Sarah Redfern High School
Assessment Task Notification | Year 11, 2025 Student name: _________________
Course: Year 11 Geography Class Teacher: K.Edgington
Module: Geographical Investigation Distribution date: Term 2, Week 2
Due Date: Term 3, Week 2
Task type: Geographical Inquiry Friday 1st August (Period 4)
This task is worth 40% of the total course mark Submission: In Class
Task Description:
Select and research a geographical issue which relates to the Year 11 course.
The investigation must:
be based in an area that is accessible for the purpose of primary data collection
include a research focus, active inquiry methodologies, analysis of data, and communication of
findings.
Step 1 – identify the research focus: The issue must relate to the Year 11 course and be in a geographical area
that is accessible for collection of primary data. (Complete Plan)
Step 2 – develop geographical questions and formulate a plan: Identify the issue and the questions that are to be
answered as part of the geographical investigation. Make a plan that includes the data and information that you
will need, a plan for how you will conduct the investigation and the materials you will require.
Step 3 – collect, record and process primary data: Visit the locations that are part of your Geographical
Investigation and begin the collection of primary data. This may include the use of geographical tools for example,
photographs, observations, surveys, weather observations, maps and sketches. The primary data collected should
be used to answer the geographical questions you have developed.
Step 4 – organise and process secondary information: Access a range of secondary sources, such as online
articles, academic journals, government reports, and social media posts related to your geographical investigation
topic. The information collected will be used to support your primary data when answering the investigation
questions.
Step 5 – present and communicate findings: Create a concise summary of the research findings, addressing the
inquiry questions and highlighting any implications. Use a range of visual aids, such as graphs, tables, and maps, to
illustrate the findings effectively.
Step 6 – propose recommendations for individual and/or collective action: Summarise the findings and provide
any key recommendations for actions focusing on clarity, conciseness, and persuasiveness. Assess the feasibility,
impact, and potential consequences of each action.
Step 7 – critically review the plan, process and findings of the investigation: Reflect on each step of the
investigation. Evaluate any challenges faced and explain how they have been overcome. With hindsight, what
might you have done differently?
NESA verbs relevant to this task:
Identify: conduct an inquiry to discover and examine the facts of something.
Explain: make (an idea or situation) clear to someone by describing it in more detail or revealing relevant facts.
Describe: Provide characteristics and features.
Demonstrate: clearly show the existence or truth of (something) by giving proof or evidence.
Explore: inquire into or discuss (a subject) in detail.
Resources to support you in completing this task:
All work done in class up to the assessment, including work on Microsoft teams and Google Classroom.
Feedback on the task provided through:
1. Verbal feedback provided to student
2. Marking criteria with feedback
Outcomes assessed in this task:
GE-11-05: analyses and synthesises relevant geographical information from a variety of sources
GE-11-06: identifies geographical methods used in geographical inquiry and their relevance in the
contemporary world
GE-11-07: applies geographical inquiry skills and tools, including spatial technologies, fieldwork, and ethical
practices, to investigate places and environments
GE-11-08: applies mathematical ideas and techniques to analyse geographical data
This task has been authorised and approved by:
Head Teacher of the subject: Head Teacher Academic Affairs: Deputy Principal of cohort:
Completing Assessment Honestly – All My Own Work Declaration
☐ I acknowledge that my submission for this task is all my own work and that I have engaged in the practices
of good scholarship (acknowledging sources, no plagiarism, collusion or malpractice)
Student signature: _________________________ Date: _______________
STUDENT FEEDBACK ON ASSESSMENT TASK:
Please provide feedback on this assessment task to your classroom teacher by ticking the appropriate
columns. This should be submitted with your task by the due date.
Area of feedback: Agree Disagree
I understood the requirements of this task
Enough time was allocated to complete this task
There was appropriate support to successfully complete this task
Other feedback:
__________________________________________________________________________________________
__________________________________________________________________________________________
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Marking Criteria - Report ______/35
Uses an extensive range of geographical inquiry skills and tools, including fieldwork
and ethical practices, to investigate places and environments.
Collects, selects and organises a range of primary data and secondary geographical
information from a variety of sources.
Comprehensively and effectively applies a variety of mathematical ideas and A
techniques to analyse geographical data.
Clearly communicates detailed geographical understanding using geographical
knowledge, concepts, terms and tools, in multiple forms.
Presents findings in a sustained, logical and well-structured response
Uses a range of geographical inquiry skills and tools, including fieldwork and ethical
practices, to investigate places and environments.
Collects, selects and organises appropriate primary data and secondary
geographical information from a variety of sources. B
Effectively applies a variety of mathematical ideas and techniques to analyse
geographical data.
Communicates geographical understanding using geographical knowledge,
concepts, terms and tools, in a range of forms.
Presents findings in a sustained, logical and well-structured response.
Uses geographical inquiry skills and tools, including fieldwork and ethical practices,
to investigate places and environments.
Collects, selects and organises primary data and secondary geographical
information from multiple sources. C
Applies mathematical ideas and techniques to analyse geographical data.
Communicates geographical understanding using geographical knowledge,
concepts, terms and tools, in appropriate forms.
Presents findings in a logical and well-structured response.
Uses some geographical inquiry skills and tools to investigate places and
environments.
Collects primary data and secondary geographical information from an identified D
source.
Uses mathematical ideas or techniques to communicate geographical data.
Communicates geographical understanding using appropriate forms.
Presents findings in a submitted response.
Uses a limited range of geographical inquiry skills and tools to investigate places
and environments. E
Collects basic primary data or secondary geographical information.
Applies a mathematical idea or technique to communicate geographical data.
Communicates geographical understanding using geographical terms.
Non-Attempt
Marking Criteria – Plan ____/5
Uses an extensive range of geographical inquiry skills and tools, including fieldwork
Student outstandingly formulates a plan for their geographical investigation that A
has all aspects including aims, hypotheses, a variety of primary and secondary
5
data.
Student communicates geographical information and concepts in a sustained,
logical and well-structured plan following the suggested format.
Student formulates a plan to a high level for their geographical investigation that B
has most aspects including aims, hypotheses, primary and secondary data
4
Student communicates geographical information and concepts in a logical and
structured plan following the suggested format.
Student soundly formulates a plan for their geographical investigation that has C
most aspects including aims, hypotheses, primary and/or secondary data
3
Student communicates geographical information and concepts in a structured plan
following the suggested format.
Student basically formulates a plan for their geographical investigation that has D
some aspects including aims, hypotheses, primary and/or secondary data 2
Students communicate geographical information and plan.
Student limitedly formulates a plan for their geographical investigation that has E
most aspects including aims, hypotheses, primary and/or secondary data 1
Student communicates geographical information in a plan.
Non-Attempt
Plan of investigation:
1. State the issue of investigation for your research (it must be geographic in nature
& it must be precise and narrow in its focus).
2. State 2-3 aims of the research investigation (The aims are concise statements of
what you are setting out to achieve)
3. State 2-3 hypotheses of the research investigation (The hypotheses are the
expected answers to the aims of your research).
4. What are the primary data to be used in the research (These are the
methodologies you intend to use to gather information from the field).
5. What are the secondary data to be used in the research (These are the
methodologies you intend to use to gather information from published sources).
A suggested structure for your written report (approx. 2000 words) should include:
Title page
Table of contents including page numbers
Problem investigated
Reasons for selecting problem or issue
Evidence of the issue
Plan of investigation used (Attach a copy of your SGP plan).
Description of investigation, with results obtained and shows in graphs and tables
Conclusions based on results (This may include limitations of conclusions,
evaluation of conclusions and process of investigation – problems experienced and
ethical considerations)
Suggestions for follow-up research
References: Books, articles, websites, using correct referencing style (author,
date, title of article, book, publisher, page number – use www.citethisforme.com)
Appendices – fieldwork notes, rough notes, copies of questionnaires used for
surveys (attach scaffold - Ethical responsibilities of conducting geographical
inquiry)
