Assessment Task Landforms

1. Australian International Academy, Kellyville Assessment Task Sheet Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
Assessment Task Sheet
Australian International Academy of Education Ltd, Kellyville
NAME: __________________________ YEAR LEVEL: 7 SUBJECT: Individuals and Society (Geography)
UNIT: Landscapes and Landforms TASK NAME: Natural Site
NOTIFICATION DATE: 01/09/2022 DUE DATE: Part A: 16/09/2022 Action Plan
Part B & C: 21/09/2022
UNIT INFORMATION:
KEY CONCEPT: Change
RELATED CONCEPTS: Culture AND Management and Intervention
GLOBAL CONTEXTS Identities and Relationships
STATEMENT OF INQUIRY:
The management of landforms and landscapes are influenced by changing cultures
OUTLINE OF TASK
Goal
Create an Action Plan and newsletter article on ONE particular landform/landscape that is found in Australia. You
can choose from the following landform/landscapes.
 Grassland  Rainforest  Island  Desert
 Coastal  Karst  Mountain  Built
Products:
PART A- An action plan 16/09/2022
PART B- Newsletter article 21/09/2022
PART C- Evaluation 21/09/2022
NESA Outcomes:
GE4-1 locates and describes the diverse features and characteristics of a range of places and environments
GE4-2 describes processes and influences that form and transform places and environments
GE4-4 examines perspectives of people and organisations on a range of geographical issues
GE4-5 discusses management of places and environments for their sustainability
GE4-7 acquires and processes geographical information by selecting and using geographical tools for Inquiry
GE4-8 communicates geographical information using a variety of strategies

2. Australian International Academy, Kellyville Assessment Task Sheet Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
Part A: An action plan Criteria B (Investigating)
Due Date: 16/09/2022
You must create an Action Plan on one landscape in Australia or a reference to a specific landform within that
landscape. Your Action Plan is your planning stage of your assessment. To help you identify and plan the direction
of your assessment task.
Research Question: Explain the significance of your landform
What are the aims of the investigation?
(what are you planning to prove in your newsletter article)
Why did you choose this particular landform/landscape
What is the importance of the landscape?
What are your steps to success to complete this task Step 1: Read over the assessment outline
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Step 7:
Step 8:
Step 9: Edit and read over your task
Step 10: Submit assessment task

3. Australian International Academy, Kellyville Assessment Task Sheet Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
PART B: Newsletter article Criteria C (Communication)
Due Date: 21/09/2022
Using the following questions, create a newsletter article (template attached) to explain the significance of your
chosen landform/ landscape.
Newsletter Article Questions
1. Where in Australia is this landform located?
2. What is/was the geomorphic process of this landform?
3. What are the natural and living elements within this landscape?
4. What are the human elements that interact with this landscape?
5. What is the spatial distribution of your chosen landscape?
 Describe the location using your understanding of continent, country, and state/territory and nearest
major city.
 Use geographical tools such as maps, latitude & longitude, elevation above (or below) sea level.
 Use facts and figures to describe the approximate size such as area, linear kilometres, and
elevation/height
6. Any other significant facts or information relevant
Please include the following:
 500 words – 1000 words
 Harvard Style Reference List This website https://www.citethisforme.com/harvard-referencing can
assist you in referencing.
 Images

4. Australian International Academy, Kellyville Assessment Task Sheet Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
PART C: Evaluation Criteria B (Investigating)
Due Date: 21/09/2022
ATL SELF REFLECTION:
Communication
Skill demonstration: Yes No
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences
Negotiate ideas and knowledge with peers and teachers
Read a variety of sources critically and for comprehension
Make inferences and draw conclusions
Use and interpret a range of discipline-specific terms and symbols
Take effective notes in class and make effective summary notes for studying
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences
Self-management Skills:
Skill demonstration: Yes No
Record information accurately
Set goals that are challenging and realistic
Plan short- and long-term assignments and meet deadlines
Keep and use a weekly planner/Agenda for assignments
Plan strategies and take action to achieve personal and academic goals
Make right choices within the stipulated time
Practice focus and concentration
Practice strategies to overcome distractions
Demonstrate persistence and perseverance
Practice strategies to reduce stress and anxiety
Practice positive thinking
Practice “bouncing back” after adversity, mistakes and failures
ATL skills comment:
What ATL skills did you use to complete this task?
How can you improve in future?
What were your strengths / weaknesses with regards to the requirements for each of the ATL? Explain below
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
What could you have improved in regards to your research method?
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………

5. Australian International Academy, Kellyville Assessment Task Sheet Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
What goal will you set for future tasks?
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
What were some issues that occurred during your research?
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
Reflect on how you could have minimised those issues and improve the Action Plan
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………
Teacher: …………………………………… Student: ……………………………………

6. Australian International Academy, Kellyville Assessment Task Sheet Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
MYP Programme
Australian International Academy of Education, Kellyville
ASSESSMENT TASK RUBRIC
STUDENT NAME: ….………………………………………… YEAR LEVEL: 7 SUBJECT: Individuals and Society
NOTIFICATION DATE: 31/08/2022 DUE DATE: Part B & C: 21/09/2022
UNIT: Landscape and Landform TASK NAME: Natural Site
CRITERIA
B Investigating
LEVEL LEVEL DESCRIPTORS
(IB MYP PUBLISHED)
TASK INDICATORS
0 The student does not reach a standard
described by any of the descriptors below.
The student does not reach a standard described by any of the
descriptors below.
1–2 The student:
i. identifies a research question
ii. follows an action plan in a limited way
to explore a research question
iii. collects and records information, to a
limited extent
iv. with guidance, reflects on the research
process and results, to a limited extent.
The student:
i. identifies a research question about a landform/landscape.
ii. follows an action plan in a limited way to explore a
landform/landscape.
iii. collects and records geographical information about spatial
distribution, geomorphic processes and/or the value of the natural
site, to a limited extent
iv. with guidance, reflects on the research process and results, to a
limited extent.
3–4 The student:
i. describes the choice of a research
question
ii. partially follows an action plan to
explore a research question
iii. uses a method or methods to collect
and record some relevant information
iv. with guidance, reflects on the research
process and results with some depth.
The student:
i. describes the choice of the research question about the
landform/landscape.
ii. partially follows an action plan to explore a landform/landscape.
iii. uses at least one geographical tool to collect and record some
relevant geographical information about spatial distribution,
geomorphic processes and the value of the natural site.
iv. with guidance, reflects on the research process and results with
some depth.
5–6 The student:
i. describes the choice of a research
question in detail
ii. mostly follows an action plan to explore
a research question
iii. uses method(s) to collect and record
often relevant information
iv. reflects on the research process and
results.
The student:
i. describes the choice of the research question about the world
heritage natural site in detail.
ii. mostly follows an action plan to explore a world heritage
natural site.
iii. . uses method(s) to collect and record often relevant
information
iv. reflects on the value of the world heritage natural site and
strategies to promote it.
7–8 The student:
i. explains the choice of a research
question
ii. effectively follows an action plan to
explore a research question
iii. uses methods to collect and record
consistently relevant information
iv. thoroughly reflects on the research
process and results.
The student:
i. explains the choice of the research question about the
landform/landscape.
ii. effectively follows an action plan to explore a natural site.
iii. uses methods to collect and record consistently relevant
information
iv. thoroughly reflects on the research process and results.

7. Australian International Academy, Kellyville Assessment Task Sheet Adapted from:
Understanding by Design, written by Grant Wiggins and Jay McTighe
MYP Programme
Australian International Academy of Education, Kellyville
ASSESSMENT TASK RUBRIC
STUDENT NAME: ….………………………………………… YEAR LEVEL: 7 SUBJECT: Individuals and Society
NOTIFICATION DATE: 01/09/2022 DUE DATE: Part B & C: 21/09/2022
UNIT: Landscape and Landform TASK NAME: Natural Site
CRITERIA
C Communicating
LEVEL LEVEL DESCRIPTORS
(IB MYP PUBLISHED)
TASK INDICATORS
Achievement level Level descriptor Level descriptor
0 The student does not reach a standard
described by any of the descriptors below.
The student does not reach a standard
described by any of the descriptors below.
1–2 The student:
i. communicates information and ideas in a
style that is not always clear
ii. organizes information and ideas in a
limited way
iii. inconsistently lists sources, not following
the task instructions.
The student:
i. communicates information and ideas about
the world heritage natural site in a style that is
not always clear.
ii. organises information and ideas about the
world heritage natural site in a limited way.
iii. inconsistently uses referencing to list
sources used in Part B, not following the task
instructions.
3–4 The student:
i. communicates information and ideas in a
way that is somewhat clear
ii. somewhat organizes information and ideas
iii. lists sources in a way that sometimes
follows the task instructions.
The student:
i. communicates information and ideas about
the landscape/landform in a way that is
somewhat clear.
ii. somewhat organises information and ideas
to promote landscape/landform.
iii. lists sources used in Part A using a variance
of Harvard Referencing that sometimes follows
the task instructions.
5–6 The student:
i. communicates information and ideas in a
way that is mostly clear
ii. mostly organizes information and ideas
iii. lists sources in a way that often follows the
task instructions.
The student:
i. communicates information and ideas about
the world heritage natural site that is mostly
clear.
ii. mostly organises information and ideas
about landscape/landform.
iii. lists sources used in Part A using Harvard
Referencing that often follows the task
instructions.
7–8 The student:
i. communicates information and ideas in a
way that is completely clear
ii. completely organizes information and
ideas effectively
iii. lists sources in a way that always follows
the task instructions.
The student:
i. communicates information and ideas about
the landscape/landform that is completely
clear.
ii. completely organises information and ideas
effectively about landscape/landform.
iii. lists sources used in Part A using Harvard
Referencing that always follows the task
instructions.