NZQA
Approved
Internal assessment resource Geography 3.6B for Achievement Standard 91431
PAGE FOR TEACHER USE
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Internal Assessment Resource
Geography Level 3
This resource supports assessment against:
Achievement Standard 91431
Analyse aspects of a contemporary geographic issue
Resource title: What to do?
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 2012
Quality assurance status
These materials have been quality assured by NZQA.
To support internal assessment from 2013
NZQA Approved number A-A-12-2012-91431-01-6112
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.
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.
This resource is copyright © Crown 2012
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Internal assessment resource Geography 3.6B for Achievement Standard 91431
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Internal Assessment Resource
Achievement Standard Geography 91431: Analyse aspects of a
contemporary geographic issue
Resource reference: Geography 3.6B
Resource title: What to do?
Credits: 3
Teacher guidelines
The following guidelines are supplied to enable teachers to 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 91431.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 activity requires students to analyse aspects of a contemporary geographic
issue. Examples of appropriate issues could include: urban redevelopment projects
such as the rebuilding of parts of the Christchurch CBD following the Canterbury
earthquakes, transport management projects, building of retail or business parks,
subdivision developments. Wider contexts can also be used such as trade in
resources, globalisation, or the movement of refugees; but a spatial dimension needs
to be defined to ensure the theme is manageable.
Conditions
This is an individual assessment task that is proposed to take place over 2 weeks of
in-class and out-of-class time.
Resource requirements
None.
Additional information
Students need to be familiar with developing a concept map. Refer to Approaches to
Building Conceptual Understandings (2009). Learning Media Limited.
This resource is copyright © Crown 2012
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Internal assessment resource Geography 3.6B for Achievement Standard 91431
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard Geography 91431: Analyse aspects of a
contemporary geographic issue
Resource reference: Geography 3.6B
Resource title: What to do?
Credits: 3
Achievement
Achievement with Merit
Analyse aspects of a
contemporary geographic
issue.
Analyse, in depth, aspects of
a contemporary geographic
issue.
Achievement with
Excellence
Analyse comprehensively
aspects of a contemporary
geographic issue.
Student instructions
Introduction
This assessment task requires you to analyse aspects of a contemporary geographic
issue.
Choose a method to present your analysis. For example you might use: a report, a
poster, a magazine article, a website, or a video. Make sure that the method you
choose will enable you to show in-depth and comprehensive analysis.
Teacher note: Before using this resource, you will need to negotiate a context
with your students and ensure that the assessment schedule aligns with the
activity in its final form.
This is an individual assessment task. Use resources provided by the teacher, as
well as your own research and relevant notes.
The assessment task will take place over 2 weeks of in-class and out-of-class time.
You will be assessed on how comprehensively you are able to analyse the issue, not
on the quality of your presentation.
Teacher note: Modify the time allocated for the task to meet the needs of your
students and/or context.
Task
Research and analyse your geographic issue.
Choose your method of presentation and develop your presentation.
In your presentation, include:

an explanation of the nature of the contemporary geographic issue that
discusses the natural and/or cultural features/characteristics of this issue, its
effect on people and the environment, and explains the spatial dimensions of the
issue. This could be presented as an annotated map or a concept map with
added explanatory notes.

a full explanation that details how a range of people’s values and perceptions of
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Internal assessment resource Geography 3.6B for Achievement Standard 91431
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the issue have led to their responses. This range could include groups of people
and/or individuals. Your explanation could include an annotated values
continuum.

a suggested suitable course of action to address the issue. Fully justify why this
particular course of action is the most appropriate. You need to explain, in depth,
why this preferred course of action is better than other options through direct
reference to the alternatives. You may use annotated diagrams and/or maps to
support your analysis.
Use all your own words and incorporate geographic terminology and concepts
throughout your presentation. Cite your sources where necessary.
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Internal assessment resource Geography 3.6B for Achievement Standard 91431
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Assessment schedule: Geography 91431 What to do?
Evidence/Judgements for Achievement
The student analyses aspects of a contemporary
geographic issue. This means that the student:


explains the nature of the issue, including
explaining the spatial dimension and
characteristics of the issue and its effect on
people and environment
explains how a range of people’s values and
perceptions of the issue have led to their
responses

proposes a suitable course of action to address
the issue and justifies why this is an appropriate
solution. The justification must include
consideration of at least one alternative.

supports their analysis with relevant evidence,
including use of geographic terminology and
concept(s).
Evidence/Judgements for Achievement with
Merit
The student analyses, in depth, aspects of a
contemporary geographic issue. This means that
the student:
The student analyses comprehensively aspects of
a contemporary geographic issue. This means that
the student:

explains the nature of the issue, including
explaining the spatial dimension and
characteristics of the issue and its effect on
people and environment

explains the nature of the issue, including
explaining the global spatial dimension and
characteristics of the issue and its effect on
people and environment

explains in detail how a range of people’s
values and perceptions of the issue have led to
their responses. Details include some
supporting explanation of people’s values and
perceptions and how these have influenced
their response to the issue.

fully explain how a range of people’s values and
perceptions of the issue have led to their
responses. This includes a full explanation with
supporting evidence of people’s values and
perceptions and how these have influenced
their responses to the issue

proposes a suitable course of action to address
the issue and justifies in detail why this is an
appropriate solution. The justification must
include the consideration of alternatives in some
detail.

proposes a suitable course of action to address
the issue and fully justifies why this is an
appropriate solution. A full justification includes
an evaluation of alternative options that could
be considered.

supports their in-depth analysis with relevant
evidence that may incorporate visual material
such as diagrams/sketches, including use of
geographic terminology and concept(s) and
shows understanding of them by linking them to
the context.

shows insight in their analysis of viewpoints and
options relating to the issue, for example by
linking ideas and/or evaluating why the
recommended course of action is more
appropriate than other options. The response
uses clarity of argument and demonstrates
holistic understanding of the issue.

integrates geographic terminology and concepts
throughout their response, and shows
understanding of them by linking them to the
context

supports their comprehensive analysis with
detailed relevant evidence, which may
incorporate visual material such as
For example [partial and indicative extract only]:
Issue: Rebuilding Christchurch CBD after an
earthquake
The course of action that should be followed is to
develop the entertainment precinct around a
square courtyard with green space in the middle
and the buildings designed sustainably.
This course of action would be the most
appropriate solution because it concentrates the
entertainment precinct in one area and uses ideas
suggested by a range of different people.
It would be helpful for the police to focus their
patrols in the area when the bars and cafes are
open late. Inner-city residents would benefit from
the amount of green space that would be available
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Evidence/Judgements for Achievement with
Excellence
For example [partial and indicative extract only]:
Issue: Rebuilding Christchurch CBD after an
earthquake
The course of action that should be followed is to
develop the entertainment precinct around a
square courtyard with green space in the middle
combining native vegetation with grass areas. The
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Internal assessment resource Geography 3.6B for Achievement Standard 91431
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for them to use and it would be visually appealing.
The examples above relate to only part of what is
required, and are just indicative.
buildings should be designed sustainably; this
means that they incorporate energy-efficient
design.
This course of action would be the most
appropriate solution because it concentrates the
entertainment precinct in one area. The area
would then include a range of activities that would
appeal to different groups of people. The design
also uses ideas suggested by a range of different
people.
It would be helpful for the police to focus their
patrols in the area when the bars and cafes are
open late. The cafes and bars would be applying
for late closing licences.
Inner-city residents would benefit from the amount
of green space that would be available for them to
use and it would be visually appealing. They have
specifically requested that the vegetation to be
used is appropriate for the region of Canterbury as
part of the design.
The examples above relate to only part of what is
required, and are just indicative.
diagrams/sketches.
For example [partial and indicative extract only]:
Issue: Rebuilding Christchurch CBD after an
earthquake
The course of action that should be followed is to
develop a space, which has an entertainment
precinct around a square courtyard with green
space in the middle combining areas of native
vegetation specific to the Canterbury region with
grass areas.
The design is future-focused and the space allows
maximum positive interaction between people and
their environment. The buildings should be
designed sustainably; this means that they
incorporate energy-efficient design and are
visually appealing.
This course of action would be the most
appropriate solution because it concentrates the
entertainment precinct in one area. This area
would include a range of activities that would
appeal to different groups of people and would be
a space that has multiple uses.
For example, the cafes are open from early in the
morning, which appeals to groups of people such
as families and older people who may not be as
interested in using the space for late night
gatherings. People who work in the inner city may
use the space at lunchtimes for meetings with
colleagues. Tourists who visit and stay in the CBD
will have a range of different places to eat in one
location.
The design also uses ideas suggested by a range
of different people. It would be helpful for the
police to focus their patrols in the area when the
bars and cafes are open late. The police are
busiest in the CBD in the hours between 12am
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Internal assessment resource Geography 3.6B for Achievement Standard 91431
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and 4am around the closing times of bars. Innercity residents would benefit from the amount of
green space that would be available for them to
use and would be visually appealing.
The examples above relate to only part of what is
required, and are just indicative.
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 2012
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