AC9HG8K05 – Year 8 Humanities and Social Sciences: Landscapes and landforms
Content Descriptor
This content descriptor sits within Year 8 Humanities and Social Sciences. Use it to identify the learning students need, connect it with the achievement standard and plan suitable evidence of learning.
What this means for planning
This descriptor requires more than naming a geomorphological hazard. Students need to explain its causes, examine effects on people, places and environments, and consider how responses influence those effects. A focused case study helps keep that causal chain visible.
A practical planning sequence
- Define the hazard and place: Choose one hazard and a well documented location so students can work with maps, images, data and credible accounts.
- Build a causal sequence: Connect the physical process to environmental, social and economic impacts at an appropriate scale.
- Evaluate responses: Compare prevention, mitigation and preparedness measures and judge how they reduce harm in the selected context.
Evidence to look for
- A labelled map or causal diagram connecting the hazard process with its impacts.
- A comparison of effects on people, places and environments using case study evidence.
- An evaluation of a response or management strategy supported by clear criteria.
See the complete curriculum context
Open the achievement standard and all linked content descriptors together in the Year 8 Geography curriculum map.
A TeaCheese planning example
Use AC9HG8K05 in a TeaCheese planning brief to sequence a hazard case study from physical cause to impact analysis and evaluation of responses.
Planning guides: How content descriptions work in the Australian Curriculum · Turn a content description into learning intentions and success criteria
Elaborations
- • Elaboration identifying the causes of a geomorphological hazard such as a volcanic eruption, earthquake, tsunami, landslide or avalanche
- • Elaboration examining the environmental, economic or social impacts of a hazard at the local scale; for example, where people choose to live; the negative consequences for human wellbeing including loss of industry and unemployment; and lack of infrastructure and resources to prepare and respond to hazards
- • Elaboration reflecting on observations of a location where the environment has been altered by human activities to explain how the change has heightened the impact of a hazard
- • Elaboration reflecting on the principles of prevention, mitigation and preparedness to explain how the harmful effects of a hazard can be reduced by the implementation of a management strategy
Plan a lesson from this content description.
Start freeAchievement standard statements this supports
- By the end of Year 8, students explain how the interactions of people and environmental processes impact on the characteristics of places.See it on the standard page →
- They describe the effects of human activity or hazards on environments.See it on the standard page →
- Students explain responses or strategies to address a geographical phenomenon or challenge, referring to environmental, economic or social factors.See it on the standard page →