Assessment Rubric—6.1 What impact do tectonic disasters have?
It is expected that Disasters would be taught early in Year 8. Most students would then be at Level 4,
working towards Level 5. Some students may have reached Level 5 and be progressing towards a Level 6
understanding of geography. The work of the student in progressing towards level 5 demonstrates that the
student can:
4.25
4.5
4.75
5.0
5.25
Knowledge and understanding skills
 Identify the
characteristics of a
selected region such
as the Asia-Pacific
region
• Identify and analyse
the impact of natural
disasters on
communities
• Collect information
from a range of
geographic media
such as topographic
maps, newspaper
articles, atlas maps
and photographs
• Present information
using correct
geographic
conventions
 Explain how human
activities and natural
processes interact in a
region such as the
effect of tectonic
disasters on settlement
patterns
• Understand policies in
place to deal with the
effects of disasters
• Collect information
from a range of
geographic media
such as topographic
maps, newspaper
articles, atlas maps
and photographs and
describe findings
• Present information
using correct
geographic
conventions
 With teacher
direction, identify an
range of information
useful for an
investigation or report
• With teacher
direction, apply a
range of geographic
skills
• Solve problems and
make decisions in
activities with a range
of variables
 Identify, synthesise
and evaluate
information relevant
for an investigation or
report
• Apply teacherselected
methodologies such as
topographic map
reading
• Complete activities
focusing on problem
solving and decision
making which involve
a few variables
 Identify differences in
the interaction of
natural processes and
human activities
between regions
• Investigate and
evaluate community
responses to disasters
such as building styles
to withstand
earthquakes
• Analyse geographic
information from a
range of data types to
form a conclusion
• Present information
using correct
geographic
conventions
 Demonstrate
 Identify local and
knowledge and
global issues arising
understanding of the
from the interaction of
characteristics of the
natural processes and
regions of Australia
human activities
and the Asia-Pacific
• Identify information
region
and patterns from a
• Explain, using
range of geographic
examples, how the
data
interaction of physical • Incorporate spatial
processes and human
concepts in
activities create
descriptions and
variations within the
explanations
regions
• Collect geographical
information from
electronic and print
media, including
satellite images and
atlas maps and
analyse, evaluate and
present it using a
range of forms.
• Construct overlay
theme maps using
map conventions of
scale, legend, title,
and north point.
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
 Use self-generated
selection criteria to
locate and critically
assess information
from varied sources
for investigative
purposes
• Independently apply
correct geographic
techniques and skills
• Complete activities
focusing on problem
solving and decision
making which involve
variables and other
possible solutions
 Use a range of
 Apply information
question types, and
from different sources
locate and select
in a range of forms
relevant information
• Use appropriate
from varied sources
techniques for
when undertaking
checking knowledge
investigations.
• Generate appropriate
• Use a range of
questions for
discipline-based
exploring and
methodologies.
analysing differing
• Complete activities
perspectives on an
focusing on problem
issue
solving and decision
making which involve
an increasing number
of variables and
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
Oxford Big Ideas Geography Level 5 ISBN 978 0 19 556570 6 © Oxford University Press Australia
Communication
• Understand how
 Use specialised
geographic
language and symbols
conventions such as
as appropriate to the
BOLTSS lead to
study of tectonic
precision in mapping
disasters
• Apply prior
knowledge to new
situations, challenge
assumptions and
justify their own
interpretations
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
 Use appropriate key
terms such as
‘tectonic plates’ and
‘subduction’ when
describing tectonic
disasters
 Use key terms to
clarify meaning when
presenting
information
 Widely use and
understand geography
specific terms and
conventions
Oxford Big Ideas Geography Level 5 ISBN 978 0 19 556570 6 © Oxford University Press Australia
Assessment Rubric—6.2 How do weather disasters affect
communities?
It is expected that disasters would be taught early in Year 8. Most students would then be at Level 4,
working towards Level 5. Some students may have reached Level 5 and be progressing towards a Level 6
understanding of geography. The work of the student in progressing towards Level 5 demonstrates that
the student can:
4.25
4.5
4.75
5.0
5.25
Geographic knowledge, understanding and skills
 Identify the
geographic
characteristics of a
region such as the
Huang He river basin,
Bangladesh and south
eastern Australia.
• Identify and analyse
the impact of weather
disasters on
communities
• Collect geographic
information from a
range of media
including choropleth
maps, photographs
and field sketches
• Present information
using correct
geographic techniques
 Explain how disasters
 Identify the
 Demonstrate
 Identify issue arising
are the result of the
differences that occur
knowledge of the
from the interaction of
interaction between
between different
geographic
natural processes and
natural processes and
regions and the
characteristics of
human activities
human activities
reasons for these
regions of Victoria
• Identify the ways in
• Understand policies in
differences
and in the Asiawhich a community’s
place to manage the
• Investigate and
Pacific
level of development
effects of weather
evaluate the
• Explain the interaction
can affect the way in
disasters such as those
sustainability of
of human activities
which they prepare for
designed to mitigate
policies designed to
and natural processes
and recover from a
the effects of
manage natural
that lead to natural
natural disaster.
bushfires in Victoria
disasters
disasters
• Identify information
• Collect geographic
• Analyse information
• Collect geographical
and patterns from a
information from a
from a range of
information from
range of geographic
range of media
geographic
electronic and print
data
including choropleth
information in order
media, including
• Incorporate spatial
maps, photographs
to form a conclusion,
satellite images and
concepts in
and field sketches
such as the underlying
atlas maps and
explanations and
• Describe their
reasons for
analyse, evaluate and
descriptions
findings using correct
devastating mudslides
present it using a
geographic language
in Venezuela
range of forms
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
 With teacher
direction, identify an
range of information
useful for an
investigation or report
• With teacher
direction, apply a
range of geographic
skills
• Solve problems and
make decisions in
activities with a range
of variables
 Identify, synthesise
and evaluate
information relevant
for an investigation or
report
• Apply teacherselected
methodologies such as
topographic map
reading
• Complete activities
focusing on problem
solving and decision
making which involve
a few variables
 Use self-generated
selection criteria to
locate and critically
assess information
from varied sources
for investigative
purposes
• Independently apply
correct geographic
techniques and skills
• Complete activities
focusing on problem
solving and decision
making which involve
variables and other
possible solutions
 Use a range of
 Apply information
question types, and
from different sources
locate and select
in a range of forms
relevant information
• Use appropriate
from varied sources
techniques for
when undertaking
checking knowledge
investigations.
• Generate appropriate
• Use a range of
questions for
discipline-based
exploring and
methodologies.
analysing differing
• Complete activities
perspectives on an
focusing on problem
issue
solving and decision
making which involve
an increasing number
of variables and
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
Oxford Big Ideas Geography Level 5 ISBN 978 0 19 556570 6 © Oxford University Press Australia
Communication
 Use appropriate key
terms such as ‘river
basin’ and
‘floodplain’ when
describing weather
disasters
 Use key terms to
clarify meaning when
presenting
information
 Widely use and
understand geography
specific terms and
conventions
 Use specialised
 Understand how
language and symbols
specialised
as appropriate to the
conventions
study of tectonic
contribute to precise
disasters
meaning; for example,
• Apply prior
use of conventions
knowledge to new
such as scale, legend,
situations, challenge
title and north point in
assumptions and
maps.
justify their own
interpretations
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 Geography Level 5 ISBN 978 0 19 556570 6 © Oxford University Press Australia
Assessment Rubric—6.3 What problems do man-made disasters
cause?
It is expected that disasters would be taught early in Year 8. Most students would then be at Level 4,
working towards Level 5. Some students may have reached Level 5 and be progressing towards a Level 6
understanding of geography. The work of the student in progressing towards Level 5 demonstrates that
the student can:
4.25
4.5
4.75
5.0
5.25
Geographic knowledge, understanding and skills
 Identify the
geographic
characteristics of a
chosen region
• Identify and analyse
an environmental
issue and its impact
on a community
• Collect information
from a range of
geographic media
such as photographs
and atlas maps
including a choropleth
map
• Present information
using correct
geographic
conventions
 Explain how natural
 Identify the
 Demonstrate
 Identify local and
processes and human
differences between
knowledge and
global issue resulting
activities interact in a
regions in terms of the
understanding of the
from the interaction of
region such as the
interaction between
regions of countries
natural processes and
impact of wind
natural processes and
surrounding Australia
human activities
direction on air
human activities
• Explain how the
• Identify information
pollution
• Investigate and
interaction of natural
and patterns from a
• Understand policies in
evaluate the
processes and human
range of geographic
place to manage
sustainability of
activities create
data
environmental issues
proposals to manage
differences between
• Incorporate spatial
• Collect information
an environmental
regions
concepts in written
from a range of
issue
• Demonstrate an
descriptions
geographic media
• Analyse information
understanding of
such as photographs
from a range of
environmental issues
and atlas maps
geographic data in
and community
including a choropleth
order to form a
responses to them
map
conclusion
• Present information
using correct
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
 With teacher direction
and self-formulated
questions identify
information suitable
for an investigation or
report
• With teacher support,
apply a range of
geographic techniques
such as map
interpretation and
drawing
• Solve problems and
make decisions in
activities that involve
a few variables
 Identify and
synthesise information
from a range of
sources
• Use appropriate
strategies to analyse
information for
reliability
• Apply teacher selected
methodologies
• Solve problems and
make decisions in
activities that involve
a few variables
 Use of self-generated
criteria to locate and
analyse information
suitable for an
investigation or report
• Independent
application of
appropriate
geographic
methodologies
• Solve problems and
make decisions in
activities that involve
a few variables and a
range of possible
solutions
 Use a range of
 Apply information
question types and
from a range of
locate and analyse
different sources in
information from a
different forms
range of sources
• Employ a range of
• Use a range of
methodologies in
appropriate strategies
checking information
when analysing
• Generate appropriate
information
questions for
• Use a range of
exploring and
geographic
analysing differing
methodologies
perspectives on an
• Solve problems and
issue
make decisions in
activities that involve
a few variables and
range of possible
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
Oxford Big Ideas Geography Level 5 ISBN 978 0 19 556570 6 © Oxford University Press Australia
Civics and citizenship
 Identify viewpoints in
a particular
contemporary issue
such as nuclear power
generation
 Develop a viewpoint
on an issue, recognise
others’ points of view
and generate a
possible solution
 Develop a viewpoint
on issues, presented
with supporting
evidence, recognition
of a range of
perspectives, and
plans for a solution
 Present points of view  Develop a point of
on contemporary
view about an issue,
issues and events
and present it with
using appropriate
reference to a range of
supporting evidence
resources, including
• Explain the different
the mass media
perspectives on some
• Identify strategies for
contemporary issues
addressing a social or
• Propose possible
environmental issue
solutions to problems
At Level 5, students present points of view on contemporary issues and events using appropriate supporting evidence. They explain the
different perspectives on some contemporary issues and propose possible solutions to problems.
Oxford Big Ideas Geography Level 5 ISBN 978 0 19 556570 6 © Oxford University Press Australia
Assessment Rubric—Transferring Ideas: The Aeta People
It is expected that disasters would be taught early in Year 8. Most students would then be at Level 4,
working towards Level 5. Some students may have reached Level 5 and be progressing towards a Level 6
understanding of geography. The work of the student in progressing towards Level 5 demonstrates that
the student can:
4.25
4.5
4.75
 Identify the
geographic
characteristics of a
region in Asia
• Identify and analyse
an environmental
issue and its impact
on a community; for
example, forest use
• Collect information
from a range of
geographic media
 Explain how natural
processes and human
activities interact in a
region
• Understand policies
currently in place to
manage an
environmental issue
such as resettlement
• Collect information
from a range of
geographic media and
describe findings
 Identify differences in
the interaction of
human activities and
physical processes
between regions
• Analyse information
from a range of
geographic data to
form a conclusion
 With teacher direction
and self-formulated
questions identify
information suitable
for an investigation or
report
• With teacher support,
apply a range of
geographic techniques
• Solve problems and
make decisions in
activities that involve
a few variables
 Identify and
synthesise information
from a range of
sources
• Use appropriate
strategies to analyse
information for
reliability
• Apply teacher selected
methodologies
• Solve problems and
make decisions in
activities that involve
a few variables
5.0
5.25
Geography skills
 Demonstrate
 Identify local issues
knowledge and
arising from the
understanding of an
interaction of natural
Asian region
processes and human
• Explain how the
activities
interaction of natural
• Identify information
processes and human
and patterns from a
activities create
range of geographic
variations
data
• Describe differences
• Incorporate spatial
in culture, living
concepts in
conditions and
descriptions and
outlook, including
explanations
attitudes to
environmental issues
• Collect geographical
information from
electronic and print
media
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
 Use of self-generated
 Use a range of
 Apply information
criteria to locate
question types and
from a range of
information suitable
locate information
different sources in
for an investigation or
from a range of
different forms
report
sources
• Generate appropriate
• Independent
• Use a range of
questions for
application of
geographic
exploring and
appropriate
methodologies
analysing differing
geographic
• Solve problems and
perspectives on an
methodologies
make decisions in
issue
• Solve problems and
activities that involve
make decisions in
a few variables and
activities that involve
range of possible
a few variables and a
solutions
range of possible
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
Oxford Big Ideas Geography Level 5 ISBN 978 0 19 556570 6 © Oxford University Press Australia
Civics and citizenship
 Identify viewpoints in
a particular
contemporary issue
such as deforestation
 Develop a viewpoint
on an issue and
recognise others’
points of view
 Develop a viewpoint
on issues, presented
with supporting
evidence and
recognize a range of
perspectives.
 Present points of view  Develop a point of
on contemporary
view about an issue,
issues and events
and present it with
using appropriate
reference to a range of
supporting evidence
resources.
• Explain the different
• Identify strategies for
perspectives on some
addressing a social or
contemporary issues
environmental issue
At Level 5, students present points of view on contemporary issues and events using appropriate supporting evidence. They explain the
different perspectives on some contemporary issues and propose possible solutions to problems
Oxford Big Ideas Geography Level 5 ISBN 978 0 19 556570 6 © Oxford University Press Australia