Parramatta High School

Stages 4 & 5
Assessment Notification
Subject Geography Class/Year 10
Common Task: Research and
Task Type Literacy Task-Sustainable Task Weighting 25%
Biomes
Friday 11th May 2018
10GeoD & 10HisE: period 2
Distribution Date Week 11, Term 1 Due Date
10GeoC: period 3
10GeoA & 10GeoB: Period 3
OUTCOMES TO BE ASSESSED:
GE5-1 explains the diverse features and characteristics of a range of places and environments
GE5-2 explains processes and influences that form and transform places and environments
GE5-3 analyses the effect of interactions and connections between people, places and environments
GE5-8 communicates geographical information to a range of audiences using a variety of strategies

DESCRIPTION:
Research and Literacy Task

Part 1: Research Scaffold (5 marks)

Undertake research and complete the attached research scaffold. The scaffold must be hand written and is limited to
the one A4 page. You will be able to use this information when completing the in-class component (Part 2-extended
response).

Part 2: Extended Response completed in-class (20 marks)

You will have 50 minutes in class to address the following:

‘To what extent does climate change effect the capacity of countries to increase their food production? In your
answer, assess challenges to food production including water scarcity and land degradation, using Australian and
International examples.’

IN THIS TASK YOU WILL BE ASSESSED ON HOW WELL YOU:

 Provide a sustained, logical and cohesive response that addresses the directives of the question
 Integrate relevant geographical terms and concepts
 Demonstrate a clear and comprehensive understanding of how climate change effects food production

The completed task is to be handed in with this cover sheet

 Parramatta High School
Stages 4 & 5
Assessment Notification

PHS & HSIE Faculty Policy:

Absence on due date of assessment Late submission

 The student or their parent/guardian must telephone
the HT or CT to inform them of absence & reason.
 Submit an Illness/Misadventure Form, Medical
Certificate and/or Letter from Parent/Guardian
explaining the reason for absence. This
documentation must be handed to the class teacher
as soon as the student returns to school the very
next day after his/her absence/s.
 Penalty and letter home will be awarded/sent for
students who fail to submit the task at all or without
appropriate and timely documentation
 Failure to submit/sit for the task& documentation
within 5 working days of due date may result in a
zero assessment
OTHER:
 Submit an Illness/Misadventure Form and Medical
Certificate and/or Letter from Parent/Guardian
explaining the reason for lateness. This
documentation must be handed to the class
teacher as soon as the student returns to school
the very next day after his/her absence/s.
 Penalty and letter home will be awarded/sent for
students who fail to submit the task without
appropriate and timely documentation
 Failure to submit/sit for the task and
documentation within 5 working days of due
date may result in a zero assessment

 Malpractice (e.g. plagiarism-copying from websites, books and other students’ work; or cheating; or
truancy/unexplained absences) will receive a serious penalty.
 Non-serious attempts may also receive a penalty and the student will be asked to resubmit the task.
 Letters will be sent home for failure to submit/sit for task, unsatisfactory/non-serious attempts, extreme lateness,
malpractice (e.g. plagiarism, cheating, etc).
 Technology failure is not an excuse for late submission of tasks.
 Submission via email: This should only occur if stipulated by your teacher, or should you encounter a problem. If you are
absent on the due date of the task, submission via email can be done, but must be supported by Illness/Misadventure
Form for consideration and followed up by printed hardcopy.
 Students may receive a penalty if they do not follow submission method and deadline date/time.
 Students must attend all classes on the day an assessment is due.
 Those who are not fulfilling course requirements will receive a BOSTES “N” Award Warning Letter.

NAME: CLASS: DATE SUBMITTED: / /

STATEMENT OF AUTHENTICITY AND ACADEMIC INTEGRITY

By submitting this assessment item for marking, I acknowledge that:
 the planning, development, content and presentation of this task is my own work (unless appropriate
acknowledgement has been made) and has not been copied from another person’s work or from books or from the
internet or any other source
 Where the work of others is used, and not acknowledged, a finding of Plagiarism will be made, and a mark of zero (0)
can be awarded.
 I hold a copy or draft copy of my assessment item

STUDENT SIGNATURE: _________________________________________ DATE: ______________________

----------------------------------------------- ------------------------------------------------------------------------- ----------------------

RECEIPT (To be retained by the student)

Teacher ______________________________________ Teacher’s Signature __________________

Subject & Task __________________________________________________________________________________

Student’s Name _________________________________________________________________________________
Date Due __________________________________ Date Submitted______________________
Part 1: Research Scaffold 5 marks
Note – You are permitted to have this with you during your in-class assessment. Your scaffold must be
handwritten and handed in at the completion of your extended response.

Climate Change Australia Other International

Examples
Need to
increase food
production
(population
growth and
trade)

Water
scarcity
(rainfall,
availability of
fresh water,
temperature,
location-
longitude and
latitude)

Land
degradation
(human and
natural
factors)

Other
examples of
the impact of
climate
change on
food
production

(unpredictable
weather,
natural
disasters)
Part 2: In Class Extended Response 20 marks
Using your research and the knowledge you have gained from the classwork in the Sustainable Biomes unit, you are to complete
an extended response in class on 11th May 2018.

You must address the following:

‘To what extent does climate change effect the capacity of countries to increase their
food production? In your answer, assess challenges to food production including water
scarcity and land degradation, using Australian and International examples.’

The following is a scaffold that you can follow to help you write your extended response – this CANNOT be used on the day of
the task – it is just to guide you when writing a draft response in preparation for the day.
You will have 50 minutes to complete your in-class response.

INTRODUCTION

 Directly address the question in your introduction and formulate a thesis statement (turn the essay question into a
statement which states the main idea of your argument)
 Identify how climate change impacts food production
 Briefly introduce the evidence you will discuss in the body of your essay e.g. water scarcity and land degradation in
Australia and overseas.

BODY: PARAGRAPH 1

 Explain why an increase to food production is necessary both internationally and in Australia
 Identify issues associated with population growth
 Provide statistics or examples to support your ideas

BODY: PARAGRAPH 2

 Define climate change and identify its impact on food production

 Provide examples (international or Australian) to demonstrate how climate change currently effects food production
 Identify projected outcomes in relation to climate change and food production

BODY: PARAGRAPH 3

 Provide an explanation of water scarcity and give examples

 Explain how climate change has effected availability of water
 Assess (make a judgement about) the extent of water scarcity in Australia/the world

BODY: PARAGRAPH 4

 Provide an explanation of land degradation and give examples

 Explain how climate change has effected soil quality and agricultural yields
 Assess (make a judgement about) the extent of land degradation in Australia and/or the world.

BODY: PARAGRAPH 5

 Identify what can be done/what is currently being done by governments, individuals, NGOs and/or other organisations to
address the impact of climate change on food production
 Provide local and global examples

CONCLUSION

 Summarise the main points from your paragraphs

Marking criteria – research scaffold

Criteria Mark

 Scaffold is highly detailed and clearly outlines the extent of climate change impacting food production 4-5
 Contains highly relevant information with substantial use of geographical terms and concepts
 Scaffold indicates some effective research skills and includes relevant statistics
 Scaffold contains no spelling or grammatical errors
 Scaffold provides a general outline of the extent of climate change impacting food production 2-3
 Contains mostly relevant information and uses some geographical terms and concepts but may be lacking in sufficient
detail
 Scaffold indicates some research skills and some relevant statistics
 Scaffold contains some spelling and/or grammatical issues
 Scaffold provides a limited or basic outline of the extent of climate changing impacting food production 1
 Scaffold lacks sufficient detail and may not include relevant geographical terms and/or concepts
 Basic identification of facts of the issue outlined and does not include statistics
 Scaffold indicates limited research skills
 Plagiarism/non-submission 0

Marking criteria – extended response

Marks
Criteria

 Demonstrates comprehensive knowledge and understanding related to the question, using relevant terminology and
concepts.
 Demonstrates a clear and comprehensive understanding of the effects of climate change on food production
 Provides a detailed discussion of relevant issues pertaining to water scarcity and land degradation and provides highly
16-20
relevant Australian and International examples
 Presents a sustained, logical and cohesive response to the question that is well structured and contains no/few
grammatical or spelling errors

 Demonstrates detailed knowledge and understanding related to the question, using relevant terminology and
concepts.
 Demonstrates sound understanding of the effects of climate change on food production
 Discusses relevant issues pertaining to water scarcity and land degradation and provides relevant Australian and
11-15
International examples
 Presents a cohesive response to the question that is structured and contains few grammatical and/or spelling errors

 Demonstrates some knowledge and understanding related to the question, using some relevant terminology and
concepts
 Provides a description of and/or some analysis of the effects of climate change on food production
 Identifies some issues pertaining to water scarcity and/or land degradation and may provide few Australia and/or
6-10
International examples
 Presents a response with some structure

 Communicates using limited knowledge, understanding, terminology and concepts. 9-5

 Sketches in general terms the effects of climate change on food production
 Makes little reference to issues pertaining to water scarcity and/or land degradation and may/may not provide an
example
 Presents a response with limited structure

 Uses basic knowledge and terminology 1 -4

 May refer to one effect of climate change on food production
 Provides no examples to support response
 Response is limited, lacks detail and/or structure

 Plagiarism/non-submission 0