regional
of the environmental
of human activities and
differences in the ways
differences are created
issue of threatened
natural environments
in which human
due to human activities
species and
activities have
and natural processes
 Understand current
environments
impacted on natural
 Demonstrate an
policies to manage
environments
 Analyse how human
endangered species
understanding of the
activities have
 Investigate proposals to
environmental issue of
 Collect information
impacted on natural
manage endangered
endangered species
from a range of
environments
species
geographic media and
 Collect, analyse,
 Collect information
describe findings
 Analyse information
evaluate and present
from a range of
from a range of
geographic information
geographic media and
geographic data to
use appropriate
form a conclusion
geographic
conventions
At Level 5, students use evidence to explain the variations in regions within Australia and surrounding regions. They describe differences in
culture, living conditions and environmental issues. Students collect information from a wide variety of sources including fieldwork and
present it in a range of forms using correct geographic conventions.
Thinking processes
 Develop questions for
investigation about
endangered species
 Collect information
from a range of
sources
 Identify information
 Identify and analyse
 Locate and critically
 Use a range of
that would be useful in
information for its
assess information
question types
investigating
usefulness and
 Complete activities
 Locate and select
endangered species
reliability
that rely on a problem
relevant information
 Apply a range of
 Successfully apply
solving and creative
from a range of
geographic techniques
selected geographic
thinking strategies
sources
such as diagram
techniques
 Evaluate evidence and
construction and
consider others’ points
surveying
of view
At Level 5, students locate and select relevant information from varied sources when investigating a geographic landscape. They use a range
of appropriate reasoning and analysis strategies when identifying, synthesising and evaluating evidence and developing a point of view.
They use a range of discipline-based methodologies (e.g. geography).They demonstrate creativity and can solve problems using a range of
appropriate strategies
Civics and Citizenship
 Present a point of view
on species protection
 Make
recommendations
regarding
environmental issues
 Identify viewpoints on
endangered species
 Present a point of view  Present a point of view  Present a point of view
on environmental
on environmental
using supporting
management
management using
evidence
evidence
 Consider other points
 Explain different
of view
 Consider other points
perspectives on
of view and
environmental use and
 Make suggestions for
perspectives on the
management issues
possible solutions to
issue
environmental
management issues
At Level 5, students examine a range of perspectives on contemporary issues such as the use and management of natural resources. They use
supporting evidence to propose and plan solutions to contemporary issues.
Oxford Big Ideas Humanities 1 ISBN 978 0 19 556314 6
© Oxford University Press Australia
Assessment Rubric—9.2 Where are the threats to diversity?
It is expected that a study of water as a resource would be taught in Year 7. Most students would then be
at Level 4, working towards Level 5. The work of the student in progressing towards Level 5
demonstrates that the student can:
4.0
4.25
4.5
4.75
5.0
Geography skills
 Compare the ways
 Identify endangered
 Explain how human
 Identify the
 Explain how regional
people have used the
species and
activities impact on the
differences between
differences are created
Australian
environments within
natural species within
regions in the Asiadue to the impacts of
environment and the
Australia and the Asiaand between regions in
Pacific in terms of the
human activities on
impacts of this of
Pacific region.
the Asia-Pacific
impacts of human
natural processes and
native species
activities on native
environments
 Identify and describe
 Collect information
species
 Use geographic
endangered species as
from a range of
 Demonstrate an
 Analyse information
language to describe
an environmental issue
geographic media and
understanding of the
the locations of
present findings
from a range of
environmental issue of
 Collect information
endangered species
geographic data to
endangered species
from a range of
 Present information in
form a conclusion
 Use and identify
 Collect, analyse,
geographic media
a range of forms using
features from maps
correct geographic
evaluate and present
 Present information in
and photographs.
conventions including
geographic information
a range of forms using
a description of
 Construct a map using
correct geographic
findings and a
correct geographic
conventions
conclusion
conventions
At Level 5, students use evidence to explain the variations in regions within Australia and surrounding regions. They describe differences in
culture, living conditions and environmental issues. Students collect information from a wide variety of sources including fieldwork and
present it in a range of forms using correct geographic conventions.
Thinking processes
 Develop questions for
investigation about the
location of endangered
species and
environments
 Collect information
from a range of
sources
 Identify information
 Identify and analyse
 Locate and critically
 Use a range of
that would be useful in
information for its
assess information
question types
investigating
usefulness and
 Complete activities
 Locate and select
endangered species
reliability
that rely on a problem
relevant information
and environments
 Successfully apply
solving and creative
from a range of
 Apply a range of
selected geographic
thinking strategies
sources
geographic techniques
techniques, including
 Evaluate evidence and
such as research and
research and mapping
consider others’ points
presentation of
techniques
of view
information on a map
At Level 5, students locate and select relevant information from varied sources when investigating a geographic landscape. They use a range
of appropriate reasoning and analysis strategies when identifying, synthesising and evaluating evidence and developing a point of view.
They use a range of discipline-based methodologies (e.g. geography).They demonstrate creativity and can solve problems using a range of
appropriate strategies
Communication
 Summarise and
organise ideas and
information
 Apply ideas about
effective
communication
strategies to their own
presentations
 Use strategies to
improve
communication in
presentations
 Use geographic
language appropriately
to communicate ideas
about endangered
species
 Select and organise
relevant information
clearly and logically
 Use key geographic
terms such as
‘distribution’ and
‘location’ to clarify
meaning
 Apply prior knowledge
to new situations
 Consider their own and
other’s point of view
about endangered
species
 Use geographic
techniques and
language to convey
meaning in a range of
forms
At Level 5, students interpret complex information and evaluate the effectiveness of its presentation. When responding, they use specialised
language appropriate to the context and purpose. They provide and use constructive feedback to develop effective communication skills
Oxford Big Ideas Humanities 1 ISBN 978 0 19 556314 6
 Select and use
appropriate geographic
presentation
techniques such as
correct colours on
maps
 use geographic
language widely
© Oxford University Press Australia
Assessment Rubric— 9.3 What are the threats to diversity?
It is expected that a study of water as a resource would be taught in Year 7. Most students would then be
at Level 4, working towards Level 5. The work of the student in progressing towards Level 5
demonstrates that the student can:
4.0
4.25
4.5
4.75
5.0
Geography skills
 Compare the various
ways that human
activities have
impacted on the
natural environment
 Use geographic
language to identify
and describe natural
and human
environments
 Use and identify
features from
geographic media such
as photographs, maps
and case studies
 Identify the
characteristics of
selected regions such
as the rainforests of
Indonesia
 Identify and analyse
the environmental
issues that result in
endangered species
 Collect information
from geographic media
such as photographs,
maps and case studies
 Explain the interaction
of human activities and
natural environments
 Understand policies in
place to deal with
endangered species
 Collect information
from a range of media
types such as
photographs, maps and
case studies and
describe findings.
 Identify regional
differences in the
interactions of natural
environments and
human activities such
as rainforest clearance
in South-East Asia
 Analyse information
from a range of
geographic media to
form a conclusion
about the threats facing
endangered species
 Explain how the
interaction of natural
processes and human
activities lead to
endangered species
within regions
 Describe the
differences in attitudes
to animals and
environmental issues
between groups of
people
 Demonstrate an
understanding of
environmental issues
 Collect, analyse,
evaluate and present
geographic information
At Level 5, students use evidence to explain the variations in regions within Australia and surrounding regions. They describe differences in
culture, living conditions and environmental issues. Students collect information from a wide variety of sources including fieldwork and
present it in a range of forms using correct geographic conventions.
Thinking processes
 Develop questions for
 Identify information
 Identify and analyse
 Locate and critically
 Use a range of
investigation about the
that would be useful in
information for its
assess information
question types
threats faced by
investigating
usefulness and
 Complete activities
 Locate and select
endangered species
endangered species
reliability
that rely on a problem
relevant information
and environments
and environments
 Successfully apply
solving and creative
from a range of
 Distinguish between
 Apply a range of
selected geographic
thinking strategies
sources
fact and opinion
geographic techniques
techniques including
 Evaluate evidence and
such as examining case
mapping techniques
 Collect information
consider others’ points
studies to make a
from a range of
of view
conclusion
sources
At Level 5, students locate and select relevant information from varied sources when investigating a geographic landscape. They use a range
of appropriate reasoning and analysis strategies when identifying, synthesising and evaluating evidence and developing a point of view.
They use a range of discipline-based methodologies (e.g. geography).They demonstrate creativity and can solve problems using a range of
appropriate strategies
Communication
 Summarise and
organise ideas and
information
 Apply ideas about
effective
communication
strategies to their own
presentations
 Use strategies to
improve
communication in
presentations
 Use geographic
language appropriately
to communicate ideas
about endangered
species
 Select and organise
relevant information
clearly and logically
 Use key geographic
terms such as
‘distribution’ and
‘location’ to clarify
meaning
 Apply prior knowledge
to new situations
 Consider their own and
other’s point of view
about endangered
species
 Use geographic
techniques and
language to convey
meaning in a range of
forms
At Level 5, students interpret complex information and evaluate the effectiveness of its presentation. When responding, they use specialised
language appropriate to the context and purpose. They provide and use constructive feedback to develop effective communication skills
Oxford Big Ideas Humanities 1 ISBN 978 0 19 556314 6
 Select and use
appropriate geographic
presentation
techniques such as
correct colours on
maps
 Use geographic
language widely
© Oxford University Press Australia
Assessment Rubric—9.4 How can we protect diversity?
It is expected that a study of water as a resource would be taught in Year 7. Most students would then be
at Level 4, working towards Level 5. The work of the student in progressing towards Level 5
demonstrates that the student can:
4.0
4.25
4.5
4.75
5.0
Geography skills
 Recommend ways of
protecting endangered
environments and
species in a sustainable
way
 Use geographic
language to describe
environments shown in
maps, diagrams and
photographs
 Use atlases and maps
to describe distance
and location
 Identify and analyse
an environmental issue
such as threats facing
endangered species
 Collect information
from a range of
geographic media such
as aerial photographs,
maps, news articles
and websites
 Follow correct
geographic
conventions when
presenting information
 Develop their own
questions for
investigation
 Collect and use
relevant information
from a range of
sources
 Distinguish between
fact and opinion
 Use facts to support
their opinions.
 With teacher direction,
identify information
that would be useful in
investigating an issue
and writing a report
 Apply a range of
geographic techniques
such as mapping and
fieldwork surveys
 Use a range of creative
thinking strategies to
solve problems and
make decisions
 Present a point of view
on species protection
 Make
recommendations
regarding
environmental issues
 Identify viewpoints on
endangered species
 Explain how human
activities can impact
on natural
environments
 Understand policies
currently in place to
manage threats faced
by endangered species
 Collect information
from a range of
geographic media such
as aerial photographs,
maps, news articles
and websites and
present findings
 Investigate and
evaluate proposals
designed to manage
endangered species
such as habitat
protection and captive
breeding programmes.
 Analyse information
from a range of
geographic data to
form a conclusion
 Explain the interaction
of human activities and
natural environments
 Describe differences in
attitudes to
environmental issues
 Demonstrate an
understanding of the
issue of endangered
animals
 Propose ways of
ensuring the
sustainability of
resources
 Collect, analyse,
evaluate and present
geographic information
At Level 5, students use evidence to explain the variations in regions within Australia and surrounding regions. They describe differences in
culture, living conditions and environmental issues. Students collect information from a wide variety of sources including fieldwork and
present it in a range of forms using correct geographic conventions.
Thinking processes
 Identify relevant
information from
given sources and
evaluate its worth and
usefulness
 Apply correct
geographic techniques
in a range of activities
 Complete problem
solving and decision
making activities that
involve a few variables
 Locate and critically
assess information
from varied sources
 Apply correct
geographic techniques
independently in a
range of activities
 Complete problem
solving and decision
making activities that
involve a few variables
and many possible
solutions
 Locate and select
relevant information
from a range of
sources
 Use appropriate
strategies to assess and
evaluate information
 Consider others’ points
of view when forming
an opinion
 Complete problem
solving and decision
making activities that
involve a few variables
and an increasing
number of solutions
At Level 5, students locate and select relevant information from varied sources when investigating a geographic landscape. They use a range
of appropriate reasoning and analysis strategies when identifying, synthesising and evaluating evidence and developing a point of view.
They use a range of discipline-based methodologies (e.g. geography).They demonstrate creativity and can solve problems using a range of
appropriate strategies
Civics and Citizenship
 Present a point of view  Present a point of view  Present a point of view
on environmental
on environmental
using supporting
management
management using
evidence
evidence
 Consider other points
 Explain different
 Consider other points
of view
perspectives on
of view and
environmental use and
 Make suggestions for
perspectives on the
management issues
possible solutions to
issue
environmental
management issues
At Level 5, students examine a range of perspectives on contemporary issues such as the use and management of natural resources. They use
supporting evidence to propose and plan solutions to contemporary issues.
Oxford Big Ideas Humanities 1 ISBN 978 0 19 556314 6
© Oxford University Press Australia
Assessment Rubric—Transferring ideas: Polar Bears--why
is diversity under threat?
It is expected that a study of water as a resource would be taught in Year 7. Most students would then be
at Level 4, working towards Level 5. The work of the student in progressing towards Level 5
demonstrates that the student can:
4.0
4.25
 Recommend ways of
protecting an
endangered animal
species
 Use geographic
language to describe
polar bear
environments and
human impacts
 Identify features from
maps and photographs
 Identify and analyse
the threats faced by an
endangered species
 Collect information
from a range of
sources and use correct
geographic
conventions when
presenting findings
4.5
Geography skills
 Explain the impact of
human activities on a
natural environment
 Understand policies
designed to protect an
endangered animal
 Collect information
from a range of data
types and present
findings correctly
4.75
5.0
 Identify the differences
in human activities
between regions
 Investigate and
evaluate policies in
place designed to
manage the threats
facing polar bears
 Analyse geographic
data to form a
conclusion
 Describe the
differences between the
way groups of people
view environmental
issues
 Demonstrate an
understanding of the
threats faced by polar
bears
 Understand the need to
sustain biodiversity
 Collect, analyse,
evaluate and present
geographic information
At Level 5, students use evidence to explain the variations in regions within Australia and surrounding regions. They describe differences in
culture, living conditions and environmental issues. Students collect information from a wide variety of sources including fieldwork and
present it in a range of forms using correct geographic conventions.
Thinking processes
 Develop their own
questions for
investigation
 Collect and use
relevant information
from a range of
sources
 With teacher direction,  Identify relevant
 Locate and critically
 Locate and select
identify information
information from
assess information
relevant information
that would be useful in
given sources and
from varied sources
from a range of
investigating an issue
evaluate its worth and
sources
 Apply correct
and writing a report
usefulness
 Use appropriate
geographic techniques
 Use a range of creative  Apply correct
independently in a
strategies to assess and
thinking strategies to
geographic techniques
range of activities
evaluate information
solve problems and
in a range of activities
make decisions
At Level 5, students locate and select relevant information from varied sources when investigating a geographic landscape. They use a range
of appropriate reasoning and analysis strategies when identifying, synthesising and evaluating evidence and developing a point of view.
They use a range of discipline-based methodologies (e.g. geography).They demonstrate creativity and can solve problems using a range of
appropriate strategies
Communication
 Summarise and
organise ideas and
information
 Use geographic
language appropriately
to communicate ideas
about an endangered
species
 Select and organise
 Select and use
 Apply prior knowledge
relevant information
appropriate geographic
to new situations
clearly and logically
presentation
 Use geographic
techniques
 Use key geographic
techniques and
terms such as
 Use geographic
language to convey
‘distribution’ and
language widely
meaning in a range of
‘location’ to clarify
forms
meaning
At Level 5, students interpret complex information and evaluate the effectiveness of its presentation. When responding, they use specialised
language appropriate to the context and purpose. They provide and use constructive feedback to develop effective communication skills
Oxford Big Ideas Humanities 1 ISBN 978 0 19 556314 6
© Oxford University Press Australia