TeaCheese Achievement Standards Content Descriptors Blog About
Descriptors›Humanities and Social Sciences›Year 9›Skills›Questioning and researching using geographical methods›AC9HG9S02
AC9HG9S02: Year 9 Humanities and Social Sciences Content Descriptor – Questioning and researching using geographical methods
AC9HG9S02 Year 9 Humanities and Social Sciences

AC9HG9S02 – Year 9 Humanities and Social Sciences: Questioning and researching using geographical methods

Strand
Skills
Substrand
Questioning and researching using geographical methods

This Content Descriptor from Year 9 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

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

  • • identifying primary research methods, including fieldwork, to collect original materials; for example, comparison of aerial photographs or field sketches over time to document the use or alteration of biomes by people, or surveying peers on their use of the internet or other technologies
  • • collecting relevant secondary research materials online using targeted criteria; for example, "connections between food security and deforestation in Bangladesh”, “the digital divide and its impacts on people and places in North Korea”
  • • evaluating primary or secondary research materials for relevance (for example, “Does the information reflect current thinking on sustainable food production?”) and reliability (for example, “Who is/are the author/s? Does the author reference other experts or reports in the field of environmental management?”)
  • • creating a presentation of data and information using geospatial technologies; for example, a 3D diagram illustrating interactions between an oil spill in coral reefs and resultant decline in aquatic food production; a flow diagram showing the daily activities of a female subsistence farmer in Africa; or a diagram of a mangrove ecosystem before and after human interactions
  • • creating visual representations of multi-variable geographical data using digital tools; for example, a table to compare the daily consumption of meat per person in developed and developing countries; a complex graph to illustrate the relationship between temperature, precipitation and biomes; or a cross-section identifying horizons in a soil profile, and the impacts of mining and fracking on agricultural land
  • • representing spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, for example creating a map to show the relationship between biomes and world food production

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASHASGEOY9
Year 9 Humanities and Social Sciences Achievement Standard
By the end of Year 9, students explain how peoples’ activities or environmental processes change the characteristics of places. They explain the effects of human activity on environments, and the effects of environments on human activity. They explain the features of biomes’ distribution and identify implications for environments. They analyse the interconnections between people and places and environments. They identify and explain how these interconnections influence people, and change places and environments. Students analyse strategies to address a geographical phenomenon or challenge using environmental, social or economic criteria. Students develop a range of 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 in a range of formats. They interpret and analyse data and information to explain patterns and trends and infer relationships. They draw evidence-based conclusions about the impact of the geographical phenomenon or challenge. They develop and evaluate strategies, predict impacts and make a recommendation. Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that acknowledge research findings.