Southland Boys’ High School Southland Boys’ High School

NCEA Level 2 Geography

L2GEO
Course Description

Teacher in Charge: Ms H. deVries.

Recommended Prior Learning

Students should have gained a minimum of 14 Credits in L1 Geograpy, L1 History or in L1 English. For direct entry using Level 1 Geography this requires the student to have achieved at least one of the external achievement standards.  Students doing L1 Geography must have gained the 14 Credits in order to do L2 and cannot use another subject to gain entry into this course. 

Level 2 Geography is for students interested in the interaction of people and the environment.  Students will examine topics as diverse as: whether 1080 should be used for Pest Control in Fiordland; the processes that formed the South Island High Country such as glaciation; the global patterns of human trafficking; a comparison of developing and developed countries and the problems faced by each; and the patterns of homicides in Chicago. The course is catered to students’ interests and topics may vary accordingly.  

Students will be visiting the Aoraki/Mt Cook National Park in order to support their learning and also to conduct field work for their internal research project. Students are taught critical thinking and research skills. Different viewpoints on each topic are examined and students are able to use evidence based arguments to suggest solutions for some of the geographic issues presented.

Learning Areas:

Social Sciences


Pathway

NCEA Level 3 Geography

Career Pathways

Mining Engineer, Survey Technician, Historian, Outdoor Recreation Guide/Instructor, Surveyor, Fishing Skipper, Urban/Regional Planner, Emergency Management Officer, Meteorologist, Miner/Quarry Worker, Mine/Quarry Manager, Driller, Geologist, Environmental Scientist, Environmental Engineer, Ranger, Landscape Architect, Geophysicist, Policy Analyst, Secondary School Teacher


Contributions and Equipment/Stationery

• 1 x 1B8 exercise book

• 1 x 40 page clear file










Disclaimer


Southland Boys' High School endeavours to timetable courses depending on students' needs, interests and future plans.  Many factors can influence whether a course is able to be offered in the following year.  These can include:
These factors can also impact on timetabling, and as a result students will be asked for input about any clashes that may occur.
Where a course is not able to be run, students' back-up subjects will be used.  If there are issues with student selections and the timetabling process, students will have the opportunity to make a decision in conjunction with staff input on the best solution.