Advice for students of LEVEL THREE GEOGRAPHY
before the externally assessed standards being examined in November
Page 1: General advice; Page 2: Topic reminders; Page 3: Skills List; Page 4-8: Terms; Page 9: Term 4 plan
Organise your notes by Standard – put the Assessment Specifications on
top and highlight the focus areas being assessed
REVISE
Revise your glossary / vocabulary list of specialist geog terms
Learn your case studies thoroughly for each topic
Re-read the information about the Standard – what does this Standard
require of anyone who is trying to meet it?
FOCUS
Focus your revision on one Standard at a time – revise your weakest
areas the most – this may well be the topic you covered early this year.
Take advantage of all opportunities in class and in tutorials between now
and the date you sit the examination - do not give up!
REVISE
Pay close attention to advice from your teacher about revision techniques
and hints for sitting examinations in Geography
Get all the necessary equipment for the exam – coloured pencils etc
Ask questions and get answers!
FOCUS
Re-read the feedback and advice given on practice exam papers you have
done – now act on it!!
Have another go at questions you were given in the practice examinations –
this time following advice for improvement!
Did I say REVISE
Where is the Geography in your answer? – make sure you have used
appropriate terms, shown understanding of concepts, and that you have
followed conventions in skills work
Make a commitment to doing the best you can – this means you will have to
put in effort and do some work before November – your attitude is the key to
success! Stay positive and persevere!!
Good luck and good Geography!! Remember:
Geography is EVERYWHERE.
You cannot get ANYWHERE without Geography!
Geography takes you PLACES. Where do YOU want to go?

GEOGRAPHY – LEVEL THREE
Externally assessed standards – SUCCESS CRITERIA
Rate yourself …
NOTE: Be aware of plurals
Do you know…? (geographic terms / diagrams / maps / details / info about…)
91426
91427
91429
No
Sort of
Yes
The size & shape of the ablation zone of the Tasman Valley
What natural features you can see in the lower Tasman Valley
How glacial, climatic, tectonic etc processes work
How several landforms have been formed / changed in Tas Vly
How & why nat processes work differently in various locations
How nat processes have worked at different times in that area
How people have affected nat processes there & consequences
Specific details about the terminus, Tasman Lake, & surrounds
The 3 major elements of the Tourism Development (TD) process
How those elements affect each other (interact) = operation of TD
General geog of Kenya (places; relief; climate; ecosystems…)
How TD process works in Kenya in general
How the TD process works differently in 2-3 Kenyan locations
How the TD process has worked at different times in Kenya
What factors have caused changes in the TD process in Kenya
How (Kenyan) TD has affected various people and places
Geography concepts (key ideas/terms)
How to fully justify views / opinions
Interpreting multiple resources to draw conclusions
Construction skills (maps and graphs etc) - see separate list
Several Maori terms that relate to the Geography topics
AS 91426 - Remember to re-visit the Learnz website and to use your login details to access extra information about natural
processes in our study environment:
http://www2.learnz.org.nz/core-fieldtrips.php (scroll down to Inquiry topics; select Aoraki; log in to 2007 or 2005 trip)
Your reflection on the indicators above should help you to decide what areas you will need to target for
revision and tutorials leading up to the examinations. NOW is the time to formulate an action plan.
Unless you have a very good reason to omit a Standard, you will be aiming to meet all the standards
that have been covered in this year’s course. It is not too late to prepare for SUCCESS.
Do you have a study plan that takes you to the examination on
Friday 22 November at 9.30am ?
Yes / No
GEOGRAPHY – LEVEL THREE SKILLS LIST
These are the geographic skills that NZQA requires you to be able to do at this level
(Indicate which ones you can do – tick; & those you need help with - cross)
MAPS
Précis Maps:
Draw a précis map within a blank
square
Locate aspects from an oblique photo
Topographical Mapping:
Use a more complex topographical
without key
Apply different scales through transfer
Identify direction through the
interpretation of data such from text or
other sources
Make deductions from contour lines
Calculate slope angles
Draw a profile from a range of sources
Locate and determine reference using
14 figures GR
Accurately state GR in various forms
Identify degrees of longitude and
latitude.
Other Maps:
Construct an appropriate statistical
map from a range of resources
STATISTICAL
Show an understanding of the following
(Levels 1 and 2)

Percentages

Percentage change

Mean

Median

Range

Mode

Data presentation
VISUALS
Recognise photographs
 Satellite
 Aerials – oblique and
vertical
 Ordinary
Recognition and interpretation of
detail, patterns and processes
Use an analysis of a photograph to
support an argument and / or
geographic idea
Diagrams/models:
Read, interpret and construct
and/or complete relevant
diagrams/models
Recognise & provide a detailed
interpretation of patterns and
processes
Provide an analysis of a
diagram/model to support an
argument/geographic idea
GRAPHS
Read, interpret and construct the
following graphs (Level 1)
 Column/bar
 Histogram
 Line
 Pictograph
 Pie
 Percentage bar
 Scatter
 Climate
 Age/sex pyramid
 Positive/negative
PLUS
Construct, read and interpret the
following graphs (Level 2)




Triangular
Scatter
Positive/negative graph
Compound graphs
PLUS
Construct, read & interpret
graphs which may include the
following (Level 3)

Multi-axis
Cartoons:

Positive/negative graph
Provide an analysis of a cartoon to
support an argument/geographic
idea

Multi-line graph using two
scales
Select the most appropriate
graph for the context
GEOGRAPHIC CONCEPTS
VALUING …
Select and then apply a concept in
relation to a geographic context
Identify and describe a range of
opinions or values
Understand how aspects of the
world are viewed from a range
of perspectives
Fully justify your own opinion
(list follows, plus link to more…)
PLUS
Show an understanding of how to use
statistical information to determine
patterns and to support an argument
Remember to visit the NZQA site to get more detail:
http://seniorsecondary.tki.org.nz/Social-sciences/Geography/Skills-and-concepts
http://seniorsecondary.tki.org.nz/Social-sciences/Geography/Key-concepts
http://seniorsecondary.tki.org.nz/Social-sciences/Geography/Pedagogy/Social-inquiry/Glossary (Maori terms)
GEOGRAPHY – SELECTED MAORI TERMS
Note: this glossary has been compiled to help apply these ideas to Geography. The list is only a selection and there are
more meanings than those shown. Terms you should know at Lev 3 because of our course content are in bold type.
Aroha
love and empathy. It is an attitude and an important cultural value of Māori, derived from a Māori view of the
natural world and the place of Māori within it. Aroha is an important concept that underpins a Māori
environmental management system.
Hekenga
migration occurs to meet the needs of Māori at any one time and in response to outside forces.
Iwi
a tribe who has geographical boundaries outlining the region in which they have mana whenua status.
Kaitiakitanga
to “care for” the environment. It is the sustainable use, management and control of natural and physical
resources that are carried out to the mutual benefit of people and resources.
Karakia
incantations or prayers for a specific purpose, such as lifting the tapu off an area of land in order that it may be
cultivated.
Koha
the concept of koha is related to manaakitanga and the appropriate acknowledgement of sharing hospitality
and/or information. Koha may take the form of food, gifts or more recently money.
Kōrero pūrākau
a legend or story that explains an event or activity.
Mana whenua
the right to use, manage and control land depends on the protection of mana whenua. Mana whenua is based
on ahikā (Iwi maintaining residence in a particular place) and is an important part of tino rangatiratanga (selfdetermination).
Mana
derived from spirituality, land and ancestral linkages of a person, of people or a taonga and manifests itself as
the respect, which is paid to that person, those people or that taonga as a result of the esteem accorded by
others. The practice of kaitiakitanga is carried out by Iwi and hapū, through exercising Iwi and hapū Mana,
which is embodied in the concept of Tino Rangatiratanga.
Manaakitanga
is a concept that involves hospitality and how visitors are cared for. It is important that such hospitality is
acknowledged and reciprocated.
Mihi
is a process of formally acknowledging people you meet, the purpose of the meeting, and the place (where the
meeting is being held), through protocols set by the iwi.
Taonga
is a resource either physical or cultural that can be found in the environment (including features within the
environment e.g. lakes, mountains, rivers, also including people, te reo, whakapapa, etc.).
Tapu/noa
is the state of being sacred or special. All taonga are tapu. The tapu of taonga needs to be removed temporarily
in some cases before people can make use of, or tend them. Karakia are important for the removal of tapu and
rendering the taonga noa (free of tapu, contactable or useable).
Tikanga Māori
the customs and traditions Māori live by and practise within the environment.
Tino Rangatiratanga
includes the rights, responsibilities and obligations involving the use, management and control of the land and
other resources.
Waiata tawhito
a song or chant that has been passed down through generations within iwi. It may include information that
explains events relating to the environment.
Whakanohonoho
Māori settlement was chiefly governed by access to resources.
Whakapapa
the geneaology of a taonga or person (ancestral and/or historical) with linkages to other taonga or persons.
Whanaungatanga
Māori share a common whakapapa with other people/taonga and therefore a strong sense of responsibility and
reciprocal obligations toward those people/taonga. This forms an important part of a holistic world-view. All
taonga are interrelated, interconnected and interdependent. The life force (mauri) of taonga must be protected.
The sustainable management of taonga is therefore paramount to our survival.
IMPORTANT GEOGRAPHIC CONCEPTS - for Lev 2-3 Geography
The ideas of LOCATION and DISTANCE are basic to an understanding of many relationships in geography.
They can be combined to provide the higher level concept of ACCESSIBILITY… some ideas …
LOCATION means the position of something in terms of distance and direction. It may be given in absolute
terms, eg. latitude and longitude, or in relative terms by reference to the position of other things.
DISTANCE may be measured not only in terms of length, but also in such terms as travel time, transport cost, or
rank in a hierarchy.
Location or distance may be an advantage or a constraint.
Technological change may alter the effect of location or distance.
Location and distance are perceived by societies and individuals in different ways.
Location and distance may affect ACCESSIBILITY, which is a measure of the ease of movement of people,
objects and ideas.
A more accessible place may play a more important role in a system.
The greater the accessibility of a place or an area, the greater will be its potential for interaction and change.
-----------------------------------------------------------------------------------------------------------------------------------------------Spatial PATTERNS and PROCESSES define REGIONS and simplify perception of the world and its
inhabitants …. Some ideas…
Things which are interrelated form PATTERNS in space. Such patterns can be identified and interpreted.
Some spatial patterns are the result of people’s organisational structures, either social, economic or political.
All spatial patterns are the result of processes.
Sequences of related actions which modify or maintain the environment are known as PROCESSES.
Processes vary in time, space, magnitude and frequency.
Some processes encourage concentration, some encourage dispersal.
-----------------------------------------------------------------------------------------------------------------------------------------------The surface of the Earth may be subdivided into units according to different spatial patterns and processes.
A spatial unit defined by selected elements may be termed a REGION.
Regions may vary in size or characteristics and may be defined by their natural features or cultural activities.
The character of a region is continuously changing.
-------------------------------------------------------------------------------------------------------------------------------------------------Elements of an environment affect each other - this is INTERACTION
Interaction takes place at different scales and with varying degrees of intensity and complexity.
Interaction involves movement of such things as material, energy, and ideas.
Movement implies linkages. Linkages may form networks.
There are both natural and cultural barriers to movement. These barriers offer degrees of restraint and may be
overcome.
Interaction may lead to such things as co-operation, specialisation, competition, friction, erosion.
Spatial interactions may require the development of facilities at appropriate locations.
Landscapes are visible products of processes interacting in the environment.
Cultural processes interact with the natural environment to establish certain patterns in particular places.
------------------------------------------------------------------------------------------------------------------------------------------------Ideas and concepts developed by historical geographers help us to study such contemporary themes as the
impact of management decisions on the environment, or ways people respond to natural hazards…
CHANGE is a normal process in both natural and cultural environments. It occurs at varying rates at different
times and in different places.
People, individually or collectively, through their decisions and actions, may bring about change.
Decisions and actions, either through intention or ignorance, may destroy elements of the natural environment.
Changes, such as destruction or development, may be viewed as good or bad according to the value
judgements of the people involved.
Spatial patterns may change as a result of the diffusion of ideas.
As people interact with their environment, both are changed.
Some changes are predictable, recurrent or cyclic, others erratic.
Change in one part of an environment may induce further changes.
--------------------------------------------------------------------------------------------------------------------------------------------------The total environment may be viewed as a dynamic, interacting SYSTEM, composed of natural and cultural
features and processes, capable of change and adjustments.
A SYSTEM is a set of natural and/or cultural elements which are linked together and interact with one another to
form a whole.
The inputs, throughputs, and outputs of energy, materials, and ideas through a system make it dynamic
The major components of a system are:
 Sources of energy eg. sun, oil, horse
 Natural and/or cultural elements eg plants, soil, people, towns..
 Linkages eg. roads, rivers, radios
 Flows eg. precipitation, messages, migration
 Processes eg. manufacturing, farming, frost shattering..
 Dimensions eg. time, space..
A system may be broken down into sub-systems eg. a farm unit in an economy; a stream in a river basin…
A system tends towards a balanced condition – “dynamic equilibrium”
Change in one part may lead to change in other parts of the system.
These changes frequently occur from human impact (+ve / -ve)
According to human values, change may be perceived as benefit/cost
Open systems have flows of energy, matter etc across boundaries eg. a river basin or a village
A closed system has no such flows (except for import/export of energy) eg. the hydrological cycle
-----------------------------------------------------------------------------------------------------------------------------------------------People living in groups develop a common way of life (CULTURE) which influences the way they view and
interpret their environment (PERCEPTION)
People’s appraisal and use of resources depends on such things as their environment, social systems, values
and technology, economic and political ideology.
As societies change through innovation and contact with other cultures, their appraisal and use of their
environments change.
Cultural landscapes bear the imprints of different people’s appraisals and use of the earth’s surface.
Cultural landscapes change through time.
----------------------------------------------------------------------------------------------------------------------------------------------See also: http://seniorsecondary.tki.org.nz/Social-sciences/Geography/Key-concepts
Consider each of the topics you have studied. In each case, what are the key concepts that
can be applied? Look back through the statements above – which ones could you use in your
extended responses (essays) to show your understanding of these concepts? As they appear
here, each would be a useful opening sentence in a paragraph. Do not forget to paraphrase –
use your own words, rather than trying to rote learn them! Remember – you have to be able
to understand the ideas to be able to apply them!! You will be asked to apply specified
concepts to material in some of your examination questions – especially AS 91429 (3.4) –
make sure you practise recognising these ideas at work around you.
LEVEL THREE (YEAR 13) GEOGRAPHY
91426 – INTERACTING NATURAL PROCESSES
GLOSSARY – add others too. Tick those you know. Draw some?
Accumulation
Refracting
Ice shelf / tongue
Ablation
Flowing
Ice berg
Calving
Advancing
Outwash stream
Recession
Cirque
Rock flour
Downwasting
Neve
Thermal notch
Glacial erosion
Bergschrund
Kettle tarn
Gl. transportation
Serac
Supra-glacial pool
Gl. deposition
Icefall
Elie de Beaumont
Plucking
Trunk
Malte Brun Ra.
Abrasion
Moraine(s)
Liebig Ra.
Coalescing
Moulin
Mt Cook Range
Thermal Notching
Crevasse
Hochstetter Gl.
Convection
Tributary glacier
Ball Gl.
Insulation
Hanging valley
Murchison Valley / R.
Freezing-thawing
Mountain range
Mt Acolyte
Snowing
Truncated spur
Blue Lakes (Hill)
Compacting
Trim line
Tasman Lake
(basal) Melting
Scree slope
Tasman River
Sliding
Pro-glacial lake
1973
Plastic deformation
Terminal face
1970s
1994 (storm)
Pastoralism
1991 (peak collapse)
Late Holocene
(Global) warming
Otira Glacial
1900 – convex
1950s – concave
Can you draw a map of the
area? Can you locate places &
say what happened in the past
there and/or what is
happening now?
You do not need to know all of the above, but your answers will improve in quality if you use relevant terms
LEVEL THREE (YEAR 13) GEOGRAPHY 91427 – CULTURAL PROCESS
GLOSSARY – add others too. Tick those you know. Draw some?
BALLOON
HOTEL
TIPS
($ incentives)
BIG FIVE
SAFARI
TAX INCENTIVES
LODGE
SUNLUST
FOREIGN INVESTMENT
ORD
SOCIAL EFFECTS
NOMADIC
MAASAI
ECONOMIC EFFECTS
SEDENTARY
URBAN
ENVIRONMENTAL …
SERVILE
BRITISH
DEBT
COASTAL STRIP
ALLOCENTRIC
TOURISM
DISPLACEMENT
LONG-HAUL
GAME PARK
BUFFET
EUROPEAN
MARINE RESERVE
POP-TOP MINIBUS
PACKAGE
BEACH RESORT
GLASS-BOTTOM BOAT
LEAKAGE
LAGOON
MAN-EATERS of TSAVO
HIV
SWAHILI
JOMO KENYATTA
TERRORISM
PSYCHOCENTRIC
IMF
DEMONSTRATION EFFECT
MID-CENTRIC
INFRASTRUCTURE
LAMU
“NAIROBBERY”
ELEMENT
GIGOLO
DARK TOURISM
PERCEPTION
MALARIA
BEADED CRAFTWORK
DEVELOPMENT
CORAL
AUTHENTIC SAFARI
FACILITIES
SHUTTLEBOARD
BOTTLENECK
SERVICES
GATEWAY
WILDEBEEST MIGRATION
ATTRACTIONS
GOVERNMENT
SAVANNAH
SLUMS
SOIL COMPACTION
EMBASSY
SHILLINGS
Can you draw a map of the
area/s? Can you locate places &
say what happened in the past
there and/or what is happening
now?
ISLAM (IC)
You do not need to know all of the above, but your answers will improve in quality if you use relevant terms
TERM 4 COURSE & TUTORIAL OUTLINE
YEAR 13 GEOGRAPHY – 2013
Week 1:
14/10 – no class – senior conferencing day
15/10 – Class: Holiday homework marking; Geo refocusing task
After school tutorial – 3.30-5pm – Sept Skills exam analysis
17/10 – Class: Skills – Mapping - lat & long; précis; topo – GR
Lunchtime tutorial – 1.30-2pm – mapping practice bring lunch, notes etc
18/10 – Class: Skills - Mapping – topo – scale; contours / cross-sections; slope angles
Week 2:
21/10 – Class: Skills - visuals; annotated maps & diagrams
22/10 – Class: Skills – Visuals; Graphing interp’n & constr’n
After school tutorial – 3.30-5pm –Skills exam practice
23/10 – Class: Skills – Concepts
Lunchtime tutorial – 1.30-2pm – Applying concepts practice … bring lunch, notes etc
25/10 – Class: Skills – Values & Perspectives…
Week 3:
28/10 – no class – stat hol: Labour Day
29/10 – Class: TD revision – Kenya overview – bring Revision Booklet
After school tutorial – 3.30-5pm – Kenya – maps, graphs, diagrams bring notes
31/10 - Class: TD – Masai Mara; Mombassa; Lamu – spatial variations + Change
Lunchtime tutorial – 1.30-2pm - Effects in 3 settings –… bring lunch, notes etc
1/11 - Class: Rework TD exam; Tackling the exams – planning & essay starters
Week 4:
4/11 – (final formal) Class: Course evaluation; Nat processes quiz & draft responses
NOTE: A Yr13 Geography tutorial DAY will be held on Thur 21 November 9am-4.30pm
Per 1 & 3– Cultural Process
Per 4 and lunch – Skills
2-4.30pm – Natural Processes
Excluding Per 2 when Mrs G. has a SST class
Come (prepared) to the session/s that
you want help in
* Tuition available at other times by arrangement and if Mrs G. is available: (‘scheduled’
Geog lessons Wk4/5/6 - bet. 7- 20 Nov not 19th)
bring prac answers; questions... be specific!
GOOD LUCK – GOOD GEOGRAPHY!!!