geography hsc essay structure

• Texts and Human Experiences
• Shakespeare
• Textual Conversations
• Module A: Language Identity and Culture
• Module B: Critical Study of Texts
• Standard English
• George Orwell
• Module B: Close Study of Text
• Advanced English
• Billy Elliot
• Boy Behind the Curtain
• Crime Essay
• Drovers Wife
• Exam Strategies
• Extension English
• Favel Parrett
• Henry Lawson
• Indigenous Poetry
• Lawson Poetry
• Legal Studies
• Looking For Richard
• Merchant of Venice
• Mrs Dalloway
• Oodgeroo Noonuccal
• Ottawa Charter
• Past the Shallows
• Richard III
• Sylvia Plath and Ted Hughes Poetry
• The Hollow Men
• The Truman Show
• Virginia Wolf

HSC Geography: How to smash the Exam

Geography in Stage 6 is one of those subjects which actually is quite difficult in terms of content. Like HSC English or Mathematics, which is the polar extremes of either analytical or methodical; the reality is…

Geography has it all.

The Multiple Choice Skills questions uses calculation and logic, being primarily mathematics based. It is then, in the consecutive sections of the paper where a large variety of evidence based examples and successful essay writing techniques are required.

So with these key points, the ability to improve the overall quality of your answers can fight that daunting HSC Geography paper. Do as many practice questions as possible In terms of Section One of the HSC Paper, the most effective way to smash the skills is through practice. Whilst remembering content in Geography is essential for the short answers and essay, for skills just reading through notes just doesn’t work. Using the stimulus booklet to practice on the different scale questions or the vertical exaggeration concepts has such great value in preparation. Try keep time to 30 minutes and just attempt! You can learn from a mistake or celebrate your understanding of a question. Here’s a link to all the papers from 2001-2018: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/resources/hsc-exam-papers Evidence! Evidence! Evidence! It cannot be stressed enough how important examples are in Geography for short answer questions but most importantly the essays. Every ecosystems case study, every urban dynamic topic and all economic activity trends, NEEDS EXAMPLES. Like quotes for English or legislation for Legal Studies; statistics, news articles, events, etc. are essential to get to those top bands. Go research online for these, rather than reliance on the textbook or class and base all your Geography terminology and processes on your example. Look at the marks and keep to the point In terms of the short answer questions, the amount of marks rewarded determines how much and what should be in your writing. The best part about HSC Geography is a that you don’t have to be a great English writer, all the writing has to be “to the point”. For example, a 6 marker short answer question requires three pieces of evidence an absolutely no waffle. In a sense, writing in Geography is absolutely keeping to TEEL structure. The worst thing to do is actually go over the provided space as it shows the marker: “there’s too much waffle.” In an essay, 20 markers requires 6 paragraphs with a SPECIFIC example for each one, think of it as six mini paragraphs rather than the conventional three large ones.

Self-made Study sheets should be your best friend Now remembering these statistics can be a great challenge. Overall what needs to be remembered should be the examples where Geography content you learn in class can link to them and job your memory. The most helpful way to do this is to have subcategories of each case study in the HSC course, place all relevant stats, articles, facts in MAX a page and just revise. 20 pages of Geography content will not benefit, is irrelevant, and is too much to remember. Read the question very carefully Finally, What most Geography students find difficult is evaluation. Essentially, evaluation is having an opinion on whether a strategy (governmental plan, a traditional management plan, a future direction) is effective or limited. In questions where it asks you to “assess” or “evaluate”, this judgement after you present your specific example is super important. Even if its 2 sentences at the end, it can help tremendously in providing what the question is asking.

*Please note that while this information is a great starting point for these texts, relying solely on the information in this post will not be enough to get a result in the top bands.

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{{item.title}}, my essentials, ask for help, contact edconnect, directory a to z, how to guides, planning, programming and assessing geography 11–12.

Access resources to help you plan, program and assess Geography in Years 11 to 12.

Through a study of geography students learn about human interaction with their environments and the impact of, and responses to, environmental change.

Students will develop an understanding of a geographical perspective as they study:

• characteristics and spatial distribution of environments
• processes that form and transform the features and patterns of the environment
• global and local forces that impact on people, ecosystems, urban places and economic activity.

Students learn the skills of geographical investigation and communication through a process of geographical inquiry and propose actions for a just society as active and informed citizens.

Geography 11–12 Syllabus (2022)

The new geography 11–12 syllabus (2022) is to be taught from 2024..

• Plan and prepare to teach the new syllabus

2024 Term 1

• Start teaching new syllabus for Year 11
• Start implementing new Year 11 school-based assessment requirements
• Continue to teach the Geography Stage 6 Syllabus (2009) for Year 12

2024 Term 4

• Start teaching new syllabus for Year 12
• Start implementing new Year 12 school-based assessment requirements
• First HSC examination for new syllabus

These resources have been developed to assist teachers to create learning that is contextualised to their classroom. They can be used as a basis for the teacher’s own program, assessment, or scope and sequence, or be used as an example of how the new curriculum could be implemented.

Sample resources

• Year 11 – Sample scope and sequence (DOCX 78 KB)
• Year 11 – Sample assessment schedule (DOCX 75 KB)

Earth’s natural systems

• Year 11 – Earth’s natural systems learning program (DOCX 340 KB)
• Year 11 – Earth’s natural systems resource booklet (DOCX 574 KB)
• Year 11 – Earth’s natural systems lesson sequence (DOCX 546 KB)
• Year 11 – Earth’s natural systems assessment task (DOCX 125 KB)

Geographical Investigation

• Year 11 – Geographical Investigation learning sequence (DOCX 194 KB)
• Year 11 – Geographical Investigation sample assessment task (DOCX 170 KB)

People, patterns and processes

• Year 11 – People, patterns and processes program (DOCX 287 KB)
• Year 11 – People, patterns and processes teacher resource booklet (DOCX 198 KB)
• Year 11 – People, patterns and processes learning sequence (DOCX 252 KB)

Human-environment interactions

• Year 11 – Human-environment interactions sample program (DOCX 492.1 KB)
• Year 11 – Human-environment interactions resource booklet (DOCX 345.8 KB)
• Year 11 – Human-environment interactions learning sequence (DOCX 407.7 KB)
• Year 12 – Sample scope and sequence (DOCX 76 KB)
• Year 12 – Sample assessment schedule (DOCX 76 KB)

Rural and urban places

• Year 12 – Rural and urban places learning program (DOCX 422.1 KB)
• Year 12 – Rural and urban places resource booklet (DOCX 373.8 KB)
• Year 12 – Rural and urban places learning sequence (DOCX 448.4 KB)
• Year 12 – Rural and urban places case study Broken Hill (DOCX 353.9 KB)
• Year 12 – Rural and urban places case study Wollongong (DOCX 363.7 KB)
• Year 12 – Rural and urban places sample assessment task (DOCX 3.02 MB)

Geography Stage 6 Syllabus (2009)

Geography Stage 6 Syllabus (2009) contains the syllabus and support materials including a sample assessment schedule, information about the HSC, exam specifications and assessment information as well as past papers.

Geography HSC revision resource (DOCX 76 KB) – use this to support students in their studies as they prepare for the HSC exam. The included activities can be used as part of classroom learning or set for independent study. The resource is designed to be used in part or in full to fit the contextual needs of your teaching.

Access the department's suite of HSIE 11–12 curriculum resources .

Virtual learning resources

As part of a grants project funded by the department, the following resources have been created by Field of Mars Environmental Education Centre and Observatory Hill Environmental Education Centre. Use these online resources in part or in full to support student learning in Stage 6 geography.

Urban places

Urban places – Waitara case study – this site provides students with an opportunity to undertake a detailed case study of an urban dynamic operating in the suburb of Waitara in northern Sydney, NSW. The site provides a virtual tour through the suburb and resources to develop student understanding of geographical skills and the urban dynamic, consolidation. Six learning modules are supplied that include key inquiry questions designed to clearly support student understanding of the topic.

Urban Places – Pyrmont case study – this site provides students with the opportunity to engage in a detailed case study of an urban dynamic operating in the suburb of Pyrmont in Sydney, NSW. The site provides a virtual tour of the suburb and resources to develop student understanding of geographical skills and the urban dynamics of urban decay, urban renewal and consolidation. The site is up to date with recent changes to the suburb urban dynamic and includes six resourced learning modules that support student understanding of the topic and key inquiry questions.

People and economic activity

Sydney Harbour – Sydney YHA case study – this site provides students with an opportunity for a detailed case study of a local economic enterprise within the global tourism industry for the Stage 6 Geography topic people and economic activity. The site provides a virtual tour of the Sydney Harbour YHA and resources that will support students understanding of the nature of people and economic activity. Further the site provides links to other useful and relevant tourism sites and articles.

Taronga Western Plains Zoo – this site provides resources for a detailed case study of a local economic enterprise within the global tourism industry for the Stage 6 Geography topic people and economic activity. The site provides a virtual tour of the Taronga Western Plains Zoo and resources that support the investigation of the zoo as an economic enterprise.

Ecosystems at risk

Rainforests of NSW – this site offers an easily accessible and comprehensive teaching and learning resource for ecosystems at risk in Stage 6 geography. The site provides a series of informative stimuli, including video tours, learning activities and advice for conducting fieldwork in rainforest environments. The recent threat of bushfire to rainforest has been detailed in the resource with video stimulus and associated learning activities.

Watch Rainforests of NSW (3:17).

Transcript of Rainforests of NSW

Hi, I'm Loretta Coombs. I'm a teacher at Observatory Hill Environmental Ed Centre. And we're a Department of Education School and we provide incursion, excursion and field work programmes.

The resource I have developed in collaboration with Julianne, from the field of Mars Environmental Ed Centre, is a Google website. It investigates the temperate rainforests of New South Wales. The website focuses on that part of the HSC Geography Syllabus, which directs students to examine case studies of an ecosystem at risk.

The website covers each syllabus heading and dot point. That is, the nature and location of rainforests, vulnerability, resilience, and modification. The nature and rate of change, how humans have impacted the ecosystem and how we are managing these impacts. In particular, it investigates the impact of the Black Summer Bushfires. How this event affects the way we think about vulnerability and resilience of these ecosystems and how forest managers have had to adapt.

For each syllabus dot point, the resource contains content, photos and videos of New South Wales rainforests, revision activities and carefully chosen extended response questions, which have been taken from past HSCs to match that part of the content. Importantly, the website provides a base to launch teachers and students outside, to investigate an area of rainforest through field work. So each section of the website covers a point in the syllabus and has corresponding inquiry questions, fieldwork methodologies and refers to the field work equipment required.

We have primarily developed the website for teachers teaching HSC geography students who are looking for a standalone and enhanced case study of an ecosystem at risk. So teachers can use the resource for explicit and whole-class teaching. There's lots of content and short videos, which I think will engage Year 12 students. There are hyperlinks to some excellent third-party websites and hyperlinks to some great online maps, in which students can zoom in and find their field work site and explore the ecosystem.

The website is comprehensive and easy to use. So teachers can allow students to self-direct their learning and navigate through the content and videos and complete the revision questions themselves. Hopefully teachers will find the field work guidelines, methodologies and questions, which are embedded in each section, helpful. So that teachers can run their own field work.

Some of the reasons we wanted to investigate temperate rainforests of New South Wales is that these ecosystems are incredibly diverse and productive. That they were severely effected by the Black Summer Bushfires. And these ecosystems are within reach of many of us that live in coastal and regional New South Wales. So I'm hoping that the website provides enough information on the ecosystem. And enough guidelines on where and how to conduct field work, which is an essential part of the syllabus.

Thank you for listening.

[End of transcript]

Kelp forests of South East Australia – this site focuses on an investigation into how kelp forest ecosystems function, the key threats and management strategies. The site provides engaging stimulus resources that will support student understanding of ecosystems at risk and geographical inquiry.

Watch Kelp forests, ecosystems at risk (3:14).

Transcript of Kelp forests, ecosystems at risk

Hi, I'm Loretta Coombes. I'm a teacher from Observatory Hill Environmental Ed Centre, and we are a Department of education school, and we provide incursions, excursions and fieldwork to schools.

So the resource I have developed is a Google website. It investigates the kelp forest ecosystems off the coast of South-eastern Australia. The website focuses on that part of the HSC geography syllabus, which directs students to examine case studies of an ecosystem at risk. The website covers each syllabus heading and dot point.

That is the unique characteristics, the biophysical interactions, the spatial dimensions, the nature and rate of change effecting the ecosystem, human impacts and traditional and contemporary management practices. In particular, it does investigate the impact of a stronger and warmer east Australian current, and how that is changing the ecosystem and causing some of the large kelp forests to disappear.

For each syllabus heading dot point, the resource contains content, photos, especially some beautiful underwater photos, YouTube videos, questions that students can complete themselves, and importantly, guidelines to structure and undertake fieldwork. I have primarily created the website for teachers teaching HSC geography students who are looking for a new and standalone case study of an ecosystem at risk. Recently, though, I have thought there is scope for the content to be shaped and to fit the stage five geography, topic, environmental change, and management.

So teachers can use the resource for explicit and whole class teaching. There is lots of content, lots of short videos, which I think will engage year 12 students. There are hyperlinks to some excellent third party websites and hyperlinks to some great online maps in which students can zoom down and find a part of the coast they know, and explore that ecosystem.

The website is comprehensive and easy to use, so teachers can allow students to self-direct their learning and navigate through the content and videos and complete the revision questions themselves. Hopefully teachers will find the field work guidelines and questions, which are embedded in each section helpful, so that teachers can run their own field work.

Part of the reason I wanted to investigate kelp forests is not only is this ecosystem incredibly diverse and productive, these ecosystems are within reach of many of us that live within an hour or so off the coast.

So I'm hoping that the website provides enough information on the ecosystem and enough guidelines on where and how to conduct field work, which is in an essential part of the syllabus. Thank you for your attention.

[End of Transcript]

Immersive environments – an extensive collection of copyright free 360º images made available through the Google Maps platform. This ‘immersive environments’ Google site provides teachers with an extensive bank of 360 images that are aligned to Stage 6 geography topics biophysical interactions, ecosystems at risk and urban places. Use these to enhance teaching and learning activities.

Watch immersive environments (10:15).

Transcript of Immersive Environments

Hi, I'm Julie-Ann and I come from the Field of Mars Environmental Education Centre. We are a centre in Sydney and we are part of 25 of the environmental and zoo education centres across New South Wales [EXEC]. And it's really wonderful to be able to present to you and showcase our project, 'immersive environments'. The name immersive environments is a driving force in what we do. We immerse students into the environment.

Lockdown 1.0 stopped the ability for our students to physically be on a study site and sadly further restrictions on travel during this pandemic will what make this a continued issue. To fill the gap, environmental and zoo education centres offer virtual field work to support students using 360 imagery to record the features of environments. Our project wanted to showcase our study sites and other geographically relevant imagery to make it more accessible to all students across New South Wales. And this is how we did it.

In partnership with EZEC and thanks to the team at T4L, who allowed us to borrow the, 'Jetstar', we travelled across New South Wales, visiting our colleagues and taking amazing images to upload into Google Maps and Google Earth. These platforms have transformed the way geographers can investigate places. The immersive interactivity places exploration in the hands of the students.

Now we're all familiar with Google's interactivity with 360 photos. But what's really cool is when you open your Google Maps app, then you can actually walk into the site and be completely immersed. Here, if you have it on your desktop browser, you use your fingers to scroll around. But, if you have the Google Maps app, you actually get to immerse yourself.

[Image of person holding up and moving a mobile phone to show the environment being studies]

Imagine a classroom of senior students doing this. It really captures the kinaesthetic learners.

Now, let's have a look at the website and see where you can actually access this imagery to use in schools in your classroom. So this is the curriculum HSIE website. You must be familiar with this by now. And in geography under stage six, we can scroll down to new resources that we've been able to put together in partnership with the HSIE curriculum and thank you to Sue for allowing this to happen.

Under the general tab, you can actually go to immersive environments and this is where our project and the 360 images are catalogued and held. Let's go to this now. And here it is.

You will see this site actually divides up into the natural and human environments by physical interactions and ecosystems at risk here at the top. And we can scroll down and we actually investigate the urban places as well. And so if you can see, these are all the different sites that we've been able to photograph and catalogue here under this site. So let's have a little look and see what, let's go and see a site.

I'm going to choose Kitty's Creek because this is a site that actually the Field of Mars operate. The other sites have been put together using, in being in partnership with our EZEC team. So let's have a little look at some of the images. You can click on the image like this. It will actually take you directly to Google Maps. To the 360 photosphere that we've been able to put together.

So if we scroll around, we can take in the whole environment. This is the intertidal wetlands and in this particular spot, we're above the entire zone in the salt marsh, an ecosystem at risk. But if you can scroll around, you get to see the actual zonation within these intertidal area. So we have the Casuarina woodland at the back and if we move around, we can also see the mangroves down towards the lower part of the intertidal zone. And creeping in, we have our mangroves. Obviously showing the changes in this environment over time.

So, now what we're going to do, is we're actually going to use the click arrow here. We're going to click on this back arrow. Where we're now going to actually be able to place this picture into the environment itself. And so this is actually where we can go. Now we can zoom in and we can also change our layers to the satellite imagery using NASA's satellite images as well as aerial photography. And if we zoom in, we can actually see where those photos these are. All you need is peg man over here. Right-click on him. And that will actually then allow us to see all of the images. Both Google Street Cam as well as the public's own photos sees onto the actual site here. And they're really useful to be able to examine this finely more detailed.

This little photosphere here, was the photo we were just having a look at, as you can see in that little box there. However, we're also able to use other sites as well. So here for example. In this particular image, this is not owned by us. This is actually a member of the public. It's not part of our own sort of system. But here we can actually see the creek. The Kitty's Creek that runs out into the Lane Cove River. So it gives you a much greater perspective of the whole environment.

Now if we click back, we should get back to our own immersive brand. Now, this brand is actually, we're providing permission for students to use the images that we've catalogued. If however, you do go into those other sites, like this one back here for example, you will actually, because being a third party, this has copyright. So students wouldn't be able to use this image unless they had permission. As I said, anything under our brand here, you're welcome to use. You have our permission. Hows that.

All right, so now. What's happened here is its also brought up our EZEC 360 immersive environments local guide brand and all of the pictures that we've actually accumulated is quite a number. But let's go Griffith first and we'll have a little look and see what's happening in Griffith.

And so here, the wonderful thing about this is you can actually see urban dynamics and the urban dynamics here. Obviously, carbonization as well as suburbanization, it's occurring here in Griffith. All right, so now let's have a look and see what else we have. I know that with those catalogues we've actually got the, we've got both physical and urban environments and depending on what you're interested in, you might be able to do that.

Here for example, we have Dubbo. And we're obviously looking there at more decentralisation as well as some of the surroundings suburbs. So it's a really great study when you're looking at those urban dynamics of a country town.

So now I'm going to go back to our main website and have a look at some of the other sites that we have here. And so, we might go to. We've been to Griffith. We might go to Cronulla Beach. Here. So here is Cronulla Beach. Here we go. You can click this one. And with this, you can actually, once it's loaded, you can see here at Wanda beach. We're looking at the dune system.

Some of these photos, we actually thought it would engage students to see the EZEC teachers conducting field work. This is the team at Royal National Park you see. And they're conducting field work. You can see we have different equipment. You can zoom in to see what they're doing. We've got a clinometer working over here, for example. So it also engages students with the different types of field work equipment and the different ways that we can conduct field work.

So now heading back to our site. And what's been very exciting is we've able to catalogue hundreds of photos and so, it does take a little bit of time. And if you actually really move out onto New South Wales, you'll see how many different sites we've been able to photograph using, working with our colleagues at EZEC. So you can see that if I scroll to the top here, you'll also notice that we've got nearly 2 million views of these photos and we just hope that some of these photos are actually being used and viewed by our HSC students and preliminary students in their study of geography.

It looks like there is a lot here but I feel there is so much more to go and we've really appreciate the feedback of our geography teachers out there. Essentially see it as a wish list of sites that you would love for us to capture for you. If there's a site, you know, that you don't have a 360 camera, or the technology, or the workflow is just too arduous, perhaps you can contact us here in the team at HSIE and perhaps we can work together and get some more of these amazing images up.

So essentially, I'd like to say thank you to the HSIE team for allowing us to go on lovely travels to work together to be able to put this resource up. And yeah, that's a resource we hope that's useful and we hope you'll be able to use it in your HSC and preliminary geography classrooms.

Geography – success in the written examination

A presentation with tips for studying and completing the written examination.

To support your teaching of this topic, access Geography – success in the written examination support resource (DOCX 76 KB) .

Watch HSIE – Geography exam preparation (29:54).

Transcript of HSIE – Geography – exam preparation

Welcome to the HSC hub presentation for geography. This presentation will take approximately 25 minutes to view. A supplementary document with key details from this presentation is also available to view or print. Before we commence proceedings, I would like to pay my respect and acknowledge the traditional custodians of the land on which this meeting takes place, and also pay respect to Elders both past and present.

Welcome to this HSIE HSC hub video for geography. This recording is designed to introduce the exam layout and structure and to provide some tips on preparing for the exam. Each section of the examination will be explained with reference to the 2019 paper, questions, and feedback from the marking centre.

Before the exam day, download the HSC timetable and highlight all of your exams. The 2020 examination timetable has already been released and can be found on the NESA website. This year, the geography exam is scheduled for day 13, Thursday, the 5th of November. The exam commences at 9:25 a.m. and students should arrive to the exam venue 30 minutes prior to the commencement time. Plan your revision schedule to match up with your exams. You should already have a regular study routine that you are following to keep up with your coursework. Continue to study and revise each of your subjects. However, in the days before your exams, you may need to give a little more emphasis to the exams you will complete first. As you complete exams, the time you would have spent on those subjects can then be added allocated to the exams yet to come.

Get a good night's sleep before each exam. Late nights will harm your performance. Last minute cramming is okay, but not at the expense of sleep. Your brain needs time to rest and you'll be able to engage better with the questions if you are not physically and mentally exhausted. Eat your breakfast and remain hydrated. Studies have shown that eating a healthy high protein breakfast and remaining hydrated during the exam will help you improve your examination results. Make sure that you have all of your equipment ready. Pack it up in a clear plastic pencil case or a plastic sleeve the night before so you aren't rushing and forget something on the morning of the exam. This is particularly important in the geography exam, where there are a large number of materials permitted into your exam room.

Materials. What can you bring to the exam? NESA allows a number of items to be brought into all HSC examinations. These include a black pen, please bring spares, black is important as exam papers are scanned to allow for on screen marking and lighter coloured pens may make reading your response difficult. The instructions on the front of the examination paper clearly state that responses should be written in black. A ruler. These are allowed in all exams but necessary in geography for measurement and completion of some skills based questions. Highlighters may be helpful in identifying directive verbs or key terms in the question. 2B pencils, for completing diagrams, but also for marking your responses in the multiple choice section of the paper. Again, 2B pencils are read most easily by the scanners, so please make sure that you use the right pencil. Bring a sharpener in case the pencil breaks. A bottle of water is also permitted in the exam room, however, it does need to be in a clear plastic bottle.

A number of additional items are permitted for the geography exam. A NESA approved calculator, make sure that you check on the NESA website for the approved list for the 2020/2021 HSC period. Simply Google NESA approved calculators and make sure that you have the 2020/2021 list. A pair of dividers and a pair of compasses, both used for measurement. A protractor which is essential when you're calculating bearings. Coloured pencils and/or felt pens are helpful if you're asked to complete a diagram, or if you wish to include an illustration to support your answer. A magnifying glass is optional, but can help you see the finer details of topographic maps included in the stimulus booklet. They can be difficult to see and the magnifying glass allows for you to see the finer detail. A piece of string or thread is also optional, but again can be useful when we're making measurements. Particularly if you're asked to calculate distance along a curved road or waterway, it may be actually easier to do this using the string technique.

Exam layout. In geography, the exam consists of three sections. Section one is multiple choice, which includes 20 questions, each with an equal value of one mark. A total of 20 marks may be awarded in this section. Section two consists of short answer questions. This includes five questions with multiple parts. For each question, marks may range from three to 12 marks. A total of 40 marks may be awarded in this section. Section three, extended responses. Students select two questions from the three provided. Each question has an equal value of 20 marks and a total of 40 marks may be awarded in this section. A stimulus booklet is provided, which contains multiple sources that will be referred to throughout the exam paper. The total examination time is three hours and five minutes. The first five minutes is allocated to reading time. During this time, you will not be able to write or mark your paper in any way. Use this time to ensure that you have each of the sections and that no pages are missing from your exam booklet. You should also ensure that you have a copy of the stimulus booklet, and several writing booklets that you will use for your extended responses. At the end of reading time, you will have three hours writing time. During this time, you are to complete the paper to the best of your ability. Follow the directions at the beginning of each section to ensure that you remain on track to complete the paper within this set time. It's good to note that once you leave the exam room, you will not be permitted to re-enter. It is strongly advised that you remain for the entire duration of the examination period.

Section one is multiple choice. The multiple choice section of this paper has 20 marks allocated. Instructions are given at the start of each section, and they include an indicative time. You may finish the section sooner than the 35 minutes indicated, however, it's not advisable to go beyond this timing. You can always come back if you have time after completing the rest of the paper. In this section, you will be tested on both content knowledge and geographical skills. A number of these questions will require you to refer to the stimulus booklet. Additional instructions regarding which stimulus you need to use are given immediately before the question. Read all of the instructions on the paper carefully to avoid making a mistake. Your answer is not marked on the question paper but on a multiple choice answer sheet attached to the examination. Multiple choice questions from past HSC papers can be tested in online quizzes on the NESA website. The link to these quizzes are found at the end of the presentation or ask your teacher to direct you.

Let's have a look at some examples. In the 2019 HSC paper, question two refers to a climate graph in the stimulus booklet. The instructions located immediately before the question stated, refer to Source B on page one of the stimulus booklet to answer question two. I've placed a copy of the stimulus here for you to see. It is clearly labelled as Source B - Climate graph of a city in the black header bar. The question then reads which season has an average precipitation of approximately 80 millimetres. A, Autumn. B, Spring. C, Summer. Or D, Winter. In order to answer the question, you will need to be able to identify some key pieces of information. Which months relate to which season? How do I determine precipitation using the graph? And how do I determine average precipitation for each season? So let's start by making sure we know when each season occurs. The column graphs indicate the average amount of precipitation received in each month. We know this because the measurement indicators for the column graph are on the right, which is labelled precipitation, and the unit of measurement is given in millimetres. The temperature curves are explained in the key, and while temperature is not part of this question, we can see from the average monthly temperature curve that the coldest months are in the middle of the calendar year. This tells us that the city must be located in the southern hemisphere. If the coldest months were at the beginning and end of the calendar year, then we would be in the Northern Hemisphere. As we also live in the Southern Hemisphere, we know that in this instance, December, January, and February are Summer, March, April, and May are Autumn, June, July, and August are Winter, and September, October, and November are Spring. To determine the average precipitation in each season, you would need to add the totals for each column within that season. For example, Spring which is September, October, and November has approximately 73 millimetres. We can see this by having a look at the September column, approximately 24, October, again 24, and November, slightly higher at 25. As we're looking for a season with 80 millimetres approximately, we would need taller columns. Take a moment to see if you can work out the answer to the question. The answer is D, winter. Congratulation to those of you who were able to answer this question correctly. You may have calculated the answer for winter at 81 rather than 80, but remember that the question asked for approximately 80 millimetres and this is the only answer that is closer to that number.

Let's move on to a question that does not contain a stimulus. In the 2019 HSC exam, question 20 asked which of the following criteria must be met for a city to be classified as a world city? A, it is a capital city. B, it is a regional hub for trade and tourism. C, it has a population of more than 10 million people. Or D, it has developed responses to the challenges within the city. This question is a good example of distractions. Two of the responses refer to features of a megacity, and two responses are possible answers for a world city. The syllabus asks students to examine challenges of megacities and the responses to these challenges, it does not ask this for world cities. Megacities are defined by their populations exceeding 10 million people. However, no size criteria exists for world cities. Once we have eliminated the answers linked to megacities, we can now examine the remaining responses. In your study of world cities, you would have examined a case study. Case studies of cities like London, Paris, and Tokyo may make you lean towards answer A. However, consider some of the other world cities like New York and Sydney, which are dominant and influential at national, regional, and international levels, however, are not capital cities. Answer A is designed to be a distraction from the correct response, answer B, it is a regional hub for trade and tourism.

Section two is the short answer section of the paper. It's allocated a total of 40 marks. Instructions are given at the start of the section and include an indicative time. Section two should be completed in approximately one hour and 10 minutes. Read the instructions section carefully before you start answering your questions. A number of the questions in this section will require you to refer to the stimulus booklet. Follow the directions carefully to ensure that you locate the correct stimulus for each question. All of these questions will have multiple parts. In some questions your answer in one part may impact the next. To avoid making a mistake, read the whole question, including each part, before you start your response.

Question 21 is a skills-based question. It may require you to draw, sketch, or calculate as part of the question. In the 2019 HSC exam, part A asked students to use the data given for the 25 to 29 age group to complete the population pyramid. You can see that the bar graph for the 25 to 29 age range is empty. The information that needs to be added is in the table given. When completing the bar graph care needs to be taken to ensure that the information for males is included on the left side of the population pyramid, and females on the right. The number of people in each category is indicated on the x-axis. When completed, the graph should appear like this. You may wish to use a pencil to draw in the bar graphs in case you make a mistake. Once you are happy, either leave it in pencil or trace over the top in pen. Part B asked students to outline one characteristic of the population pyramid that reflects the demise of the small town. This requires some analysis of the data in the population pyramid that was completed in part A. Demise of the small town could be due to a number of factors including aging population, lack of services, urban pull factors, or low birth rates. In this instance, we can see a very low number of children in the zero to four age group, which is demonstrative of a low birth rate. The written response needs to include direct reference to the population pyramid, as this was the direction in the question. A sample response for this question could include a characteristic of the population pyramid, which reflects the demise of the small town, is the low proportion of residents in the youngest age group, zero to four, which is a result of the low birth rate. Approximately two to three lines of writing per mark is a good benchmark for the detail required in short answer questions. In this example, a two mark question the sample response is four lines.

Now let's look at an example that doesn't refer to a stimulus. In the 2019 exam, question 24 contained two parts with equal weighting. Part A asks students how has one urban dynamic, other than urban village changed the character of a country town or suburb? Part B asks students to describe how two challenges are affecting megacities in the developing world? Answers to this question are not linked, therefore can be answered independently. Answers in this section of the paper need to be well structured and to the point. Better responses will include reference to illustrative examples which support the response. If you need extra writing space, this is provided in the back of the booklet. Please make sure you clearly identify the question number if you are using the extra space, so that markers can link the writing easily. Now let's have a look at the sample responses for these questions. In question 24, Part A asks students how has one urban dynamic, other than the urban village, changed the character of a country town or suburb? You can see that this question has space for both your response and a box titled urban dynamic. You are required to identify the urban dynamic that you will be using to explain the changed character of a country town or suburb you have studied. If you are given a question like this, then please make sure you complete the box with the dynamic that you are using in your written response. In your study of urban places, you have covered urban dynamics causing change. This would have included urban renewal, urban decay, counter urbanization, decentralization, ex-urbanization, suburbanization, urban consolidation, spatial exclusion, and the urban village. This question specifically states that the urban village is not to be used to answer the question. It also specifies very clearly that only one urban dynamic is to be chosen. Do not be tempted to write on more than one option, as this will simply take time and not contribute to answering the question.

In answering the question, there are several pieces of information required in order to achieve all four marks. Identify and explain the dynamic, not just in general but specifically related to the country town, or suburb that you have studied. Secondly, you need to include detail of the location you studied. Is it a country town or is it a suburb? Where is it? Who lives there, et cetera. How is the dynamic changing the character of the place? Give some history to the location, what it was like, how it's different due to that urban dynamic. Here is a sample response for you to see how this comes together in a structured response. “Urban consolidation, or high density living, has clearly changed the character of the Sydney suburb of Pyrmont in the last 20 years. Being so close to the city, its land is highly sought after, and is therefore more expensive. Former industrial sites have been converted into multistorey apartment blocks. This has resulted in the gentrification of the area, and thus an increase in higher wage earners living in the suburb. The character of the suburb has changed in terms of the types of family units, smaller families living in apartments, and less reliance on cars as a form of transport due to the cost of parking and the proximity to the city.”

Part B of question 24 asked students to describe how two challenges are affecting megacities in the developing world. It is important to note that the megacities studied in geography are from the developing world only and should not be confused with world cities that may also meet the population criteria for this classification. Unlike the question in part A, part B requires the identification of two challenges and how they are affecting megacities. In order to answer the question fully, you must provide details of the challenge and the impact of this challenge on the city. These impacts may be for individuals, communities, or governments.

Let's have a look at the sample response for this question. “One challenge faced by megacities is access to housing. The lack of affordable housing has led to the exponential growth in squatter settlements or slums, with often deplorable living conditions, including a lack of access to power or toilets. Residents also have no security or legal rights if the authorities choose to bulldoze these informal settlements. Access to clean water is another challenge in megacities, due to the rapidly increasing population and the fact that most slums do not have direct access to a piped water system. As a result, sewerage facilities are also inadequate, which means untreated sewage is often dumped into open drains. This then has implications for the health of slum dwellers and other city residents due to the likely spread of disease.” As you can see, the writer has clearly identified two challenges, described in detail a number of different ways that these challenges have affected megacities, and formed a logical and cohesive response.

Section three forms the extended response portion of the exam. Instructions are given at the start of the section and include an indicative time. For section three, one hour and 15 minutes is the recommended time. A clear statement outlining how answers are assessed is written at the start of the section. Please read this carefully, as it forms part of the marking criteria for your responses. Three questions are provided in this section. However, you are asked to attempt only two, you should carefully select the questions based on your level of confidence and ability to construct a logical and cohesive response supported by illustrative examples. Each question is allocated 20 marks. Your essays are to be written in writing booklets that will have been provided at the start of the examination. Please ensure you use separate booklets for each response and clearly identify the question number and number of booklets used on the front cover. If you run out of booklets simply ask the exam supervisors for more.

So let's have a look at an example of an extended response question. In the 2019 HSC exam, question 28 asked, “explain how biophysical and technological factors affect the nature of one economic activity in a global context”. Let's pull this question apart a little. Firstly, identifies one economic activity. Economic activities may include things such as agriculture, including rice, dairy, or viticulture, tourism, or manufacturing. Only one economic activity should be discussed in response to this question. Take care not to simply explain the enterprise you have studied, but rather use the enterprise to support the answer that you are constructing as your response. The question asks, explain how biophysical and technological factors affect the nature. So biophysical factors such as climate, topography, and water supply, and technological factors, such as transport, genetic engineering, and computer technology would need to be discussed in how they affect the nature of the economic activity. The nature of the economic activity may include factors such as location, workforce, capital, or labour-intensive nature of production. So, there are many complex aspects to this question. It's key for students to understand that they need to answer all parts, not simply biophysical factors and how they affect the nature of the activity and not simply technological, but both biophysical and technological. Ultimately, the question is asking how these affect the nature of the economic activity. So please make sure that you're actually answering the question in detail. Using quotes, facts, and statistics will give authority to your response and demonstrate to the marker a detailed understanding of the economic activity you have studied. Ensure that the quotes and statistics are included to support the written content and do not include them if they are not contributing to the depth of the response.

Past HSC papers are a useful revision tool to practice your writing and increase your familiarity with the exam structure. Mark your own responses using the marking criteria provided in the notes from the exam centre. We have now come to the end of the presentation. Please remember to ask your teacher for other resources and webinars for geography, also how to access past HSC exam packs and the HSC exam equipment list on the NESA website. Also ask your teacher for more hints and tips for your exam and how to study effectively. They are the expert that you have access to every day and you need to make the most of them. Thank you for joining us.

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How to master A Level Geography 20-mark essay questions

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What should I do before attempting an A Level Geography 20-mark essay question?

Should i plan an a level geography 20-mark essay, how should i structure an a level geography 20-mark essay.

As we run up to exam season, many of you will now be completing your NEAs (non-examined assessment) and exam content, and starting to focus on exam technique. You may be thinking about how you will tackle the dreaded 20-mark essay questions . Essay questions are very much like marmite for students. Some love them as they get the chance to explore key geographic theories and showcase their knowledge and understanding, which may not be possible in lower-stakes questions. However, others may struggle to formulate their geographic ideas or structure them in a way that makes a convincing argument.

In my experience, all A Level geography students must be systematic and structured in the way they write their long-form answers. This approach ensures that students cover all the necessary content while also demonstrating the geographic skills that examiners are assessing.

Examiners use both AO1 and AO2 to evaluate students in essay questions. AO1 requires students to demonstrate knowledge and understanding of places, environments, concepts, processes, interactions and change at various scales. AO2 deals with the application of knowledge and understanding in different contexts to interpret, analyse, and evaluate geographical information and issues. The strongest students can produce answers that balance the two aspects in their responses. If you weigh your answers too far toward knowledge recall and simply state facts, figures, and case study knowledge without doing anything with the knowledge (this is where command words are essential), you will not be able to achieve the highest levels described in the level descriptors.

Before you attempt essay questions, I suggest you take a look at the mark schemes for some past paper questions. It is important to focus on the level descriptors as these are what the examiners will use to assess your answers. Pay attention to the language they use to describe what they are looking for, and when you start your attempts, consider whether your language and writing style match the descriptors. The exam board mark schemes are available on the PMT A Level Geography past papers webpage .

Another place to look before attempting essay questions is the assessed sample answers produced by the exam boards (e.g. AQA Paper 1 Hazards Example Responses ). These are available on the exam board websites and show a range of pupil responses to exam questions. They come with a helpful commentary that explains how the pupils gained marks, highlights the importance of a well-structured response, and provides insight into what examiners are looking for when assessing your answers.

Where to start – command words

As mentioned above, it is very important for students to be systematic in their approach to answering 20 markers. The first thing students need to understand is the command word . Without knowledge of what the command word means and what it is asking you to do, you will not be able to fully engage with the question. To find out the meaning of different command words , you should visit your exam board’s website and look in the specification.

Essay questions tend to use the command words “to what extent” or “assess” . According to AQA, if the question includes the “to what extent” command word, you should “Consider several options, ideas or arguments and come to a conclusion about their importance/success/worth”. On the other hand, if it is an “assess” question, you should “use evidence to weigh up the options to determine the relative significance of something. Give balanced consideration to all factors and identify which are the most important.”

BUG the question

Command words can help guide you in how to structure your answers and the skills you need to exhibit. During KS3 and KS4, you may have been told to BUG the question, where B stands for box the command work , U for underline key terms , and G for glance back at the question .

I would encourage all A Level students to continue to use this strategy, even for longer essay questions. It will help ensure that you are answering the question you are being asked, rather than the question you wish you were being asked.

Failure to prepare is preparing to fail.

It is crucial for all students to plan their essay writing before they start answering a question. An essay question requires you to write for a sustained period, and if you don’t have a clear plan for what you’re going to write, you may lose focus on your points and arguments and not fully answer the question.

I suggest that all A Level students write a brief plan before attempting the question . This plan should outline the introduction, including key terms to define and any case studies to introduce, the main argument in each of your paragraphs, and finally, the contents of your conclusion. Spending just five minutes on this will save you time in the long run and help keep you on track to answering the question fully.

A good structure is key to success in essay writing. A clear structure enables you to answer the question coherently and reduces the chance that you will lose the key focus of your points. All of the exam boards recommend following the structure outlined below:

Introduction

• Main body of the answer (three to four key arguments)

In academia, this is sometimes known as the hourglass essay . An hourglass essay starts with a big idea, narrows down to a specific question, and then widens back out to explain why that specific question is important in the grand scheme of things.

The introduction of your essay should account for approximately 10% of the total essay length , and it’s an excellent opportunity for you to impress the examiner. Your essay introduction should give a broad view of the essay themes and provide a definition of the key terms that you have underlined in your question. It is also the place to introduce a case study location . A strong start to your essay is crucial as it demonstrates to the examiner that you have a clear understanding of the geographic content you’ve been studying.

Once you have written your introduction, you can then get on to answering the questions. While the introduction mainly covers AO1 (knowledge and understanding of geography), the main body of your answer should cover both AO1 and AO2 (analysis and evaluation in the application of knowledge and understanding).

As before, the way you structure the main body of your answer is very important, and you must form your points clearly and coherently. During my teaching and tutoring, I have seen many ways of forming these arguments/points, but the two most effective methods I have seen are using PEEL or PEACE paragraphs .

• E xplanation
• A pplication

Everyone is different, and everyone has their unique writing style. My advice to all A Level students is to try both methods when beginning to tackle essay questions and determine which one works best for you. I would also recommend completing PEEL/PEACE paragraphs and asking for feedback from your teacher or tutor.

The main body of the essay should consist of three to four arguments that cover the views for the specific question. Those who can link back to the question but also between their paragraphs will have the best chance of performing well in their essay questions.

After completing the main body, you now need to finish your essay with a conclusion. Just like the introduction, this should be roughly 10% of the total essay length . The main aim of the conclusion is to bring your essay to a close and essentially answer the question you have been asked. In the conclusion, you should summarise your argument and avoid introducing any new information . It is simply a chance to express your own thoughts and opinions while bringing your essay to a close.

The quality of a conclusion is often a key indicator of the overall quality of an essay. Although it is a short section of the whole piece of writing, it provides a platform to showcase several important geographic skills such as analysis, summarising, and creating synoptic links .

Overall, it is very important that you give yourself enough time to complete your essay questions during your examinations and that you follow the structures discussed above. If you follow these guidelines, you will see an improvement in the quality of your essay responses.

If you’re in Year 13 and in need of additional help, PMT Education runs Geography A Level Easter Crash Courses for AQA and Edexcel . Whether you need support with exam technique or want to revise key sections of the syllabus with the help of an experienced tutor, these courses will equip you with the knowledge, skills, and confidence to excel in your summer exams.

Dave is a qualified teacher with 10 years of experience teaching GCSE and A Level Geography. He has worked as an assistant faculty leader for Humanities and a professional mentor for new and trainee teachers. He has also been involved with the supervision and guidance of NEAs. Dave currently works in higher education and trains geography teachers across the North West of England. He is also a tutor at PMT Education , with experience running highly successful geography courses .

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11–12 Geography 11–12 Syllabus

The new Geography 11–12 Syllabus (2022) is to be implemented from 2024.

2024, Term 1

• Start teaching new syllabus for Year 11
• Start implementing new Year 11 school-based assessment requirements
• Continue to teach the Geography Stage 6 Syllabus (2009) for Year 12

2024, Term 4

• Start teaching new syllabus for Year 12
• Start implementing new Year 12 school-based assessment requirements
• First HSC examination for new syllabus

Syllabus overview

The Geography 11–12 Syllabus aligns with the Loading... to provide opportunities for integrated delivery.

Through collaborative curriculum planning , it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.

Course structure and requirements

Course numbers:

• Geography (Year 11, 2 units): 11190
• Geography (Year 12, 2 units): 15190

Exclusions:

• Geography Life Skills (Year 11, 2 units): 16626
• Geography Life Skills (Year 12, 2 units): 16626
• Human Society and its Environment Life Skills (Year 11, 2 units): 16699*
• Human Society and its Environment Life Skills (Year 12, 2 units): 16699*

*Where Geography is undertaken within the course. 

The following diagram illustrates the elements of the course and their relationship.

Image long description: This is a diagram outlining the organisation of content for the Geography 11–12 Syllabus. Along the top are the focus areas Earth’s natural systems, People, patterns and processes, Human–environment interactions, and Geographical Investigation, labelled as Year 11. At the bottom are the focus areas Global sustainability, Rural and urban places, and Ecosystems and global biodiversity, labelled as Year 12. In the middle is Geographical concepts, Geographical inquiry skills and Geographical tools. A line connects the 3 labelled ‘Thinking and working geographically’ on the top and ‘Knowledge, understanding and skills’ on the bottom.

Year 11 course structure and requirements

The Year 11 course is structured to provide students with opportunities to develop and apply their understanding of the geographical concepts of place, space, environment, interconnection, scale, sustainability and change. Students investigate natural systems; people, patterns and processes; and human–environment interactions. They develop an understanding of the nature and value of geographical inquiry through planning and conducting a geographical investigation.

Year 11 course (120 hours)

The course comprises 4 focus areas and students are required to study all 4.

Geographical inquiry skills and tools

The geographical inquiry skills and tools content is to be integrated throughout the course. The focus areas and studies provide the contexts for developing and applying inquiry skills and tools.

The geographical tools are to be integrated with the content of the Year 11 course. Students are to develop an understanding of the purpose and value of particular tools and how they can be used; ie their real-world applications.

A broad range of geographical tools should be integrated into each Year 11 focus area as appropriate. The application of tools in geographical inquiry will depend on the nature of the investigations conducted by students.

If required, selected tools should be accessible for students with disability, eg tactile maps, accessible choropleth maps for colour-blind students, and tactile photography.

Twelve (12) hours of fieldwork are mandatory for the Year 11 course. Fieldwork may be integrated within one or more of the following focus areas – Earth’s natural systems; People, patterns and processes; Human–environment interactions, as appropriate.

Some students with disability may require adjustments and/or additional support to engage in fieldwork.

When conducting fieldwork that involves people, ethical practices such as adherence to intellectual property (IP) rights must be considered. If fieldwork is proposed for Aboriginal sites, or is about Aboriginal and/or Torres Strait Islander Peoples and cultural heritage, Indigenous cultural and intellectual property (ICIP) is an ethical consideration.

In such cases, participants should be familiar with a range of cultural protocols for working with Aboriginal communities and ensure appropriate consultation occurs with local communities and education consultants. For more information refer to Aboriginal and Torres Strait Islander principles and protocols .

Learning across the curriculum

The content includes opportunities for students to investigate Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and Sustainability. Study of Aboriginal and Torres Strait Islander histories and cultures, and Asia and Australia’s engagement with Asia must be included in Stage 6, and can be integrated flexibly and in different ways.

The syllabus includes references to Indigenous, Indigenous Peoples, Indigenous cultures and Indigenous practices. These terms are used when referring collectively to the first peoples of the land in international contexts. Sustainability is included within syllabus content for Geography Stage 6.

Applying geography in the contemporary world

Students are to develop an appreciation of the relevance of geographical understanding to particular professions and to responsible management, in the context of each Year 11 focus area. This may be done flexibly and in different ways.

Earth’s natural systems

Students investigate the diverse landscapes of the Earth’s surface and its distinctive physical features. They examine the cycles, circulations, interconnections and spatial patterns that combine to form the Earth’s integrated system, and investigate natural processes, cycles and circulations that change the Earth’s land and water cover.

This focus area includes an overview of the uniqueness and diversity of the Earth. It is intended to provide a broad perspective as a context for studying the focus area. Allocate a maximum of 4 hours to this part of the focus area.

People, patterns and processes

Students investigate evidence of human diversity across the Earth’s surface. They examine the spatial patterns and extent of the human footprint, and the human transformations shaping those patterns.

Students investigate the unique character of places and how various human processes are shaping them, through ONE of the following:

• human resilience in diverse environments
• local places and global economic change
• place and cultural change
• political power and contested spaces
• technological advances and the transformation of places.

The study selected must not significantly overlap or duplicate studies selected for Year 12.

This focus area includes an overview of the diversity and extent of human activity. The overview is intended to provide a big-picture perspective as a context for studying the focus area. Allocate a maximum of 4 hours to this part of the focus area.

Human–environment interactions

Students investigate the global nature of land cover change, from temporal and spatial perspectives, as they examine the long-term development of natural systems compared to the short time frame of human activity. They investigate evidence for, and causes of, climate change, as well as the role of humans in contributing to land cover change.

Students investigate the interaction between the Earth’s natural systems and people through the study of ONE of the following:

• a geographic region
• a contemporary hazard
• climate change.

This focus area includes an overview of change to the Earth’s natural systems over time. The overview is intended to provide a big-picture perspective as a context for studying the focus area. Allocate a maximum of 3 hours to this part of the focus area.

Geographical Investigation

Students plan and conduct ONE Geographical Investigation to develop their understanding of the nature of geographical inquiry through practical research and applying geographical concepts, skills and tools.

Further information about the investigation is provided in the Geographical Investigation section of this syllabus.

Year 12 course structure and requirements

The Year 12 course is structured to provide students with opportunities to develop and apply their understanding of the geographical concepts of place, space, environment, interconnection, scale, sustainability and change. Students investigate global sustainability, rural and urban places, and ecosystems and global biodiversity.

Year 12 course (120 hours)

The course comprises 3 focus areas and students are required to study all 3.

The geographical inquiry skills and tools may be assessed in the HSC examination in relation to any of the Year 12 focus areas, as appropriate. Students are to develop an understanding of the purpose and value of particular tools and how they can be used; ie their real-world applications.

A broad range of geographical tools should be integrated into each Year 12 focus area as appropriate.

If required, selected tools should be accessible for students with disability; eg tactile maps, accessible choropleth maps for colour-blind students, and tactile photography.  

Twelve (12) hours of fieldwork are mandatory for the Year 12 course. Fieldwork may be integrated within an individual focus area or across focus areas as appropriate.

The content includes opportunities for students to investigate Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and Sustainability. Study of Aboriginal and Torres Strait Islander histories and cultures, and Asia and Australia’s engagement with Asia, must be included in Stage 6, and can be integrated flexibly and in different ways.

The syllabus includes references to Indigenous, Indigenous Peoples, Indigenous cultures and Indigenous practices. These terms are used when referring collectively to the first peoples of the land in international contexts. Sustainability is included within syllabus content for Geography Stage 6.

Students are to develop an appreciation of the relevance of geographical understanding to particular professions and to responsible management, in the context of each Year 12 focus area. This may be done flexibly and in different ways.

Global sustainability

Students investigate sustainability in the contemporary world, including principles of, and actions for, sustainability.

Students study ONE global economic activity and its sustainability.

The study selected must not significantly overlap or duplicate studies selected for Geography Stage 5, the Year 11 course or other Year 12 focus areas.

Rural and urban places

Students investigate the spatial characteristics of diverse types of settlements, and the process of urbanisation and urban growth influencing rural and urban places at a global scale.

Students study:

• ONE place in a rural setting and ONE place in a larger urban settlement
• ONE large city of 5 million people or more, outside Australia.

Examples of places in a rural setting:     

• regional centre
• remote settlement

Examples of places in an urban setting:

• urban precinct
• urban corridor

The studies selected for the rural place, urban place and large city must not overlap.

The studies selected must not significantly overlap or duplicate studies selected for Geography Stage 5, the Year 11 course or other Year 12 focus areas.

Ecosystems and global biodiversity

Students investigate the functioning of ecosystems, their value, the roles of natural and human stresses, and trends in global biodiversity.

Students investigate TWO different types of ecosystems. They undertake a study to illustrate each type of ecosystem selected. At least ONE study is to be selected from outside Australia.

How to Write a Geography Essay: Structure, Tips, FAQs

Geography reveals fascinating facts about our planet, like the Dead Sea's buoyancy due to its high salt content. Similarly, writing a geography essay can be just as interesting.

In this guide, our paper writing service experts will discuss what defines this type of essay and share some tips for writing a great one. You’ll learn its key components and see why geography is relevant today. Whether you're a student aiming for success in geography or simply curious about its significance, let's begin!

What is a Geography Essay

A geography essay is a piece of writing that explores a topic related to the Earth's surface and its features. It goes beyond just memorizing locations. There are two main things a geography essay might explore:

• Physical features: This could be about mountains, rivers, oceans, deserts, or any other natural aspect of the Earth. The essay might explain how these features formed, how they affect the environment, or how they influence human life.
• Human-made features and influences: This could be about cities, borders, agriculture, or any other way humans have shaped the planet. The essay might discuss why these features exist where they do, or how they interact with the natural world.

In the next parts, our skilled writers, who you can buy essay from, will share a simple guide to help you write these essays successfully.

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How to Write a Geography Essay

Writing a geography essay can be broken down into clear steps. Here's a roadmap to guide you:

• Understand the question: Make sure you grasp what the essay prompt is asking you to explore.
• Do your research: Gather information from reliable sources like textbooks, scientific journals, or reputable websites. Remember, a strong essay needs a solid foundation of facts.
• Craft your thesis statement: This is the main idea your essay will explore. Think of it as the sentence that summarizes the whole chapter of your story.
• Introduction: Grab the reader's attention with a captivating opening and introduce your topic. Briefly mention your thesis statement.
• Body paragraphs: Each paragraph should focus on one key point that supports your thesis. Use clear explanations, examples (like real-world places or case studies), and geographical terms to back up your ideas.
• Conclusion: Wrap up your essay by summarizing your main points and leaving the reader with a final thought that reinforces your thesis.
• Proofread and edit: Double-check your work for spelling mistakes, grammatical errors, and clarity of your writing. Make sure your essay flows smoothly and transitions well between ideas.

Remember, geography essays explain the "why" behind where things are and how they interact. Use clear language, relevant examples, and a well-organized structure to build a strong and informative essay about our amazing planet.

While you’re at it, find out all about a cause and effect essay and how to write it in our separate guide!

How to Start a Geography Essay

The introduction is your chance to grab the reader's attention and set the stage for your exploration. Here are some tips to craft a compelling opening for your geography essay:

How to End a Geography Essay

A strong conclusion leaves the reader with a lasting impression and reinforces the key takeaways from your essay. Here's how to write a conclusion for an essay :

Geography Essay Example

For a closer look at how to structure and compose an effective geography essay, we've put together a compelling example for your review. As you go through it, you'll discover the essential elements that contribute to making an essay both informative and engaging.

For more inspiration for your upcoming writing project, check out our extensive list of research paper topics . 

Geography Essay Structure

We've covered the essential elements of a geography essay, but crafting a truly strong piece requires attention to detail within the structure. Here are some additional points to consider:

Tips for Writing a Geography Essay

Here are some final tips to equip you for crafting a stellar geography essay:

• Know Your Audience: Consider who will be reading your essay. Is it for a general audience or a professor well-versed in geography? Tailor your language complexity and level of detail accordingly.
• Focus on Clarity, Not Jargon: While geographical terms are important, avoid overusing complex vocabulary that might alienate your reader. Explain technical terms if necessary, and strive for clear, concise writing.
• Active Voice is Your Friend: Geography is about a dynamic planet! Use active voice to make your essay engaging and avoid passive constructions that can sound dull.
• Proofread and Edit Ruthlessly: Typos and grammatical errors can undermine your essay's credibility. Take the time to proofread meticulously and have someone else review your work for a fresh perspective.
• Practice Makes Progress: The more you write about geography, the more comfortable you'll become. Don't be afraid to practice writing about different geographical topics to hone your skills.

This guide has equipped you with the tools to write a good geography essay. Remember, it's all about understanding the why behind where things are on Earth. Use clear language, strong examples, and a well-organized structure to craft an essay that explores our amazing planet in a compelling way. So, get out there, research your topic, and impress your professor!

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How Do You Start a Geography Essay?

What is geographical essay, what is the structure of the geography essay.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

• Updated writing steps, structure and tips
• Added new essay sample and FAQs
• Geography Essay Writing Guidelines . (n.d.). https://www.adelaide.edu.au/writingcentre/ua/media/40/learningguide-geographyessay.pdf 
• Extended Response Writing HSC Geography . (n.d.). Retrieved July 9, 2024, from https://gtansw.org.au/files/resources/SeniorGeography/2017/2a.%20Grace%20Larobina%20%20Extended%20Response%20Writing.pdf 

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Part 6: How To Write An Essay

Guide Chapters

• 1. How to Read and Analyse Texts
• 2. How to Research Your Texts
• 3. Understanding Assessments
• 4. How to Prepare for Assessments
• 5. How to Plan an Essay
• 6. How To Write An Essay
• 7. How to Edit Your Essay
• 8. How to Write Creatives
• 9. Imaginative Recreation
• 10. Multimodal Presentations
• 11. Short Answer Questions
• 12. How to analyse film

How to write an essay

In the last part of our Guide, we looked at how essays work and discussed the structure and planning of an essay . If you haven’t read it, you should go check that out first. In this part, we’ll get into the nitty-gritty of writing the essay and give you some tips for producing Band 6 responses in exam conditions.

But first, we need to discuss what essays are and how they should work.

In this article we discuss:

• How to Use Evidence
• Addressing the Module
• Discussing Supplementary Material
• Writing an Essay For an Exam
• How to Prepare for Essays in Exams
• How to Plan an Essay in an Exam
• How to Respond to Exam Essay Questions

Just to recap this is the process we are using to write an essay:

Now that we’ve refreshed our memory, let’s pick up where we left off with the last post. Let’s put together our body paragraphs.

Writing the essay

Step 4: write the body paragraphs.

Now you are ready to start writing. You have your ideas, your thesis, and your examples. So, let’s start putting it together.

First, let’s think about the structure of a body paragraph. The following diagram visualises the structure of a body paragraph:

A body paragraph has 3 key components:

• The topic sentence – You use this to introduce the subject matter of the essay and locate it in the logic of your argument.
• Evidence and argument presented in a T.E.E.L structure – This is the substance of your argument.
• The linking statement – This connects your body paragraph to the rest of your essay at the same time as summing it up.

How do I write a Topic Sentence?

The topic sentence introduces your body paragraph. It must introduce the theme or idea for the paragraph and connect it to the broader argument in the essay. Thus, it is very important that you get it right. This can be daunting, but it shouldn’t be.

So, how do you write a good one? Let’s see:

• Check your plan and decide what the focus of the paragraph will be.
• Reread the question and your thesis in response to it.
• Ask yourself how you can combine these two parts – the focus of the paragraph and your thesis.
• Decide on how you can best convey this to a reader in one or two sentences.
• Write this down

Now you’ve got your topic sentence, you need to validate it by supporting it with evidence. So, where should you start with this?

In order to demonstrate how to write a body paragraph, let’s consider a student who is writing an essay on Arthur Miller’s The Crucible for Common Module: Texts and Human Experiences. We’ll look at their notes and then a paragraph they’ve produced, before walking you through how to use evidence. Let’s go!

The table below is a sample taken from their notes:

In their table, the student has broken down their examples by character, themes, technique, effect, and connection to the module. This is important for when students write T.E.E.L paragraphs.  This allows them to easily transform their notes into part of an argument. For example, they have all the necessary information ready to incorporate into a T.E.E.L paragraph. Let’s see what that paragraph looks like:

This is a detailed paragraph, so how has the student gone from their notes to a complex response? Let’s see the steps that Matrix English Students are taught to follow when using evidence in a T.E.E.L structure.

How do I use evidence more effectively?

Evidence supports your arguments and demonstrates your logic to the reader. This means that your evidence must be relevant to your argument and be explained clearly. Using the following checklist will ensure this:

• Make sure your example is relevant to the question and thesis.
• Make sure that the evidence supports your topic sentence. Ask yourself, “how does this example support my argument?”
• Don’t list examples. Anybody can memorise a selection of examples and list them. You must produce an argument.
• Discuss the technique used in the example and the effect this has on meaning.
• Explain why the example supports your argument – this links it back to your topic sentence and thesis  (the L part of a T.E.E.L Structure).
• Ensure that you use at least three examples per paragraph – this means using T.E.E.L three times at least per paragraph.
• Remember that it is the quality of the example and your discussion of it that will get you marks.
• Summarise your body paragraph in a linking statement – take your core idea and restate it. You may consider incorporating a connection to the module or reasserting your topic sentence .

Now, you’ve got your head around using evidence for the body paragraph, we should quickly discuss addressing the Module and using your supplementary material.

How do I address the module?

It is not enough to pay lip service to the Module in the introduction and conclusion, you need to discuss it in a sustained manner throughout your response. To do this, you must:

• Incorporate the Module concerns into your topic and linking sentences – Don’t merely make the topic sentences about a theme or the text. Connect them to the module by incorporating the language of the Module Rubric.
• Connect your examples to the Module concerns  – for example, in a Module A essay when discussing evidence, explain how it conveys context or demonstrates the importance of storytelling.
• Discuss the module with your evidence – You must connect your examples to the module concerns. For example, if you are studying a text for Module B then you must explain how your examples demonstrate the presence (or absence) of Textual Integrity, lasting value, or universal human appeal.

How do I discuss supplementary material?

Module B for Year 11s and 12 and Extension English require students to consider the perspectives of others in their writing. Some assessment tasks for other units might require students to read a critical interpretation of their text and discuss it in relation to their own perspective of the text. When doing this, there are some important rules to remember:

• Don’t let critics overshadow your perspective – Don’t begin a paragraph with somebody else’s perspective. Begin with your interpretation of the text and then compare theirs with your own.
• Don’t use overly long quotations – You want to use short and direct quotations from others so as to not drown out your own voice.
• Explain the relevance of the critic – Don’t just quote critics, explain in detail why you disagree or agree with them. Whenever possible, use an example to support your position. This will ensure that the essay remains about your insights and perspective on the text and module.

Using supplementary material and critical perspectives in essays, especially during exams, is a skill. Matrix students get detailed explanations of how to do this in the Matrix Theory books. The best way to perfect your use of critical perspectives is to write practice essays incorporating them and seeking feedback on your efforts.

If you would like a more detailed explanation of writing body paragraphs, read our posts:

• Essay Writing Part 3: How to Write a Topic Sentence
• Essay Writing Part 4: How to Write A Body Paragraph .

Now that we’ve got our body paragraphs down we need to look at how to write introductions and conclusions.

Step 5: Write the introduction

Introductions and conclusions are very important because they are the first and last words that your marker read. First impressions and final impressions matter, so it is very important to get them right! So, we need to know what an introduction needs to do.

An essay introduction must do a few different things:

• It must present your thesis and answer the question
• Present the ideas that support your argument
• Address the module you are studying
• Signpost and foreshadow your topic sentences

Don’t worry, it may sound like a lot, but it isn’t really. Let’s have a look at some of the practical steps that Year 11 Matrix English students learn in class.

A good approach is to break the four purposes of an introduction into a series of questions you should ask yourself:

• Introduce your argument (the thesis). – What do you feel is the correct answer to the question?
• Present the ideas you feel are relevant to your argument. – What have you studied that supports this position?
• Explain how you will discuss them. – How will you logically structure your argument?
• Explain the connection to the module. – How does all of this connect to the module?

Initially, it may be easier for you to write your body paragraphs first and then use them to produce your first introduction. This is because:

• You already have your thesis  – You just need to polish the wording of it.
• You know what your themes are  – You can use your topic sentences to produce your thematic framework.
• You have discussed the module concerns throughout the essay  – You just have to summarise the relevance into one sentence.

If you would like more information on writing introductions, you should read our detailed blog posts:

• Essay Writing Part 1: How to Write a Thesis Statement
• Essay Writing Part 2: How to Structure Your Essay Introduction .

Step 6: Write the conclusion

Remember, your conclusion needs to recap your ideas and thesis. You also need to leave a lasting impression on your reader. Conclusion are actually the easiest part of the essay to write.

So, what does writing a conclusion involve? Let’s take a look:

• Reassert your argument (the thesis).
• Recap your supporting ideas and the approach you took to them (thematic framework).
• Make a final statement about your argument and the module.

You should only write your conclusion after you have produced the rest of your essay. Often the hardest part is knowing how to finish the conclusion.

The thesis (1.) and thematic framework (2.) need only be reworded from the introduction, but your concluding statement (3.) needs to do something new. The final statement needs to explain the connection of your argument to the module and what YOU have taken away from the study of the module.

It is worthwhile being succinct and honest about your experience of studying the unit, rather than making a hyperbolic statement about human experience (sometimes known as a “pop-outro”). To give you a sense of what this means, consider these Module A concluding statements:

• Don’t write : “ The Crucible illustrates how human beings will turn on each other at a moments notice when threatened with tyranny and death!”
• Do write : “My study of Miller’s  The Crucible  has informed how composers will try and use art to represent and comment on important moments in human culture and history.”

The first statement tells the marker nothing about what the student has taken learned from the module. The statement it makes only partially relates to the module, and it is not original – many students will write something similar.

The second statement gives a personal insight into the student’s experience of reading  The Crucible  and studying Module A: Narratives that Shaped the World. This second statement is what your markers are looking for!

The best way to get good at writing introductions and conclusions is to practice writing them to a variety of questions. You don’t always have to write the whole essay, but you can (it’s the best practice for writing Band 6 essays)!

If you are still struggling with how to write your conclusion, take the time to read through our detailed blog post Essay Writing Part 5: How to Write a Conclusion .

You can find all of those essay writing blog posts here:

• Essay Writing Part 2: How to Structure Your Essay Introduction
• Essay Writing Part 4: How to Write A Body Paragraph
• Essay Writing Part 5: How to Write a Conclusion

Now that we’ve looked at the basics of how to write an essay, we need to consider the exam essay. It’s one thing to take your time crafting an essay over a couple of hours or days, but an entirely different experience to write one in under 40 minutes. It’s now time to see what that involves and how it differs from the process above.

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Writing an essay for an exam

The most common form of assessment for Stage 6 English is the in-class essay or HSC essay. (You will have to sit at least 6 essays in Year 12!) Let’s have a look at some stratagems for preparing for these assessments.

What are markers looking for?

Markers must assess the following criteria:

• Knowledge of the text
• Understanding of the module
• Understanding of the question
• Ability to structure an argument
• Ability to use evidence
• Usage of written English
• Ability to provide an insight into your perspective of the text

It is imperative that you keep these aims in mind at all times when you are writing your essay. Matrix students are taught how to address these criteria in their responses. You must ensure that you demonstrate a skilful ability to answer each of the seven criteria above.

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How to prepare for essays in exams

It’s tempting to memorise an essay for an exam. Don’t. It’s a risky strategy and assessors are increasingly asking more complex and specific questions to catch out students who try and game the system like this. This is especially true in the HSC, where the questions are becoming more focused and thematically specific to weed out students who engage in this practice.

Instead, you want to study your texts in a holistic manner that allows you to respond to a wide range of questions. Let’s have a look at some of the tips that Matrix students receive:

• Know Your Texts  – Make sure you read your texts multiple times!
• Know Your Module  – Make sure that you are very familiar with the syllabus rubrics and outlines.
• Organise Your Notes  – Make use of tables to organise and sort your notes.
• Make a Study Rhythm  – You know when you have assessments coming up well in advance. Plan out your study timetable long before you receive your notification so that you have already begun studying for your task. Do not wait until two weeks before your exam to begin studying!
• Make a Study Group  – Share your notes with your peers. Take turns quizzing each other on content.
• Write Lots of Practice Essays  – The best way to improve your essay writing skills is to write practice essays to as many different questions as you can. Ask your teacher for practice questions. Matrix Theory Books contain a variety of Module specific practice questions.
• Get Feedback  – Seek out feedback on your essays. Ask your teacher, your parents, and those in your study group. Feedback is a great way to get a second opinion on your work and argument.
• Write More Practice Essays  – There is no such thing as too many practice essays. The more you write and refine your essay writing and structure, the better you will be as an essayist.

This is what to do to prepare, but what do you do during the exam? Let’s see.

How to plan an essay in an exam

Gameday has arrived. You sit in the classroom and wait for your teacher to say: “You may open your paper!” But what do you do after that?

Here is a step-by-step guide:

• Read the question(s) at least 3 times. You want to be certain about what it is asking you.
• Sometimes you won’t be able to plan your essay on paper for a few minutes, but you can still do it in your head. Unpack the question and think about what your response to it is. Mentally map out the most relevant themes and best structure. Consider what examples are best suited to supporting your argument. Take the time to plot these things out when they say you can start writing. It is worth the extra few minutes to have a plan on paper to guide your response.
• Sometimes you will be able to plan before you write. Take advantage of this and do a thorough mind-map. Plot out your themes, structure, and examples. Try to sketch out your topic sentences and thesis. The more you can set down before you are told to start your essay, the more your essay will have detail, structure, and insight.
• Plan your time! Set a time limit per section and stick to it. You don’t want to have to skip a paragraph or run out of time to finish the conclusion. If you must choose, finish your conclusion over a body paragraph.
• Write a thesis that answers the question. It’s essential that you present a clear, direct, and concise response to the question.
• Provide a thorough thematic framework. The more detailed your framing of your argument, the easier it is for your marker to follow your argument and logic. You want to make their job easy. It makes it easier for them to give you marks.
• Make sure you relate the introduction to the Module.
• When you write your body paragraphs, always refer back to your mind-map and your introduction. You need to write a sustained argument under pressure. It is easy to get side-tracked and go off on tangents. Referring to your plans will keep you focused and on track.
• Make sure you signpost! Topic Sentences and Linking Statements guide your marker through your essay.
• Make sure that you sum up your argument clearly and accurately. If possible read through your essay before writing the conclusion. This way you can ensure that you are writing the best conclusion for your argument!
• Proof your essay. You want to mop up those little errors that may cost you marks!

How to respond to exam essay questions

One of the most difficult parts of dealing with exams is responding to what the questions ask of you. Exams are stressful, and dealing with a potentially unknown quantity can add to the anxiety. But there are some strategies to take the sting out of this. Let’s see what they are:

• Familiarise yourself with the module rubric and assessment notification  – Your teachers will not set you a question that is completely unexpected. They must draw the ideas and terms of the question from the Stage 6 Preliminary English Module rubrics that we looked at previously in Part 1 . Knowing the details of these rubrics will enable you to unpack the question’s module concerns with relative ease and focus on the textual aspects of the question.
• Know your text  – The easiest way to fail an essay is to not know your text well. Make sure that you have studied it in depth and revised all of the themes that you can discern. If you’re unsure, read Textual Analysis – How to Analyse Your English Texts for Evidence .
• Answer the question, don’t repeat or paraphrase it  – Your markers are looking to assess your understanding of the text and module. They are specifically looking for your insights into them. To achieve this you need to respond to the question rather than reiterate or restate it. Make sure you answer the question, “What does this mean?”

Let’s have a look at an example question for Module A – Narratives that Shaped the World .

This question is drawing on the language of the module. The relevant key phrases from the module are :

• “Students explore a range of narratives from the past and the contemporary era that illuminate and convey ideas, attitudes and values.”
• “They consider the powerful role of stories and storytelling as a feature of narrative in past and present societies, as a way of… connecting people within and across … historical eras; inspiring change or consolidating stability.”
• “Students deepen their understanding of how narrative shapes meaning in a range of modes, media and forms, and how it influences the way that individuals and communities understand and represent themselves.”
• “Students analyse and evaluate … texts to explore how narratives are shaped by the context and values of composers … responders alike.”
• “They may investigate how narratives can be appropriated, reimagined or reconceptualised for new audiences.”

To answer this question, you will need to address these aspects of the module.

One way of interpreting this statement is that:

• It is arguing that humans develop their identity, in part, through storytelling.
• We develop our understanding of the world through the texts that we read and engage with.
• We define our cultural and personal identities, in part, through the texts we read and write.
• We also try to understand and criticise contemporary events by discussing them through the lens of past events and narratives.

Now we need to develop this into a thesis statement by combining these concepts into a couple of sentences that answer the question and discuss  The Crucible . That could look like this:

“Storytelling allows composers to consider and criticise contemporary events for audiences by appropriating narratives from human history. Miller compels audiences to experience oppression through his dramatic interrogation of the growing tyranny of McCarthyism in the 1950s as he reimagines the historical narrative of the Salem Witch Trials.”

Once you’ve written an essay, you will need to edit it. In the next post, we’ll have a look at how to proof and edit your work in detail.

Part 7: How to Edit Your Essay

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