BOSTES | Board of Studies Teaching & Educational Standards NSW

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• Geography (Mandatory)
• Work Samples
• Activities
  • Investigating a global organisation
  • Attitudes to technological change: communicating the survey results
    • Additional Information
    • Worksheet 1
    • Worksheet 2
    • Worksheet 3
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  • Access to fresh water
• Areas for Assessment

Home
1. Years 7-8
2. Geography (Mandatory)
3. Activities
4. Attitudes to technological change: communicating the survey results
5. Additional Information

Additional Information

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	A student in this range:
High	applies appropriate graphing conventions such as the use of a title, labelling, an accurate scale and units of measurement correctly constructs graphs that accurately reflect the survey data identifies and describes a range of issues related to technological change identified from the data discusses technological change from a range of perspectives.
Satisfactory	applies some of the appropriate graphing conventions such as the use of a title, labelling, an accurate scale and units of measurement constructs graphs that accurately reflect the survey data identifies and describes a limited range of issues related to technological change identified from the data discusses technological change from a narrow perspective.
Progressing	applies few appropriate graphing conventions such as a title, labelling, an accurate scale or units of measurement constructs graphs that may not accurately reflect the survey data identifies and describes only one issue related to technological change from the data discusses technological change from only one perspective.

Feedback

Students receive written feedback indicating their achievement in relation to the assessment for learning criteria and in relation to the class. Comments will inform students on:

• using appropriate graphing conventions
• constructing graphs that accurately reflect the survey data
• identifying and describing issues relating to technological change
• recognising the range of perspectives survey respondents hold in relation to technological change.

Future directions

Teacher assess students’ readiness for the next stage of learning based on their performance in this Activity. Students experiencing difficulty in satisfactorily completing the graphing Activity would need additional teacher support in future activities of a similar nature. It may also be appropriate to program lessons reviewing and reinforcing graph conventions and the need for accuracy in manipulating survey data.

Having discovered how people in their community perceive technological change students are better able to understand that technological change is integral to the concept of economic integration and globalisation, which is covered later in the unit.

Resources

Survey data