1. Content descriptors
Knowledge and understanding descriptors identify the geographical concepts, places and environmental questions addressed in Year 7.
Australian Curriculum v9
Year 7 Geography Curriculum: Achievement Standard and Content Descriptors
Use this Year 7 Geography hub to connect the achievement standard with all 14 linked knowledge and skills descriptors. It supports inquiries that combine geographical concepts, fieldwork, data and conclusions about places and environments.
Available combined curriculum hubs
Browse published Geography curriculum maps.
All Humanities and Social Sciences achievement standards | All Humanities and Social Sciences content descriptors
How the curriculum elements fit together
2. Learning and assessment
Skills descriptors guide the collection, representation, interpretation and evaluation of geographical information.
3. Achievement standard
Students need opportunities to demonstrate geographical understanding and the inquiry processes used to reach conclusions.
ASHASGEOY7
Open the standalone ASHASGEOY7 page →
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 7, students describe how the characteristics of places are perceived and valued differently by people. They describe the importance of environments to people. They describe the features of a distribution. They explain the interconnections between people and places and environments, and describe how these interconnections change places or environments. Students describe a response or strategy to address a geographical challenge or phenomenon. Students develop questions about a geographical phenomenon or challenge.
They collect, organise and represent relevant data and information, using primary research methods and secondary research materials. They identify similarities and differences, and describe patterns in data and information. They draw conclusions about the impact of the geographical phenomenon or challenge on people, places and environments. They develop a strategy for action. Students use geographical knowledge, concepts, terms and relevant findings from sources to create descriptions, explanations and responses.
The 11 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 7, students describe how the characteristics of places are perceived and valued differently by people.
Content descriptorAC9HG7K03 Knowledge and understanding
the economic, cultural, spiritual and aesthetic value of water for people, including First Nations Australians
Elaborations (4)
- Elaboration examining and comparing places in Australia and a country in Asia that have economies and communities based on irrigation; for example, rice production in the Murrumbidgee Irrigation Area in New South Wales and the Mekong Delta in Vietnam
- Elaboration discussing the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterways, waterholes, human-made wells, seas, lakes, soaks and springs for First Nations Australians
- Elaboration examining bays, rivers, waterfalls or lakes in Australia and in countries of Asia that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
- Elaboration investigating the spiritual significance of water in an Asian culture
Content descriptorAC9HG7K05 Knowledge and understanding
factors that influence the decisions people make about where to live, including perceptions of the liveability of places and the influence of environmental quality
Elaborations (4)
- Elaboration explaining how the economic, cultural, spiritual and aesthetic value of places influence choices about where to live; for example, economic – working for industries located in remote and very remote places; culture – connections for cultural groups; spiritual – meanings attributed to places; aesthetic – “bright lights” attraction or tree change
- Elaboration discussing the concept of liveability and the ways it is measured, and comparing objective measures, such as transportation infrastructure with subjective measures, such as people’s perceptions
- Elaboration comparing students’ access to and use of places and spaces in their local area, and evaluating how this affects perceptions of liveability
- Elaboration examining the influence of environmental quality on decisions people make about where to live; for example, clean land, air and water, views, recreation facilities and favourable climate
They describe the importance of environments to people.
Content descriptorAC9HG7K05 Knowledge and understanding
factors that influence the decisions people make about where to live, including perceptions of the liveability of places and the influence of environmental quality
Elaborations (4)
- Elaboration explaining how the economic, cultural, spiritual and aesthetic value of places influence choices about where to live; for example, economic – working for industries located in remote and very remote places; culture – connections for cultural groups; spiritual – meanings attributed to places; aesthetic – “bright lights” attraction or tree change
- Elaboration discussing the concept of liveability and the ways it is measured, and comparing objective measures, such as transportation infrastructure with subjective measures, such as people’s perceptions
- Elaboration comparing students’ access to and use of places and spaces in their local area, and evaluating how this affects perceptions of liveability
- Elaboration examining the influence of environmental quality on decisions people make about where to live; for example, clean land, air and water, views, recreation facilities and favourable climate
They describe the features of a distribution.
Content descriptorAC9HG7K02 Knowledge and understanding
the location and distribution of water resources in Australia, their implications, and strategies to manage the sustainability of water
Elaborations (6)
- Elaboration representing the location of Australia’s water resources, such as surface water and groundwater
- Elaboration describing the distribution of Australia’s water resources, and its implications for people; for example, limited access to water for people in rural and remote places and its implications
- Elaboration identifying the causes of variability in water resources or water scarcity; for example, an absolute shortage of water (physical cause), inadequate development of water resources (economic cause), or the ways water is used (such as farming, industry, drinking, washing or watering)
- Elaboration explaining the factors that contribute to variability in water resources or water scarcity; for example, location, climate, topography, seasonality or evaporation
- Elaboration examining why water is a difficult resource for communities to manage and sustain; for example, because of its shared and competing uses, and variability of supply over time
- Elaboration examining how a strategy may manage the sustainability of water resources; for example, recycling (“grey water”), stormwater harvesting and re-use, desalination, inter-regional transfer of water and trade in virtual water, and reducing water consumption
Content descriptorAC9HG7K06 Knowledge and understanding
the location and distribution of services and facilities, and implications for liveability of places
Elaborations (3)
- Elaboration comparing the distribution and location of a range of services and facilities, such as access to clean water, sanitation, education and health services, between different types of settlements (urban, rural, remote and very remote)
- Elaboration explaining the role transport and technologies play in people’s ability to access services and participate in activities in their local area
- Elaboration analysing the distribution of services and facilities in different types of settlements (for example, using aerial images of contrasting places in Australia such as inner and outer suburbs, or rural and remote) to identify implications for people, such as access to services and availability of facilities
They explain the interconnections between people and places and environments, and describe how these interconnections change places or environments.
Content descriptorAC9HG7K01 Knowledge and understanding
classification of environmental resources and the way that water connects and changes places as it moves through environments
Elaborations (4)
- Elaboration classifying resources into renewable, non-renewable and continuous resources, and identifying examples of each type
- Elaboration explaining how the movement of water, such as groundwater, soil moisture (green water), surface water in dams, rivers and lakes (blue water), through the environment connects places and how water is a potential resource when it exists as salt water, ice or water vapour
- Elaboration explaining the environmental, economic or social effects of water as it connects places; for example, the environmental effects of water diversion in the Snowy Mountains, the economic effects of irrigation in the Ord River or the social effects of the Mutitjulu Waterhole connecting Australian First Nations Peoples in Central Australia
- Elaboration explaining how moving water changes places; for example, moving water causes soil and rock erosion or cuts valleys into mountains
Content descriptorAC9HG7K07 Knowledge and understanding
the cultural connectedness of people to places and how this influences their identity, sense of belonging and perceptions of a place, in particular the cultural connectedness of First Nations Australians to Country/Place
Elaborations (3)
- Elaboration identifying different places where people can feel included or excluded, safe or threatened, and explaining how this affects perceptions about liveability of place
- Elaboration explaining the importance of people being socially connected and the effect on perceptions of liveability
- Elaboration discussing the cultural connectedness and belonging that First Nations Australians have to a number of places through family, Country/Place, dispossession, relocation and employment
Students describe a response or strategy to address a geographical challenge or phenomenon.
Content descriptorAC9HG7K02 Knowledge and understanding
the location and distribution of water resources in Australia, their implications, and strategies to manage the sustainability of water
Elaborations (6)
- Elaboration representing the location of Australia’s water resources, such as surface water and groundwater
- Elaboration describing the distribution of Australia’s water resources, and its implications for people; for example, limited access to water for people in rural and remote places and its implications
- Elaboration identifying the causes of variability in water resources or water scarcity; for example, an absolute shortage of water (physical cause), inadequate development of water resources (economic cause), or the ways water is used (such as farming, industry, drinking, washing or watering)
- Elaboration explaining the factors that contribute to variability in water resources or water scarcity; for example, location, climate, topography, seasonality or evaporation
- Elaboration examining why water is a difficult resource for communities to manage and sustain; for example, because of its shared and competing uses, and variability of supply over time
- Elaboration examining how a strategy may manage the sustainability of water resources; for example, recycling (“grey water”), stormwater harvesting and re-use, desalination, inter-regional transfer of water and trade in virtual water, and reducing water consumption
Content descriptorAC9HG7K04 Knowledge and understanding
the causes and impacts of an atmospheric or hydrological hazard, and responses from communities and governments
Elaborations (4)
- Elaboration explaining the environmental processes that cause a hazard, such as drought, storms, tropical cyclones or floods
- Elaboration explaining how the impacts of a hazard on people and the environment are influenced by environmental, social or economic factors
- Elaboration identifying examples of responses to a hazard from the community and the government at the local scale, and identifying practices that increased effectiveness
- Elaboration reflecting on the principles of prevention, mitigation and preparedness in responses from the community and the government to explain how the impact of a hazard can be reduced
Content descriptorAC9HG7K08 Knowledge and understanding
strategies used to enhance the liveability of a place, including for young people, the aged or those with disability, drawing on studies such as those from Australia or Europe
Elaborations (3)
- Elaboration identifying strategies implemented in Australia or a country in Europe to improve the liveability of a place (for example, improving public spaces, walkability, transport connections or water disposal and recycling) and consider applicability to their own locality
- Elaboration developing a strategy to improve an aspect of liveability at the local scale, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area) or Traditional Owners (for example, developing bilingual signage or garden projects in the local area with First Nations Australians)
- Elaboration evaluating a strategy to improve the liveability of a place using criteria, and deciding on its applicability to their own locality
Students develop questions about a geographical phenomenon or challenge.
Content descriptorAC9HG7S01 Skills
develop questions for a geographical inquiry related to a phenomenon or challenge
Elaborations (2)
- Elaboration developing questions to investigate why a geographical phenomenon has changed or a challenge may arise; for example, the causes of water scarcity in different places, or measuring the liveability of a place and the factors affecting the liveability of a place
- Elaboration planning an investigation of a geographical phenomenon or challenge being studied, using digital planning tools; for example, analysing statistics on variation in water quantity and quality over time in Central Australia, or using fieldwork to survey perceptions of the liveability of a local place
They collect, organise and represent relevant data and information, using primary research methods and secondary research materials.
Content descriptorAC9HG7S02 Skills
collect, organise and represent data and information from primary research methods, including fieldwork and secondary research materials, using geospatial technologies and digital tools as appropriate
Elaborations (4)
- Elaboration identifying appropriate primary research methods, including fieldwork, and using specialised digital tools to collect original materials; for example, interview and survey data, photographs of streetscapes, annotated field sketches, diagrams and statistics related to liveability
- Elaboration collecting relevant secondary research materials, such as print and online publications, photographs and images, using advanced search functions; for example, “allintitle: community opinion on water scarcity in Australia” or “Australia’s most liveable city”
- Elaboration representing relevant data and information in appropriate formats to combine ideas; for example, applying primary research to the design of a questionnaire or survey on what is meant by liveability, with results presented in a table or graph
- Elaboration representing spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, for example using computer mapping to show the spatial distribution of impacts of hydrological hazards on environments
They identify similarities and differences, and describe patterns in data and information.
Content descriptorAC9HG7S03 Skills
interpret and analyse geographical data and information to identify similarities and differences, explain patterns and trends and infer relationships
Elaborations (3)
- Elaboration identifying similarities and differences in data and information; for example, using aerial images of contrasting places in Australia, such as inner and outer suburbs or rural and remote places, to identify differences in housing density
- Elaboration explaining patterns and trends; for example, using graphs, weather maps and satellite images to examine the temporal and spatial patterns of a selected hydrological hazard
- Elaboration inferring relationships in data and information collected; for example, using surveys and interviews to identify community attitudes or perceptions about the extent of services and facilities in Australia’s cities compared with remote communities
They draw conclusions about the impact of the geographical phenomenon or challenge on people, places and environments.
Content descriptorAC9HG7S04 Skills
draw conclusions based on the analysis of the data and information
Elaborations (2)
- Elaboration drawing on the results of an analysis and using at least one of the concepts of place, space, environment, interconnections, sustainability, scale or change as an organiser to respond to a question; for example, using an analysis of the distribution of water resources to form conclusions about the sustainability of farming, or an analysis of the location of services to form conclusions about interconnections between people, place, environment and liveability
- Elaboration explaining the impacts of a geographical phenomenon or challenge on people, places and environments; for example, impacts of water scarcity on individuals, communities and government, or the impacts of declining water quality on people and the liveability of places
They develop a strategy for action.
Content descriptorAC9HG7S05 Skills
identify a strategy for action in relation to environmental, economic, social or other factors, and explain potential impacts
Elaborations (3)
- Elaboration proposing individual action in response to a geographical phenomenon or challenge and supporting the proposal with reasons; for example, reducing the individual water footprint; walking, cycling or using public transport for a more environmentally liveable place
- Elaboration proposing collective action in response to a geographical phenomenon or challenge and supporting the proposal with reasons; for example, developing guidelines for conserving water at school to promote awareness of levels of water usage for a community over time, especially during droughts; planning sustainable and liveable cities such as the ecopolis
- Elaboration reflecting on the influence of personal values and attitudes on explanations of potential impacts; for example, the effects of personal factors such as availability of technology and infrastructure on what is perceived as a liveable place; conflicting cultural and economic uses of water by people
Students use geographical knowledge, concepts, terms and relevant findings from sources to create descriptions, explanations and responses.
Content descriptorAC9HG7S06 Skills
create descriptions, explanations and responses, using geographical knowledge and methods, concepts, terms and reference sources
Elaborations (3)
- Elaboration creating a description that connects the audience to the topic and uses geographical concepts and terms to provide accurate information about a preferred strategy; for example, planning liveable streets and sustainable cities in Australia and Europe
- Elaboration constructing an explanation, using research findings to support ideas; for example, data on water usage over time and at different places; information about liveability indexes for different places in Australia and Europe
- Elaboration developing conclusions, using geographical methods to represent data and information; for example, a map showing water usage and a map indicating water scarcity in Australia; a map representing places where liveability is difficult and dangerous due to environmental factors
About the strands
The 14 content descriptors linked to ASHASGEOY7 sit under these strands.
Knowledge and understanding
The discipline knowledge and concepts students learn, connect and apply in context.
Skills
The questions, research, analysis, evaluation and communication practices used in the discipline.
A practical planning sequence
- Choose the curriculum focus. Choose the geographical concepts and questions that organise the inquiry.
- Select a meaningful context. Plan suitable fieldwork, maps, spatial data and contrasting place based examples.
- Plan connected learning. Use the linked descriptors together where that creates a coherent sequence.
- Map the evidence. Collect representations, analyses, explanations and evidence based conclusions.
Turn this curriculum map into a teaching sequence
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