NSW Education Standards Authority. Geography Geography Life Skills Stage 6 Draft Directions for Syllabus Development

NSW Education Standards Authority Geography Geography Life Skills Stage 6 Draft Directions for Syllabus Development for Consultation 23 July 2018 2 September 2018

2018 NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales. The NESA website holds the ONLY official and up-to-date versions of these documents available on the internet. ANY other copies of these documents, or parts of these documents, that may be found elsewhere on the internet might not be current and are NOT authorised. You CANNOT rely on copies from any other source. The documents on this website contain material prepared by NESA for and on behalf of the Crown in right of the State of New South Wales. The material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form, or transmitted to any other person or stored electronically in any form without the prior written permission of NESA, except as permitted by the Copyright Act 1968. When you access the material you agree: to use the material for information purposes only to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire material without the prior permission of NESA to acknowledge that the material is provided by NESA to include this copyright notice in any copy made not to modify the material or any part of the material without the express prior written permission of NESA. The material may contain third-party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. NESA has made all reasonable attempts to locate owners of third-party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer. Phone: (02) 9367 8289 Fax: (02) 9279 1482 Email: copyright@nesa.nsw.edu.au Published by NSW Education Standards Authority GPO Box 5300 Sydney NSW 2001 Australia www.educationstandards.nsw.edu.au NCS-284 D2018/65578

Contents 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 computerbased) 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 27

2.2 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 27

In 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 Geography 15 The Nature of Geography 10 The Nature of Geography 20 The Nature of Geography 15 Biophysical Interactions 45 Natural and Ecological Hazards 50 Natural and Ecological Hazards 45 Physical Environments and Natural Hazards 45 Global Transformations 45 Global Transformations 50 Global Transformations 45 Global Transformations 45 Geographical Investigation 15 Geographical Investigation 10 Geographical Investigation 10 Geographical Investigation 15 Year 12 Human and Ecological Change 40 Population Change 40 Sustainable Places 40 Population Change 30 Sustainable Places 40 Sustainable Places 40 People and Economic Integration 40 Sustainable Places 30 Ecosystems at Risk 40 Ecosystems at Risk 40 Ecosystems at Risk 40 Land Cover Transformations 30 Ecosystems at Risk 30 Topics Concepts, Skills, Tools 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 to be integrated in topics: place, space, environment, interconnection, scale, sustainability, change 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 27

Life 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 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 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. 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 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). Indicative hours 15 45 45 Geography Stage 6 Draft Directions for Syllabus Development for Consultation July 2018 Page 10 of 27

Topics 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. Students undertake ONE geographical investigation. Indicative hours 15 Year 12 course (120 hours) Topics Human and Ecological Change A focus on population change, including world population growth and growing and shrinking populations. 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 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. 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. Indicative hours 40 40 40 Geography Stage 6 Draft Directions for Syllabus Development for Consultation July 2018 Page 11 of 27

Option 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 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 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. ONE natural hazard, eg flooding, bushfires, volcanoes. ONE ecological hazard, eg an environmental disease/pandemic; plant or animal invasions. Indicative hours 10 50 Geography Stage 6 Draft Directions for Syllabus Development for Consultation July 2018 Page 12 of 27

Topics 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) 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. Students undertake ONE geographical investigation. Indicative hours 50 10 Year 12 course (120 hours) Topics Population Change A focus on population change, including world population growth, and growing and shrinking populations. Issues relating to population change, ranging from the 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 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, 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. Indicative hours 40 40 40 Geography Stage 6 Draft Directions for Syllabus Development for Consultation July 2018 Page 13 of 27

Option 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 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 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. ONE natural hazard, eg flooding, bushfires, volcanoes. ONE ecological hazard, eg environmental diseases/pandemics; plant or animal invasions. Indicative hours 20 45 Geography Stage 6 Draft Directions for Syllabus Development for Consultation July 2018 Page 14 of 27

Topics 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) 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. Students undertake ONE geographical investigation. Indicative hours 45 10 Geography Stage 6 Draft Directions for Syllabus Development for Consultation July 2018 Page 15 of 27

Year 12 course (120 hours) Topics 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 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. 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 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. Indicative hours 40 40 40 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 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 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 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. Indicative hours 15 45 Geography Stage 6 Draft Directions for Syllabus Development for Consultation July 2018 Page 17 of 27

Year 12 course (120 hours) Topics Population Change A focus on population change, including world population growth and growing and shrinking populations. Issues relating to population change, ranging from the 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. 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 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. 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. Indicative hours 30 30 30 30 Geography Stage 6 Draft Directions for Syllabus Development for Consultation July 2018 Page 19 of 27

3 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 27

Year 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 27

4.2 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 27

Examination 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 Number of sections 3 hours plus 10 minutes reading time Three sections 3 hours plus 10 minutes reading time Four sections Questions may require students to 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 Short-answer questions, including at least ONE question that requires integration of knowledge from two or more topics. Section III 40 marks TWO extended-response questions, each on a different topic. Students answer both questions. Marks 100 100 Section II 45 marks Short-answer questions. Section III 15 marks ONE extended-response question with stimulus and scaffolding that requires integration of knowledge from two or more topics. Section IV 20 marks ONE extended-response question on one topic. In Section II of both options, questions may contain parts. Extended-response questions require students to write a sustained response. Students are provided with a rubric to indicate the key attributes of the response required. Geography Stage 6 Draft Directions for Syllabus Development for Consultation July 2018 Page 25 of 27

5 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 27

6 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 27