AC9HG8K02 Year 8 Humanities and Social Sciences

AC9HG8K02 – Year 8 Humanities and Social Sciences: Landscapes and landforms

Strand

Knowledge and understanding

Substrand

Landscapes and landforms

This Content Descriptor from Year 8 Humanities and Social Sciences provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

the location and distribution of Australia’s distinctive landscapes and significant landforms

Elaborations

• representing the distribution of Australian distinctive landscapes, such as the deserts in Central Australia, and significant landforms, such as Uluru in Central Australia
• locating iconic landscapes and landforms in Australia on a map and describing what makes them iconic
• comparing the distribution of Australia’s distinctive landscapes with distinctive landscapes in another country; for example, grasslands in Arnhem Land in northern Australia compared to grasslands in Mongolia; tropical rainforests in northern Australia compared to forests in Laos and Cambodia
• explaining the significance of a landform important to First Nations Australians; for example, the names, meanings and significance of the Three Sisters in the Blue Mountains, New South Wales; Budj Bim cultural landscape within Gunditjmara Country; Uluru-Kata Tjuta National Park in Northern Territory

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 8 ASHASGEOY8

Year 8 Humanities and Social Sciences Achievement Standard

By the end of Year 8, students explain how the interactions of people and environmental processes impact on the characteristics of places. They explain how the characteristics of places are perceived and valued differently by people. They describe the effects of human activity or hazards on environments. They explain the features of a distribution and identify implications. They explain the interconnections between people and places and environments. They explain how these interconnections change places or environments. Students explain responses or strategies to address a geographical phenomenon or challenge, referring to environmental, economic or social factors. Students develop relevant questions about a geographical phenomenon or challenge. They collect, organise and represent relevant and reliable data and information using primary research methods and secondary research materials. They interpret and analyse data and information to explain patterns and trends and infer relationships. They draw reasoned conclusions about the impact of the geographical phenomenon or challenge. They decide on appropriate strategies for action and explain potential impacts. Students use geographical knowledge, methods, concepts, terms and reference findings from sources to create descriptions, explanations and responses.