AC9HG9K03 – Year 9 Humanities and Social Sciences: Biomes and food security
Content Descriptor
This content descriptor sits within Year 9 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
AC9HG9K03 asks students to examine agricultural productivity through three connected groups of factors: environmental, economic and technological. The required comparison between Australia and a country in Asia is strongest when students use comparable data and explain how the factors interact.
A practical planning sequence
- Choose a matched comparison: Select one agricultural product or production system that can be investigated in Australia and one country in Asia.
- Organise the factors: Gather evidence about environmental conditions, economic settings and technologies using the same headings for both places.
- Explain interconnections: Move beyond separate lists by asking how two or more factors combine to influence productivity or yield.
Evidence to look for
- A comparison table or map using relevant evidence from Australia and the selected country in Asia.
- An explanation of how environmental, economic and technological factors interact.
- A supported conclusion about which factors have the greatest influence in the chosen examples and why.
See the complete curriculum context
Open the achievement standard and all linked content descriptors together in the Year 9 Geography curriculum map.
A TeaCheese planning example
Use AC9HG9K03 in a TeaCheese planning brief to structure a matched case study with common data headings and an explicit interconnections question.
Planning guides: How content descriptions work in the Australian Curriculum · Turn a content description into learning intentions and success criteria
Elaborations
- • Elaboration examining how environmental factors, such as climate, soil, landform, water and hazards, support higher agricultural production, such as wheat, rice and maize, in Australia and a country in Asia
- • Elaboration examining how economic factors such as available land, labour, finance and enterprise, and technological factors such as biotechnology and use of Geographical Information Systems (GIS) software, affect agricultural production in Australia and a country in Asia; for example, increased labour supply or access to storage, transportation and markets
- • Elaboration examining how agricultural innovations have reduced environmental limitations on food production in Australia and a country in Asia; for example, increased food production due to research into and development of high-yielding and genetically engineered pest resistant varieties, construction of drip irrigation systems, and the use of stubble mulching, intercropping, agroforestry and crop rotation
- • Elaboration explaining the impact of the interconnections between environmental, economic and technological factors on the yield of a particular crop, such as wheat, rice or maize, in Australia
Plan a lesson from this content description.
Start freeAchievement standard statements this supports
- By the end of Year 9, students explain how peoples’ activities or environmental processes change the characteristics of places.See it on the standard page →
- They analyse the interconnections between people and places and environments.See it on the standard page →
- They identify and explain how these interconnections influence people, and change places and environments.See it on the standard page →