Sample work Geography Stage 5: Australian communities – Population pyramids
Work samples aligned to grades assist teachers to develop their understanding of the achievement standards at each grade level.
Description of activity
This activity involves the construction and analysis of population pyramids.
Students:
- construct a population pyramid for Australian total population, using percentages rather than numbers, from the table of statistics provided (Worksheet 1)
- compare their own pyramid with a population pyramid for Indigenous Australians
- identify and describe three differences between the two pyramids
- individually submit their worksheet for marking and briefly explain their findings to the teacher
- analyse and discuss the pyramids in terms of age and gender groupings, highlighting differences with the class.
This activity should take approximately 60 minutes to complete.
Extension activity: Students interpret the pyramids differences in terms of 0–14 yrs, 15–64 yrs and 65+ age groupings, and identify and discuss issues related to the major cohorts.
Worksheet 1 – Australia's population pyramid
Use the table below to construct a population pyramid that shows Australia's age and sex structure.
Australia's population by age and sex (for year 2000, by % of total).
| 0–4 | 5–9 | 10–14 | 15–19 | 20–24 | 25–29 | 30–34 | 35–39 | 40–44 | 45–49 | 50–54 | 55–59 | 60–64 | 65–69 | 70–74 | 75+ | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Male | 6.9 | 7.3 | 7.3 | 7.1 | 7 | 7.7 | 7.8 | 7.8 | 7.6 | 7 | 6.6 | 5 | 4 | 3.4 | 3.1 | 4.4 |
| Female | 6.5 | 6.9 | 6.9 | 6.7 | 6.7 | 7.4 | 7.6 | 7.6 | 7.5 | 6.9 | 6.4 | 4.9 | 4.1 | 3.6 | 3.5 | 6.8 |
| Identify 3 differences between the graph illustrating Australia's total population and the graph illustrating Australia's Indigenous population. |
|---|
Context
This activity takes place early in the unit of work addressing Changing Australian Communities (5A2) and presupposes an awareness of social and cultural stereotypes in Australia. This activity concerns the construction and interpretation of population pyramids and directly relates to the use of geographical tools and 'types of communities in Australia including Indigenous communities'.
Outcomes
A student:
- 5.2 analyses, organises and synthesises geographical information
- 5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information
- 5.4 selects and applies appropriate geographical tools
- 5.8 accounts for differences within and between Australian communities.
Criteria for assessing learning
(These criteria would normally be communicated to students with the activity.)
Students will be assessed on their ability to:
- create a population pyramid which matches the overlay provided by the teacher
- identify and describe differences between the two pyramids
- explain the disparities between the Indigenous community and the total Australian population based on comparing the two population pyramids.
Graded student work samples
Work sample feedback
Terry
Terry has demonstrated a very high level of competence in the construction of a neat, accurate and fully-labelled population pyramid. The written response explains the three differences clearly and in detail, with implied use of statistics throughout. This work sample demonstrates characteristics of work typically produced by a student performing at grade A standard.
Riley
Riley has demonstrated extensive knowledge and understanding of the construction of a population pyramid despite some minor errors in the graph construction. A high level of competence is evident in the identification and explanation of three differences in trends, but stronger analysis of one of the trends would be beneficial. This work sample demonstrates characteristics of work typically produced by a student performing at grade A standard.
Pat
Pat has demonstrated thorough knowledge and understanding of the construction of a population pyramid. Three differences have been identified and explained but more detailed analysis of the trends would enhance the response. A high level of competence is evident in the use of geographical skills and terminology. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard.
Jamie
Jamie has demonstrated thorough knowledge and understanding of the construction of a population pyramid. A high level of competence is evident in the use of scale and labelling. Three differences have been identified and clearly explained but the response would benefit from using statistics and applying other geographical knowledge to explain the differences identified. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard.
Courtney
Courtney has demonstrated thorough knowledge and understanding of the construction of a population pyramid. A high level of competence is evident in the interpretation of graphed information. Three differences between the two graphs have been accurately identified and substantiated with examples. The explanation of differences is thorough but statistics have not been used, and trends have not been explained in detail. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard.
Morgan
Morgan has demonstrated an adequate level of competence in constructing an accurate, clearly labelled population pyramid. Three differences between the two pyramids have been identified and described. Adequate geographical skills are evident but geographical terminology has not been effectively used. The response could be strengthened by expanding the explanations of differences to include references to both graphs for each point. This work sample demonstrates characteristics of work typically produced by a student performing at grade C standard.
Kim
Kim has demonstrated an adequate level of competence in the construction of a population pyramid. Sound knowledge and understanding of Australian communities is evident and there is adequate analysis of the information but the conclusion is ambiguous. Only two of the three differences have been identified and the extension activity has not been attempted. This work sample demonstrates characteristics of work typically produced by a student performing at grade C standard.
Ashley
Ashley has demonstrated an adequate level of competence in the construction of a population pyramid. The graph is well labelled and accurate. Three differences between the Indigenous and non-Indigenous Australian population have been identified, but further explanation of the first identified trend is required. This work sample demonstrates characteristics of work typically produced by a student performing at grade C standard.
Jordan
Jordan has demonstrated basic knowledge and understanding of the construction of a population pyramid but the graph is inaccurate and lacks correct labelling. Two trends have been identified and some attempt has been made at comparing the differences but the written response is ambiguous and poorly worded. This work sample demonstrates characteristics of work typically produced by a student performing at grade D standard.
Jo
Jo has demonstrated basic knowledge and understanding of the construction of a population pyramid. The graph work is only partly correct and some details are missing, indicating a limited level of competence. Some trends have been identified but the analysis is superficial and there is limited recognition of differences. This work sample demonstrates characteristics of work typically produced by a student performing at grade D standard.