Geography Geography Life Skills Stage 6 Draft Directions for Syllabus Development - for Consultation 23 July 2018 - 2 September 2018
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NSW Education Standards Authority Geography Geography Life Skills Stage 6 Draft Directions for Syllabus Development for Consultation 23 July 2018 – 2 September 2018
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D2018/65578Contents 1 Introduction ................................................................................................................... 4 2 Directions for syllabus development .......................................................................... 5 Option 1 – Detailed outline ................................................................................................ 10 Option 2 – Detailed outline ................................................................................................ 12 Option 3 – Detailed outline ................................................................................................ 14 Option 4 – Detailed outline ................................................................................................ 17 3 Life Skills...................................................................................................................... 20 4 Assessment and Reporting ........................................................................................ 21 5 Next steps – Draft syllabus development ................................................................. 26 6 Next steps – Life Skills Draft syllabus development ............................................... 27
1 Introduction In 2017, the NSW Education Standards Authority (NESA) commenced a review of the Geography Stage 6 syllabus and the Geography Life Skills Stage 6 course to determine directions for the inclusion of senior secondary Australian Curriculum. NESA conducted consultation in Term 4, 2017 on the current syllabuses. The feedback received is detailed in the Geography and Geography Life Skills Stage 6 Syllabus Review Report and Broad Directions. The development of the Geography and Geography Life Skills Stage 6 Draft Directions for Syllabus Development takes account of the broad directions. The draft directions for syllabus development: proposes the nature and number of the courses within Stage 6 Geography proposes options for course structure proposes school-based assessment requirements and HSC Examination Directions Following consultation on the draft directions, a consultation report, detailing feedback received and the key matters arising from consultation, will be published. The NESA endorsed final directions will inform the development of the Geography Stage 6 Draft Syllabus and the Geography Life Skills Stage 6 Draft Syllabus. The draft syllabuses for Geography Stage 6 will be available for consultation during 2018. The syllabuses will include the elements of a syllabus and Australian Curriculum content identified, learning across the curriculum content identified by icons, further information about meeting the diversity of learners, assessment and reporting advice including draft school-based assessment requirements and draft HSC Examination Specifications. A summary of the NESA syllabus development process is available on the NESA website. Diversity of learners NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate teaching approaches that support student diversity, including Aboriginal students, students with special education needs, gifted and talented students, and students learning English as an additional language or dialect (EAL/D). Students may have more than one learning need. Particular advice about supporting Aboriginal students, students with special education needs, gifted and talented students, students learning English as an additional language and students learning English as an additional dialect will be included in the syllabuses. Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 4 of 27
2 Directions for syllabus development
2.1 Broad directions
for your information
The following broad directions for syllabus development have been informed through
consultation with stakeholders. These broad directions will guide future development of the
Geography syllabuses.
1. The development of syllabus content, school-based assessment requirements and
examination specifications will reflect the Stronger HSC Standards reforms
2. Strengthen the continuum of learning in geographical concepts, skills and tools across
Geography K–12.
3. In the review of key concepts to further develop students’ conceptual understanding,
appropriate to Stage 6, consider depth of study and relevance of course content.
4. Retain opportunities for the study of physical, environmental and human geography within
the overall course structure to provide flexibility as appropriate, including an integrated
approach to support geographical understanding.
5. Review the representation of spatial and other technologies within Geography Stage 6, to
ensure there are opportunities to apply these in geographical inquiry.
6. Review and clarify opportunities to engage in fieldwork within Geography Stage 6.
7. Ensure the Senior Geography Project continues to be a valuable and relevant feature of
the Year 11 course.
8. Consider options for the structure, types of questions and delivery mode (eg computer-
based) of the Geography Stage 6 HSC examination, to provide authentic opportunities for
students to apply their knowledge and skills.
9. Content relating to Aboriginal and Torres Strait Islander histories and cultures will be
reviewed and strengthened to focus on a strengths-based approach.
10. Review the Geography Stage 6 Life Skills course to ensure meaningful learning
opportunities for the range of students for whom Life Skills is an appropriate option, in
alignment with the broad directions for the Geography Stage 6 Syllabus.
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 5 of 272.2 Overview of proposed options for course structure for
Geography Stage 6
Rather than stipulate a single approach, four possible options are presented for the
Geography Stage 6 course structure. The consultation process will inform the final structure
which may be one of the options, or may involve a combination of the ideas presented.
In the current Geography Preliminary course, students investigate biophysical interactions,
global challenges, and undertake a senior geography project. In the HSC course, students
study: Ecosystems at Risk, Urban Places, and People and Economic Activity.
Structural revision of the Geography Stage 6 course provides an opportunity to enhance the
provision of a balanced, contemporary and relevant curriculum. The course options take
account of various approaches to the practice of geography, informed by developments that
have taken place in the discipline of geography internationally, and in the teaching and
learning of geography.
Examples include:
a range of topics that illustrate the relevance of geography to living and working in the
contemporary world
an emphasis on geographical thinking; key concepts, such as ‘place’, ‘space’ and
‘interconnection’; and the skills of problem-solving and decision-making
the value of fieldwork and digital technologies in geographical inquiry and to an
understanding of geographical processes.
All options provide opportunity for students to develop an understanding of the nature of the
study of Geography, its value as a discipline and its personal and public relevance through a
focus on geographical thinking and its various applications. The options provide for in-depth
study and a broader understanding of geography at various scales. In all options students
have the opportunity to undertake a Geographical Investigation, formerly the Senior
Geography Project, to apply key geographical concepts, skills and tools to an area of interest.
This provides opportunities for students to develop their critical and creative thinking, and their
capacity to collaborate with others, and to communicative effectively.
Content relating to Aboriginal and Torres Strait Islander histories and cultures will be included.
A key consideration will be the appropriate representation of Aboriginal and Torres Strait
Islander histories and cultures.
Students will continue to develop key geographical skills associated with geographical
investigation and fieldwork; the analysis, interpretation and use of data; and communication.
There are opportunities to highlight problem-solving and decision-making in the inquiry skills
process as practised by geographers in real world situations. Explicit tools will be considered
for each topic consistent with the current Geography Stage 6 Syllabus.
Fieldwork will continue to be an integral and mandatory part of the Geography Stage 6 course
as it facilitates an understanding of geographical processes and geographical inquiry.
Opportunities to learn about urban, rural and remote contexts will also be considered.
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 6 of 27In these options, a majority of topic areas and content from the Australian Curriculum for Geography have been included. There are some variations in framing, sequencing, emphasis, scope and depth, to provide a curriculum that draws on the strengths of the existing NSW Geography Stage 6 Syllabus. Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 7 of 27
Option 1 Option 2 Option 3 Option 4
Hours Hours Hours Hours
Year 11 The Nature of 15 The Nature of 10 The Nature of 20 The Nature of 15
Geography Geography Geography Geography
Biophysical Interactions 45 Natural and Ecological 50 Natural and Ecological 45 Physical Environments 45
Hazards Hazards and Natural Hazards
Global Transformations 45 Global Transformations 50 Global Transformations 45 Global Transformations 45
Geographical 15 Geographical 10 Geographical 10 Geographical 15
Investigation Investigation Investigation Investigation
Year 12 Human and Ecological 40 Population Change 40 Sustainable Places 40 Population Change 30
Change
Sustainable Places 40 Sustainable Places 40 People and Economic 40 Sustainable Places 30
Integration
Ecosystems at Risk 40 Ecosystems at Risk 40 Ecosystems at Risk 40 Land Cover 30
Transformations
Ecosystems at Risk 30
Topics The options include some common topic areas, with variations in sequencing, time allocations, elements of content and the nature and
number of case studies.
Concepts, Concepts to be integrated in topics: place, space, environment, interconnection, scale, sustainability, change
Skills, Tools
Skills related to: geographical investigation and fieldwork; analysis, interpretation and use of data, problem-solving and decision-making,
communication
Tools related to: maps, fieldwork, graphs and statistics, spatial technologies, visual representations
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 8 of 27Life Skills A Geography Life Skills Stage 6 course will be developed that aligns with the rationale, aim, objectives and outcomes of the Geography Stage 6 course. The Life Skills outcomes and content provide the basis for developing a rigorous, relevant, accessible and age-appropriate program. Outcomes and content should be selected based on the learning needs, strengths, goals and interests of each student. The options listed provide possible frameworks for addressing the content and are suggestions only. Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 9 of 27
Option 1 – Detailed outline
consult
Overview
Option 1 provides an opportunity to study an issue or natural hazard in the Biophysical
Interactions topic. It introduces new content related to technological and environmental
transformation. This option includes a new topic in Year 12 about human and ecological
change and a study of a megacity in the developing world in the Sustainable Places topic.
Proposed structure
Year 11 course (120 hours)
Topics Indicative hours
The Nature of Geography
The nature and value of geographical thinking in relation to, for example: thinking
holistically, understanding complexity, integrating different fields of knowledge,
emerging technologies, futures thinking, evaluating options/making on-balance 15
judgements and decisions, the role of geographers in public debate.
A range of contemporary examples to illustrate various applications of
geographical thinking.
Biophysical Interactions
A study of interactions between the four spheres – atmosphere, hydrosphere,
lithosphere, biosphere – in a specific location and the concept of temporal
change. 45
ONE case study of an issue or natural hazard in which interaction of the spheres
is evident. Application of knowledge of the spheres to the issue or natural hazard
and the concept of risk management.
Global Transformations
An understanding of transformations taking place in the world today, the spatial
outcomes of these processes, and their effects.
Students study TWO options from a range of topic areas related to:
Cultural Transformation (eg cultural diversity; international cultural
integration)
Economic Transformation (eg role of world cities; use of natural resources; a 45
changing economic activity in the global context)
Political Transformation (eg changing dynamics of world power; contested
spaces)
Technological Transformation (eg big data and data networks; diffusion of
technologies; social, economic and environmental applications for big data)
Environmental Transformation (eg land cover change; climate change;
biodiversity).
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 10 of 27Topics Indicative hours
Geographical Investigation
Students develop an understanding of the nature and process of geographical
inquiry by applying concepts, tools and skills to an area of interest. 15
Students undertake ONE geographical investigation.
Year 12 course (120 hours)
Topics Indicative hours
Human and Ecological Change
A focus on population change, including world population growth and growing
and shrinking populations.
40
The implications of changing spatial patterns, including the risk posed by
ecological hazards such as environmental diseases/pandemics.
ONE case study of an ecological hazard.
Sustainable Places
An overview of the spatial patterns and characteristics of urban places and the
challenges faced by cities in the developed and developing world.
ONE case study of spatial change and the challenges of living in a megacity in 40
the developing world.
ONE case study of the challenges of living in a country town or suburb including
fieldwork.
Ecosystems at Risk
The nature of ecosystem functioning, including the vulnerability and resilience of
ecosystems at risk.
40
TWO case studies of different ecosystems at risk to investigate their functioning,
causes of change, and their management and protection with reference to the
possible effects of climate change and changes in biodiversity.
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 11 of 27Option 2 – Detailed outline consult Overview Option 2 introduces new content about natural and ecological hazards, and technological and environmental transformation. This option includes a new topic in Year 12 about population change and provides flexibility for the study of a large city/megacity in either the developed or developing world. Proposed structure Year 11 course (120 hours) Topics Indicative hours The Nature of Geography The nature and value of geographical thinking. A range of options to be developed that relate to areas such as: thinking holistically, understanding complexity, integrating different fields of knowledge, emerging technologies, futures thinking, evaluating options/making on-balance judgements and 10 decisions, the role of geographers in public debate. ONE specified study and the choice of ONE other option. A range of contemporary examples to illustrate various applications of geographical thinking. Natural and Ecological Hazards Natural and ecological hazards including assessing and forecasting risks, and managing those risks through preparedness, mitigation, prevention and adaptation. 50 ONE natural hazard, eg flooding, bushfires, volcanoes. ONE ecological hazard, eg an environmental disease/pandemic; plant or animal invasions. Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 12 of 27
Topics Indicative hours
Global Transformations
An understanding of transformations taking place in the world today, the spatial
outcomes of these processes, and their effects.
Students study TWO options from a range of topic areas related to:
Cultural Transformation (eg cultural diversity; international cultural
integration)
Economic Transformation (eg role of world cities; use of natural resources; a 50
changing economic activity in the global context)
Political Transformation (eg changing dynamics of world power; contested
spaces)
Technological Transformation (eg big data and data networks; diffusion of
technologies; social, economic and environmental applications for big data)
Environmental Transformation (eg land cover change; climate change;
biodiversity).
Geographical Investigation
Students develop an understanding of the nature and process of geographical
inquiry by applying concepts, tools and skills to an area of interest. 10
Students undertake ONE geographical investigation.
Year 12 course (120 hours)
Topics Indicative hours
Population Change
A focus on population change, including world population growth, and growing
and shrinking populations. Issues relating to population change, ranging from the 40
global to local scale.
ONE case study of a population issue, eg ageing populations.
Sustainable Places
An overview of spatial patterns and characteristics of urban places and the
challenges faced by cities in the developed and developing world.
ONE case study of spatial change and the challenges of living in a large 40
city/megacity in the developed OR developing world.
ONE case study of the challenges of living in a rural town or urban suburb
including fieldwork.
Ecosystems at Risk
A focus on biophysical interactions in relation to ecosystem functioning, including
the vulnerability and resilience of ecosystems at risk.
TWO case studies of different ecosystems at risk to investigate their functioning, 40
causes of change, and their management and protection with reference to the
possible effects of climate change and changes in biodiversity.
ONE of these case studies is to include fieldwork.
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 13 of 27Option 3 – Detailed outline consult Overview Option 3 introduces new content related to natural and ecological hazards, and technological and ecological transformation. The study of population has been integrated into Global Transformations. This option includes a study of a megacity in the developing world and includes a new approach to people and economic activity, focusing on international integration, the role of world cities and the study of one economic activity. This option includes study of one type of ecosystem, with reference to two illustrative examples. Proposed structure Year 11 course (120 hours) Topics Indicative hours The Nature of Geography The nature and value of geographical thinking. A range of options to be developed that relate to areas such as: thinking holistically, understanding complexity, integrating different fields of knowledge, emerging technologies, futures thinking, evaluating options/making on-balance judgements and 20 decisions, the role of geographers in public debate. TWO options, with flexibility to use a range of contemporary examples to illustrate various applications of geographical thinking. Natural and Ecological Hazards Natural and ecological hazards including assessing and forecasting risks, and managing those risks through preparedness, mitigation, prevention and adaptation. 45 ONE natural hazard, eg flooding, bushfires, volcanoes. ONE ecological hazard, eg environmental diseases/pandemics; plant or animal invasions. Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 14 of 27
Topics Indicative hours
Global Transformations
An understanding of transformations taking place in the world today, the spatial
outcomes of these processes, and their effects.
ONE study of population change, including world population growth and growing
and shrinking populations.
Students study ONE other option from a range of topic areas related to:
Cultural Transformation (eg cultural diversity; international cultural
integration) 45
Economic Transformation (eg use of natural resources; economic
transformation in one country)
Political Transformation (eg changing dynamics of world power; contested
spaces)
Technological Transformation (eg big data and data networks; diffusion of
technologies; social, economic and environmental applications for big data)
Environmental Transformation (eg land cover change; climate change;
biodiversity).
Geographical Investigation
Students develop an understanding of the nature and process of geographical
inquiry by applying concepts, tools and skills to an area of interest. 10
Students undertake ONE geographical investigation.
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 15 of 27Year 12 course (120 hours) Topics Indicative hours Sustainable Places An overview of the spatial patterns and characteristics of urban places and the challenges faced by cities in the developed and developing world. ONE case study of spatial change and the challenges of living in a megacity in 40 the developing world. ONE case study of the challenges of living in a rural town or urban suburb including fieldwork. People and Economic Integration International integration including the role of world cities (economic, cultural, political) and the global nature of economic activity. 40 ONE case study of the nature and spatial patterns of an economic activity in a global context and likely future changes in the activity. Ecosystems at Risk A focus on biophysical interactions in relation to ecosystem functioning, including the vulnerability and resilience of ecosystems at risk. ONE case study of one type of ecosystem in a global context, eg coral reefs. Investigation of the functioning of the ecosystem selected, causes of change, and 40 its management and protection with reference to the possible effects of climate change and changes in biodiversity. TWO illustrative examples of the ecosystem selected, each local in scale from any area of the world. Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 16 of 27
Option 4 – Detailed outline consult Overview Option 4 includes a new approach to content related to physical environments and processes, in connection with natural hazards. This option introduces new content related to technological and ecological transformation. In this option, the Year 12 course comprises four topics, each developed to be undertaken in 30 hours. This option includes new content in Year 12 about population change and land cover transformations, and provides flexibility for the study of a large city/megacity in either the developed or developing world. This option includes study of one type of ecosystem, with reference to two illustrative examples. Proposed structure Year 11 course (120 hours) Topics Indicative hours The Nature of Geography The nature and value of geographical thinking. A range of options to be developed that relate to areas such as: thinking holistically, understanding complexity, integrating different fields of knowledge, emerging technologies, futures thinking, evaluating options/making on-balance judgements and 15 decisions, the role of geographers in public debate. TWO options, with flexibility to use a range of contemporary examples to illustrate various applications of geographical thinking. Physical Environments and Natural Hazards A focus on the physical processes operating in a specific location and the concept of temporal change. How the physical processes have shaped and continue to shape the environment. How these processes contribute to an 45 understanding of a natural hazard in the location, its impact and management. Locations may include: arid, floodplain, coastal, alpine, arctic, rangeland, forest. ONE case study of a natural hazard in the selected location. Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 17 of 27
Topics Indicative hours
Global Transformations
An understanding of transformations taking place in the world today, the spatial
outcomes of these processes, and their effects.
Students study TWO options from a range of topic areas related to:
Cultural Transformation (eg cultural diversity; international cultural
integration)
Economic Transformation (eg role of world cities; use of natural resources; a
changing economic activity in the global context) 45
Political Transformation (eg changing dynamics of world power; contested
spaces)
Technological Transformation (eg big data and data networks; diffusion of
technologies; social, economic and environmental applications for big data)
Ecological Transformation (eg the complex and pervasive nature of human-
induced change; ecological hazards eg environmental diseases/pandemics;
concept of risk).
Geographical Investigation
Students develop an understanding of the nature and process of geographical
inquiry by applying concepts, tools and skills to an area of interest. 15
Students undertake ONE geographical investigation.
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 18 of 27Year 12 course (120 hours)
Topics Indicative hours
Population Change
A focus on population change, including world population growth and growing
and shrinking populations. Issues relating to population change, ranging from the 30
global to local scale.
ONE case study of a local population issue, eg in a rural town or urban suburb.
Sustainable Places
The spatial patterns and characteristics of urban places and the challenges faced
by cities in the developed and developing world. 30
ONE case study of spatial change and the challenges of living in a large
city/megacity in the developed OR developing world.
Land Cover Transformations
The nature and extent of global land cover change and the use of spatial
modelling, data and trend analysis. The impacts of land cover change on local 30
and regional environments. Investigation of possible cause-effect relationships.
A study of climate change AND biodiversity in relation to land cover change.
Ecosystems at Risk
A focus on biophysical interactions in relation to ecosystem functioning, including
the vulnerability and resilience of ecosystems at risk.
ONE case study of a type of ecosystem in a global context, eg coral reefs.
30
Investigation of the functioning of the ecosystem selected, causes of change, and
its management and protection.
TWO illustrative examples of the ecosystem selected, each local in scale from
any area of the world.
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 19 of 273 Life Skills consult The Life Skills outcomes and content will align with the core and option topics of the regular course. Additional topics and content may be provided within the Life Skills outcomes and content if appropriate. The Life Skills outcomes and content will provide students with an opportunity to engage with key geographical concepts, skills and tools including fieldwork. Teachers will select outcomes and content in relation to geographical skills as appropriate for the needs, interests and abilities of their students. If appropriate, teachers may choose to integrate aspects of collaborative and/or independent geographical inquiry to provide opportunities for students to undertake a Geographical Investigation to develop deeper knowledge and understanding of key content, drawing on their interests. The Life Skills outcomes and content will provide meaningful learning opportunities for the range of students for whom Life Skills is an appropriate option. Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 20 of 27
4 Assessment and Reporting for your information The key purpose of assessment is to gather valid and useful information about student learning in order to monitor student achievement in relation to outcomes, guide future teaching and learning opportunities and to provide ongoing feedback to students to improve learning. School-based assessment is best used to evaluate outcomes that are not as effectively measured in the HSC examination. NESA continues to promote a standards-referenced approach to assessing and reporting student achievement, and the importance of assessment for, as and of learning as essential components of quality teaching and learning. These approaches are used individually or together, formally or informally, and over time to collect evidence of student achievement against specified standards. This provides opportunities for teachers to facilitate and monitor students’ progress using syllabus outcomes to improve learning. Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 21 of 27
4.1 School-based Assessment Requirements
for your information
The Stronger HSC Standards reforms introduced new guidelines for school-based
assessment for Years 11 and 12. The guidelines include a cap on the number of school-based
assessment tasks and stronger guidelines about issues related to plagiarism and cheating.
The new guidelines were introduced with Year 11 courses in 2018 and have been
incorporated into new assessment and reporting materials for all Stage 6 Board Developed
Courses excluding VET, Life Skills and Content Endorsed courses.
Year 11
The Year 11 formal school-based assessment program for Geography Stage 6 is to reflect the
following requirements:
three assessment tasks
the minimum weighting for a formal task is 20%
the maximum weighting for a formal task is 40%
only one task may be a formal written examination
one task must be the Geographical Investigation with a weighting of 30–40%.
The components and weightings for Year 11 are mandatory.
consult
School-based assessment components and weightings.
Component Weighting %
Knowledge and understanding of course content 40
Geographical tools and skills 20
Geographical inquiry and research, including fieldwork 20
Communication of geographical information, ideas and issues in appropriate forms 20
100
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 22 of 27Year 12
The Year 12 formal school-based assessment program for Geography Stage 6 is to reflect the
following requirements:
a maximum of four assessment tasks
the minimum weighting for a formal task is 10%
the maximum weighting for a formal task is 40%
only one task may be a formal written examination with a maximum weighting of 30%
one task must be a fieldwork activity with a weighting of 20–30%.
The components and weightings for Year 12 are mandatory.
consult
School-based assessment components and weightings.
Component Weighting %
Knowledge and understanding of course content 40
Geographical tools and skills 20
Geographical inquiry and research, including fieldwork 20
Communication of geographical information, ideas and issues in appropriate forms 20
100
NESA will consult on components and weightings and any additional course-specific
requirements.
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 23 of 274.2 HSC Examination Specifications
for your information
The Stronger HSC Standards reforms have led to the redesign of examinations to:
strengthen validity and reliability
reduce the predictability of questions
focus on the application of knowledge, understanding and skills
reduce the number of options and increase the core
consider the most effective examination length for valid and reliable assessment of student
achievement
consider computer-based examinations.
Examination specifications for Geography Stage 6 will be developed with the following
considerations:
The type of tasks specified are to be appropriate to the outcomes to be assessed, and
should allow discrimination of performance across all levels on the performance scale.
The time allowed for the examination will be the minimum required for reliable
measurement of achievement of the outcomes to be assessed.
If the examination contains questions or other items on course options, the examination
must contain a significant portion of common materials to allow comparability.
The scope of the written examination will cover a representative sample of content and
outcomes that can be validly assessed by a written examination.
Written examinations will include a range of item types, consistent with the outcomes and
context of the course and good assessment practice.
Examination specifications will prescribe the sections and parts of the written examination,
the item types within each section and the mark values/ranges for each section or part,
duration of exam, reading time, equipment permitted.
Where possible, a section should contain items of similar type.
Reading and writing time required for each section should be appropriate for the length
and depth of response expected.
For the common content of a syllabus, there should be no internal choices.
Where a syllabus contains options to be examined, there should be no internal choice of
questions within those options.
Examination specifications must be worded such that students/teachers have an
understanding of what to expect, without compromising the ability of the examination
committee to develop a valid testing tool.
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 24 of 27Examination Directions
The following proposals provide two options for the examination, including structure, sections, length, and the number and type of questions.
consult
Option 1 Option 2 Comments/other
information
Examination length 3 hours plus 10 minutes reading time 3 hours plus 10 minutes reading time Questions may
require students to
Number of sections Three sections Four sections refer to stimulus
Question/item types Section I – 15 marks Section I – 20 marks material and apply
geographical skills
Objective-response questions. Objective-response questions. and tools.
Section II – 45 marks Section II – 45 marks In Section II of both
options, questions
Short-answer questions, including at least ONE Short-answer questions.
may contain parts.
question that requires integration of knowledge from
two or more topics. Section III – 15 marks
Extended-response
ONE extended-response question with stimulus and questions require
Section III – 40 marks scaffolding that requires integration of knowledge from students to write a
TWO extended-response questions, each on a two or more topics. sustained response.
different topic. Students answer both questions. Students are
Section IV – 20 marks provided with a
ONE extended-response question on one topic. rubric to indicate the
key attributes of the
Marks 100 100 response required.
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 25 of 275 Next steps – Draft syllabus development
for your information
The Geography Stage 6 Draft Syllabus will be structured according to the elements of a NSW
Stage 6 syllabus.
The components of the draft syllabus will include:
The NESA Syllabus Development Process
Introduction
˗ Stage 6 Curriculum
˗ Diversity of Learners
Students with Special Education Needs
Gifted and Talented Students
Students Learning English as an Additional Language or Dialect (EAL/D)
Aboriginal Students
Geography Stage 6 Key
Rationale
The Place of the Geography Stage 6 Syllabus in the K–12 Curriculum
Aim
Objectives
Outcomes
Year 11 Course Structure and Requirements
Year 12 Course Structure and Requirements
Course Structure
Assessment and Reporting
˗ Draft School-based assessment requirements
˗ Draft HSC Examination Specifications*
Content
˗ Organisation of Content
˗ Learning Across the Curriculum including cross-curriculum priorities, general
capabilities and other learning identified by NESA.
Year 11 Course Content
Year 12 Course Content
Glossary
* Following finalisation of the HSC Examination Specifications for each course, NESA will
provide a range of Assessment and Reporting materials, including:
revised Assessment and Reporting document
sample examination materials
revised Performance Band Descriptions
Year 11 and 12 assessment advice.
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 26 of 276 Next steps – Life Skills Draft syllabus
development
for your information
The Geography Stage 6 Draft Life Skills Syllabus will be structured according to the elements
of a NSW Stage 6 Life Skills syllabus.
The components of the draft syllabus will include:
The NESA Syllabus Development Process
Introduction
˗ Stage 6 Curriculum
˗ Diversity of Learners
Students with Special Education Needs
Gifted and Talented Students
Students Learning English as an Additional Language or Dialect (EAL/D)
Aboriginal Students
Geography Life Skills Key
Geography Life Skills Stage 6
Rationale
The Place of the Geography Stage 6 Syllabus in the K–12 Curriculum
Aim
Objectives
Outcomes
˗ Table of Objectives and Outcomes – Continuum of Learning
˗ Life Skills and Related Stage 6 Syllabus Outcomes
Course Structure
Assessment and Reporting
Content
˗ Organisation of Content
˗ Learning Across the Curriculum including cross-curriculum priorities, general
capabilities and other learning identified by NESA.
Geography Life Skills Stage 6 Course Content
Glossary
Geography Stage 6 Draft Directions for Syllabus Development for Consultation – July 2018 Page 27 of 27You can also read
