Year 10
Humanities and Social Sciences
ASHASGEOY10
Year 10 Geography Achievement Standard
12 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 10, students explain how the interactions of people and environmental processes at different scales change the characteristics of places. They explain the effects of human activity on environments, and the effect of environments on human activity, over time. They evaluate the implications of a distribution. They evaluate the extent of interconnections occurring between people and places and environments. They analyse changes that result from these interconnections and their consequences. Students evaluate strategies to address a geographical phenomenon or challenge using environmental, social and economic criteria.
Students develop a range of relevant questions about a geographical phenomenon or challenge. They collect, represent and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials, using appropriate formats. They interpret and analyse data and information to make generalisations and predictions, explain significant patterns and trends, and infer relationships. They draw evidence-based conclusions, based on relevant data and information, about the impact of the geographical phenomenon or challenge. They develop and evaluate strategies using criteria, recommend a strategy and explain the predicted impacts. Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that synthesise research findings.
The 12 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 10, students explain how the interactions of people and environmental processes at different scales change the characteristics of places.
Content descriptorAC9HG10K01 Knowledge and understanding
the human-induced changes that challenge the sustainability of places and environments
Elaborations (3)
- Elaboration identifying tensions between the conflicting perspectives of individuals, communities and governments on the use of sustainable practices
- Elaboration explaining the nature of human-induced environmental changes (for example, water and atmospheric pollution; loss of biodiversity; degradation of land and aquatic environments) and the challenge they pose for sustainability
- Elaboration discussing the concept of sustainability in relation to environmental functions and identifying tensions between the conflicting perspectives of communities, businesses and government
They explain the effects of human activity on environments, and the effect of environments on human activity, over time.
Content descriptorAC9HG10K02 Knowledge and understanding
the environmental world views of people and their implications for environmental management
Elaborations (3)
- Elaboration discussing the influence of people’s environmental world views (human-centred and earth-centred) regarding environmental management
- Elaboration comparing differences in peoples’ views about the causes of an environmental issue of personal, national and global importance
- Elaboration discussing whether environmental change is necessarily a problem that should be managed and explaining people’s choices of methods for managing or responding to environmental changes
Content descriptorAC9HG10K03 Knowledge and understanding
First Nations Australians’ approaches to custodial responsibility and environmental management in different regions of Australia
Elaborations (3)
- Elaboration identifying the influence of cultural values on how First Nations Australians manage environments (for example, continuity of cultural practices, management or development of Country/Place, and land tenure systems) and explaining custodial responsibilities for a Country/Place
- Elaboration discussing the role of First Nations Australian Park Rangers and their cultural knowledge and practices in the management of their Country/Place and environments
- Elaboration explaining First Nations Australians’ models of sustainability, which contribute to broader conservation practices; for example, obligations to Country/Place, land management and care practices such as cleaning up the land and fire management, removal of weeds and rubbish, protection of threatened species, and capacity building within their communities
Content descriptorAC9HG10K04 Knowledge and understanding
causes and effects of a change in an identified environment at a local, national or global scale, and strategies to manage sustainability
Elaborations (5)
- Elaboration identifying a context to be studied, describing the causes of the environmental change and impacts for the sustainability of its functions (resource, service or spiritual)
- Elaboration recognising and discussing the influence of people’s world views on how management strategies are developed and implemented
- Elaboration proposing strategies to manage the effects of environmental change; for example, environmental strategies – establishing marine reserves, national parks, World Heritage Sites or ecosystem-based management; spatial strategies – corridors to preserve flora and fauna or urban planning to reduce energy consumption; holistic thinking – addressing past and present causes of environmental change
- Elaboration comparing management strategies in Australia with strategies in another country for human-induced environmental change, using criteria; for example, managing waste in Australia compared with India’s rubbish pickers or managing floods in Australia compared to floods in China
- Elaboration explaining how Traditional Owners, communities, developers, governments and non-government organisations use environmental, economic and social criteria, and consider trade-offs when making decisions
They evaluate the implications of a distribution.
Content descriptorAC9HG10K05 Knowledge and understanding
the methods used to measure spatial variations in human wellbeing and development, and how these can be applied to determine differences between places at the global scale
Elaborations (3)
- Elaboration identifying the United Nations Sustainable Development Goals 2015–2030 relevant to human wellbeing
- Elaboration comparing different measurements of human wellbeing (for example, comparing rankings of selected indicators such as Gross Domestic Product [GDP], Human Development Index [HDI] and Physical Quality of Life Index [PQLI] for Australia, India and a country in the Pacific) and explaining trends in the different measurements
- Elaboration interpreting and explaining trends in human wellbeing in a developed country and a developing country over time; for example, Australia compared with a country in Asia or the Pacific
Content descriptorAC9HG10K06 Knowledge and understanding
reasons for, and consequences of, spatial variations in human wellbeing at a regional and national scale, drawing on studies such as from within India or another country in Asia
Elaborations (4)
- Elaboration interpreting and analysing measures of human wellbeing, and identifying and describing the causes and consequences of inequality
- Elaboration identifying and describing the economic, social, technological, political or environmental causes of variations in human wellbeing within India or another country compared to Australia
- Elaboration interpreting and analysing spatial data on human wellbeing in India or another country in Asia to identify the regions with high and low levels of human wellbeing, explaining similarities and differences; for example, rural Rajasthan compared to urban Mumbai
- Elaboration interpreting and analysing measures of human wellbeing, such as the Multidimensional Poverty Index (MPI), Press Freedom Index (PFI) and Fragile States Index (FSI), and making inferences about the level of wellbeing at different scales; for example, for child labour and child slaves at the local scale or for Syria or Afghanistan at the national scale
Content descriptorAC9HG10K07 Knowledge and understanding
reasons for, and consequences of, spatial variations in human wellbeing in Australia, including for First Nations Australians
Elaborations (3)
- Elaboration explaining the environmental factors (access to resources – fossil fuels, water, fertile soils), the social factors (adequate food, health and education services), the economic factors (employment, income) and the technological factors (information and communications technology) that influence human wellbeing and development between and within countries
- Elaboration interpreting and analysing similarities, differences, patterns and trends in human wellbeing data for communities of First Nations Australians compared to non-Indigenous Australians, and explaining the links between human wellbeing and Closing the Gap initiatives
- Elaboration explaining how a person’s wellbeing is influenced by where they live, with reference to interconnections of environmental, economic, social and technological factors in at least 2 different places in Australia, such as urban and remote places
They evaluate the extent of interconnections occurring between people and places and environments.
Content descriptorAC9HG10K01 Knowledge and understanding
the human-induced changes that challenge the sustainability of places and environments
Elaborations (3)
- Elaboration identifying tensions between the conflicting perspectives of individuals, communities and governments on the use of sustainable practices
- Elaboration explaining the nature of human-induced environmental changes (for example, water and atmospheric pollution; loss of biodiversity; degradation of land and aquatic environments) and the challenge they pose for sustainability
- Elaboration discussing the concept of sustainability in relation to environmental functions and identifying tensions between the conflicting perspectives of communities, businesses and government
Content descriptorAC9HG10K04 Knowledge and understanding
causes and effects of a change in an identified environment at a local, national or global scale, and strategies to manage sustainability
Elaborations (5)
- Elaboration identifying a context to be studied, describing the causes of the environmental change and impacts for the sustainability of its functions (resource, service or spiritual)
- Elaboration recognising and discussing the influence of people’s world views on how management strategies are developed and implemented
- Elaboration proposing strategies to manage the effects of environmental change; for example, environmental strategies – establishing marine reserves, national parks, World Heritage Sites or ecosystem-based management; spatial strategies – corridors to preserve flora and fauna or urban planning to reduce energy consumption; holistic thinking – addressing past and present causes of environmental change
- Elaboration comparing management strategies in Australia with strategies in another country for human-induced environmental change, using criteria; for example, managing waste in Australia compared with India’s rubbish pickers or managing floods in Australia compared to floods in China
- Elaboration explaining how Traditional Owners, communities, developers, governments and non-government organisations use environmental, economic and social criteria, and consider trade-offs when making decisions
Content descriptorAC9HG10K06 Knowledge and understanding
reasons for, and consequences of, spatial variations in human wellbeing at a regional and national scale, drawing on studies such as from within India or another country in Asia
Elaborations (4)
- Elaboration interpreting and analysing measures of human wellbeing, and identifying and describing the causes and consequences of inequality
- Elaboration identifying and describing the economic, social, technological, political or environmental causes of variations in human wellbeing within India or another country compared to Australia
- Elaboration interpreting and analysing spatial data on human wellbeing in India or another country in Asia to identify the regions with high and low levels of human wellbeing, explaining similarities and differences; for example, rural Rajasthan compared to urban Mumbai
- Elaboration interpreting and analysing measures of human wellbeing, such as the Multidimensional Poverty Index (MPI), Press Freedom Index (PFI) and Fragile States Index (FSI), and making inferences about the level of wellbeing at different scales; for example, for child labour and child slaves at the local scale or for Syria or Afghanistan at the national scale
Content descriptorAC9HG10K07 Knowledge and understanding
reasons for, and consequences of, spatial variations in human wellbeing in Australia, including for First Nations Australians
Elaborations (3)
- Elaboration explaining the environmental factors (access to resources – fossil fuels, water, fertile soils), the social factors (adequate food, health and education services), the economic factors (employment, income) and the technological factors (information and communications technology) that influence human wellbeing and development between and within countries
- Elaboration interpreting and analysing similarities, differences, patterns and trends in human wellbeing data for communities of First Nations Australians compared to non-Indigenous Australians, and explaining the links between human wellbeing and Closing the Gap initiatives
- Elaboration explaining how a person’s wellbeing is influenced by where they live, with reference to interconnections of environmental, economic, social and technological factors in at least 2 different places in Australia, such as urban and remote places
They analyse changes that result from these interconnections and their consequences.
Content descriptorAC9HG10K01 Knowledge and understanding
the human-induced changes that challenge the sustainability of places and environments
Elaborations (3)
- Elaboration identifying tensions between the conflicting perspectives of individuals, communities and governments on the use of sustainable practices
- Elaboration explaining the nature of human-induced environmental changes (for example, water and atmospheric pollution; loss of biodiversity; degradation of land and aquatic environments) and the challenge they pose for sustainability
- Elaboration discussing the concept of sustainability in relation to environmental functions and identifying tensions between the conflicting perspectives of communities, businesses and government
Content descriptorAC9HG10K04 Knowledge and understanding
causes and effects of a change in an identified environment at a local, national or global scale, and strategies to manage sustainability
Elaborations (5)
- Elaboration identifying a context to be studied, describing the causes of the environmental change and impacts for the sustainability of its functions (resource, service or spiritual)
- Elaboration recognising and discussing the influence of people’s world views on how management strategies are developed and implemented
- Elaboration proposing strategies to manage the effects of environmental change; for example, environmental strategies – establishing marine reserves, national parks, World Heritage Sites or ecosystem-based management; spatial strategies – corridors to preserve flora and fauna or urban planning to reduce energy consumption; holistic thinking – addressing past and present causes of environmental change
- Elaboration comparing management strategies in Australia with strategies in another country for human-induced environmental change, using criteria; for example, managing waste in Australia compared with India’s rubbish pickers or managing floods in Australia compared to floods in China
- Elaboration explaining how Traditional Owners, communities, developers, governments and non-government organisations use environmental, economic and social criteria, and consider trade-offs when making decisions
Content descriptorAC9HG10K06 Knowledge and understanding
reasons for, and consequences of, spatial variations in human wellbeing at a regional and national scale, drawing on studies such as from within India or another country in Asia
Elaborations (4)
- Elaboration interpreting and analysing measures of human wellbeing, and identifying and describing the causes and consequences of inequality
- Elaboration identifying and describing the economic, social, technological, political or environmental causes of variations in human wellbeing within India or another country compared to Australia
- Elaboration interpreting and analysing spatial data on human wellbeing in India or another country in Asia to identify the regions with high and low levels of human wellbeing, explaining similarities and differences; for example, rural Rajasthan compared to urban Mumbai
- Elaboration interpreting and analysing measures of human wellbeing, such as the Multidimensional Poverty Index (MPI), Press Freedom Index (PFI) and Fragile States Index (FSI), and making inferences about the level of wellbeing at different scales; for example, for child labour and child slaves at the local scale or for Syria or Afghanistan at the national scale
Content descriptorAC9HG10K07 Knowledge and understanding
reasons for, and consequences of, spatial variations in human wellbeing in Australia, including for First Nations Australians
Elaborations (3)
- Elaboration explaining the environmental factors (access to resources – fossil fuels, water, fertile soils), the social factors (adequate food, health and education services), the economic factors (employment, income) and the technological factors (information and communications technology) that influence human wellbeing and development between and within countries
- Elaboration interpreting and analysing similarities, differences, patterns and trends in human wellbeing data for communities of First Nations Australians compared to non-Indigenous Australians, and explaining the links between human wellbeing and Closing the Gap initiatives
- Elaboration explaining how a person’s wellbeing is influenced by where they live, with reference to interconnections of environmental, economic, social and technological factors in at least 2 different places in Australia, such as urban and remote places
Students evaluate strategies to address a geographical phenomenon or challenge using environmental, social and economic criteria.
Content descriptorAC9HG10K04 Knowledge and understanding
causes and effects of a change in an identified environment at a local, national or global scale, and strategies to manage sustainability
Elaborations (5)
- Elaboration identifying a context to be studied, describing the causes of the environmental change and impacts for the sustainability of its functions (resource, service or spiritual)
- Elaboration recognising and discussing the influence of people’s world views on how management strategies are developed and implemented
- Elaboration proposing strategies to manage the effects of environmental change; for example, environmental strategies – establishing marine reserves, national parks, World Heritage Sites or ecosystem-based management; spatial strategies – corridors to preserve flora and fauna or urban planning to reduce energy consumption; holistic thinking – addressing past and present causes of environmental change
- Elaboration comparing management strategies in Australia with strategies in another country for human-induced environmental change, using criteria; for example, managing waste in Australia compared with India’s rubbish pickers or managing floods in Australia compared to floods in China
- Elaboration explaining how Traditional Owners, communities, developers, governments and non-government organisations use environmental, economic and social criteria, and consider trade-offs when making decisions
Content descriptorAC9HG10K08 Knowledge and understanding
responses of international and national government and non-government organisations to improve human wellbeing in Australia, within India and another country in the Pacific
Elaborations (3)
- Elaboration identifying and describing a national, state or community program to reduce regional inequalities in human wellbeing in a country such as Papua New Guinea or Indonesia
- Elaboration explaining the objectives and outcomes of an overseas economic and social development program by the Australian Government (for example, AusAID) or a non-government overseas aid program (for example, World Vision) in India or a country in the Pacific
- Elaboration identifying and explaining ways to improve the wellbeing of remote communities of First Nations Australians, including ways proposed by the communities
Students develop a range of relevant questions about a geographical phenomenon or challenge.
Content descriptorAC9HG10S01 Skills
develop a range of questions for a geographical inquiry related to a phenomenon or challenge
Elaborations (3)
- Elaboration developing a range of relevant questions to investigate why a geographical phenomenon has changed or a challenge may arise; for example, “What is human wellbeing?”, “How has human wellbeing changed over time?”, “How and why should inequality in human wellbeing be reduced?”
- Elaboration developing and modifying questions to sharpen the focus of an investigation using concepts or scale of study; for example, “How are variations in the spatial distribution of human wellbeing measured at the global scale?”, “Why does human wellbeing vary between and within countries?” (national scale), “How would you measure human wellbeing in the local area?” (local scale)
- Elaboration planning an investigation of a phenomenon or challenge being studied at a range of scales, using digital tools; for example, investigating the causes of human-induced climate change at the global scale and its impacts on Australia, Bangladesh and/or a Pacific Island country at the national scale
They collect, represent and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials, using appropriate formats.
Content descriptorAC9HG10S02 Skills
collect, represent and compare data and information from primary research methods, including fieldwork and secondary research materials, using geospatial technologies and digital tools as appropriate
Elaborations (7)
- Elaboration identifying primary research methods, including fieldwork, to collect original materials; for example, survey and interviews regarding perspectives on environmental management at the local scale, or strategies to improve human wellbeing of First Nations Australians at the national and local scale
- Elaboration collecting relevant secondary research materials online using targeted criteria; for example, “allintext: critically endangered list by country” or “allintext: targets for reducing hunger or increasing access to health care”
- Elaboration identifying and respecting protocols for consultation with communities of First Nations Australians when planning and conducting investigations; for example, acknowledging their earth-centred world view and how their traditional knowledges contribute to environmental management projects, or considering cultural and spiritual wellbeing of First Nations Australians when implementing programs to reduce economic and social inequality
- Elaboration evaluating primary or secondary research materials for relevance (for example, “Does the information reflect current thinking?”), reliability (for example, “Who is/are the author/s? Does the author reference other experts in the field?”) and bias, such as information bias presenting one side of an issue, or selection bias presenting information on the positive aspects of foreign aid with cultural and social issues not considered
- Elaboration comparing findings from primary research with those from secondary research materials for relevance and reliability; for example, comparing survey data or interviews on attitudes towards environmental management or improving human wellbeing with commentary or reports on peoples’ views on the causes of issues affecting the environment or human wellbeing
- Elaboration representing multi-variable data using geospatial technologies; for example, using scatterplots to visually represent data for countries to demonstrate the correlation between 2 variables, such as comparing adult literacy with GDP per capita in United Arab Emirates or Bhutan
- Elaboration representing multi-variable data using digital tools; for example, generating pie graphs showing threats to biodiversity; using digital photographs to indicate differences in material goods between people and places, and the influence of environment, culture and income; using tables to measure and compare wellbeing using different indexes and the world gender equality gap
They interpret and analyse data and information to make generalisations and predictions, explain significant patterns and trends, and infer relationships.
Content descriptorAC9HG10S03 Skills
evaluate geographical data and information to make generalisations and predictions, explain patterns and trends and infer relationships
Elaborations (3)
- Elaboration developing generalisations; for example, critically analysing text and images for their meaning and significance, such as satellite images showing before and after deforestation in the Amazon or contrasting nightlife in North and South Korea
- Elaboration explaining patterns and trends; for example, explaining why a vegetation corridor for movement of koalas assists them to traverse through the bush and reduce death rates, or whether there has been an increased use of technology such as satellite images, drones and robots during and after a natural disaster to identify the need for aid
- Elaboration inferring relationships between key environmental indicators and sustainability of places at the national scale; for example, using a geospatial technologies application to create a map of Australia and another country to show measures of environmental change such as air quality, freshwater quality, fish resources, energy use, biodiversity or waste generation
They draw evidence-based conclusions, based on relevant data and information, about the impact of the geographical phenomenon or challenge.
Content descriptorAC9HG10S04 Skills
evaluate data and information to justify conclusions
Elaborations (2)
- Elaboration drawing conclusions using at least 2 concepts, such as place, space, environment, interconnection, sustainability, scale and change as organisers for example discussing the concept of sustainability in relation to human-induced change affecting environments or considering implications of spatial variations in human wellbeing
- Elaboration examining the reasons given for making a specific decision and explain how these reasons have or have not justified the conclusion reached, such as considering the interconnection of environmental, economic, social, political or technological factors when developing strategies to address sustainable management of environments, or unequal access of people to resources essential for human wellbeing
They develop and evaluate strategies using criteria, recommend a strategy and explain the predicted impacts.
Content descriptorAC9HG10S05 Skills
develop and evaluate strategies using environmental, economic or social criteria; recommend a strategy and explain the predicted impacts
Elaborations (5)
- Elaboration proposing individual action and supporting the strategy with reasons; for example, reducing their ecological footprint by reducing the amount of food packaging included in a packed lunch, or becoming volunteers for non-government organisations such as the Red Cross or Red Crescent to increase social connectedness
- Elaboration proposing collective action and evaluation of actions; for example, identifying ways to improve the wellbeing of remote communities of First Nations Australians and evaluating the actions proposed and implemented by the community members
- Elaboration evaluating the effectiveness of a strategy in relation to environmental, economic or social criteria; for example, reflecting on whether environment degradation has been reduced and human wellbeing improved
- Elaboration explaining reasons for decisions and choices, such as the traditional use of firestick farming by First Nations Australians to control fires, or grassroots decisions on implementation and effectiveness of aid projects
- Elaboration reflecting on personal values and attitudes and how these influence strategies; for example, applying sustainable design principles to urban redevelopment projects that provide green, open spaces for citizens, or supporting non-government organisations that reflect personal values
Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that synthesise research findings.
Content descriptorAC9HG10S06 Skills
create descriptions, explanations and responses, using geographical knowledge and geographical tools as appropriate, and concepts and terms that incorporate and acknowledge research findings
Elaborations (3)
- Elaboration creating a description for a purpose, using structural features to organise ideas, findings, impacts and actions; for example, sub-headings
- Elaboration presenting conclusions using geospatial technologies and digital tools to create representations of data (for example, the trends in Human Development Index [HDI] over time in a selected country or region) and research findings (for example, how a person’s wellbeing is influenced by where they live) to explain causes and effects of a geographical phenomenon or challenge, and reinforcing understanding of the interconnections between people, places and the environment
- Elaboration developing an explanation, applying tone appropriate to purpose and audience; for example, using an authoritative tone, and referring to representations of data and information when explaining a strategy to improve the sustainability of an identified environment or action to improve human wellbeing
This achievement standard describes the expected learning for Year 10 Geography. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Knowledge and understanding | Environmental change and management | 4 | 14 |
| Knowledge and understanding | Geographies of human wellbeing | 4 | 13 |
| Skills | Questioning and researching using geographical methods | 2 | 10 |
| Skills | Interpreting and analysing geographical data and information | 1 | 3 |
| Skills | Concluding and decision-making | 2 | 7 |
| Skills | Communicating | 1 | 3 |
| Total | 14 | 50 | |
Frequently Asked Questions
What should students know by the end of Year 10 Geography?
By the end of Year 10, students explain how the interactions of people and environmental processes at different scales change the characteristics of places. They explain the effects of human activity on environments, and the effect of environments on human activity, over time. Read the full standard
How many Content Descriptors support this standard?
14 Content Descriptors support this Achievement Standard (Knowledge and understanding: 8, Skills: 6).
How does this compare to Year 9?
The Year 9 Geography standard (ASHASGEOY9) covers the preceding curriculum level. Standards build progressively, with Year 10 expectations extending what was introduced in Year 9.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.