AC9HG8K03 Year 8 Humanities and Social Sciences

AC9HG8K03 – 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 spiritual, aesthetic and cultural value of landscapes and landforms for people, including Country/Place of First Nations Australians

Elaborations

• identifying the ways people value significant landscapes in Japan and China, such as Mt Fuji and the Yellow Mountains respectively, and describing what makes them important
• analysing the role of landforms and landscapes in tourism; for example, Uluru in Australia or the Himalayas in Nepal
• examining how Aboriginal Dreaming stories and Torres Strait Islander Creation stories give meaning to Country/Place
• discussing the meaning of the stories that describe First Nations Australians’ special connection to Country/Place
• discussing the multilayered meanings (material, cultural and spiritual wellbeing) associated with landscapes and significant landforms for First Nations Australians
• explaining the formation of a landform with reference to the special connections First Nations Australians have to Country/Place

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.