1. Content descriptors
Knowledge and understanding descriptors define the geographical ideas and contexts students investigate during Year 8.
Australian Curriculum v9
Year 8 Geography Curriculum: Achievement Standard and Content Descriptors
See the Year 8 Geography achievement standard beside the 15 descriptors that build the required knowledge and inquiry skills. The strand view helps teachers plan connected studies of environments, communities and geographical change.
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
Geographical inquiry develops through questioning, data collection, mapping, interpretation, evaluation and communication.
3. Achievement standard
Use evidence that reveals how students apply geographical concepts and skills to explain patterns, processes and change.
ASHASGEOY8
Open the standalone ASHASGEOY8 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 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.
The 13 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 8, students explain how the interactions of people and environmental processes impact on the characteristics of places.
Content descriptorAC9HG8K01 Knowledge and understanding
geomorphological processes that produce different landscapes and significant landforms
Elaborations (4)
- Elaboration explaining the diversity of landscapes, such as wetlands, grasslands, forests, cold and hot deserts, and landforms at the national scale; for example, mountains – Himalayan Mountains, Nepal; grasslands – the Steppe, central Asia; forests – Daintree, Australia; cold deserts – Gobi, China
- Elaboration explaining how tectonics, volcanism, folding, faulting, chemical weathering and physical weathering such as erosion, transportation and deposition shape places; for example, folding – MacDonnell Ranges, Northern Territory, Australia; faulting – Great Sumatran Fault (Semangko Fault), Indonesia; volcanism – Krakatoa, Indonesia
- Elaboration explaining the effects of rock type on a selected landform at the local scale; such as Fraser Island, Queensland or Twelve Apostles, Victoria; for example, sedimentary – igneous and metamorphic; chemical weathering – oxidation and solution; physical weathering – exfoliation and frost wedging
- Elaboration explaining the effects of erosion, transportation and deposition of water and wind on a selected landform at the local scale; for example, Fraser Island, Queensland, formed by wind, waves and ocean currents; the Twelve Apostles, Victoria, formed by erosion, tides and ocean currents
Content descriptorAC9HG8K05 Knowledge and understanding
the causes and impacts of a geomorphological hazard on people, places and environments, and the effects of responses
Elaborations (4)
- 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
Content descriptorAC9HG8K06 Knowledge and understanding
causes of urbanisation and its impacts on places and environments, drawing on a study from a country such as the United States of America, and its implications
Elaborations (5)
- Elaboration explaining the difference between urban growth and urbanisation, and how push-pull forces contribute to internal and international population movements and increase the size of urban areas
- Elaboration distinguishing between large cities and the rise of megacities at the national scale, including the growth of large capital cities in Australia, Los Angeles as a megacity, or Boston – Washington as an urban corridor in the United States of America
- Elaboration explaining how changes in economic conditions affect the characteristics of urban places, including population growth in a tourist community in coastal New South Wales such as Byron Bay, population decline in a regional area such as Carnarvon Shire, or old industrial areas evolving into areas of urban renewal, and urban villages in Green Square and Barangaroo, Sydney
- Elaboration explaining the connections between urbanisation and economic and social opportunities; for example, the location of universities, sporting stadiums or parliaments in capital cities
- Elaboration explaining how urbanisation can positively or negatively affect the quality of the environment; for example, increases in carbon emissions or increases in water consumption
They explain how the characteristics of places are perceived and valued differently by people.
Content descriptorAC9HG8K03 Knowledge and understanding
the spiritual, aesthetic and cultural value of landscapes and landforms for people, including Country/Place of First Nations Australians
Elaborations (6)
- Elaboration 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
- Elaboration analysing the role of landforms and landscapes in tourism; for example, Uluru in Australia or the Himalayas in Nepal
- Elaboration examining how Aboriginal Dreaming stories and Torres Strait Islander Creation stories give meaning to Country/Place
- Elaboration discussing the meaning of the stories that describe First Nations Australians’ special connection to Country/Place
- Elaboration discussing the multilayered meanings (material, cultural and spiritual wellbeing) associated with landscapes and significant landforms for First Nations Australians
- Elaboration explaining the formation of a landform with reference to the special connections First Nations Australians have to Country/Place
They describe the effects of human activity or hazards on environments.
Content descriptorAC9HG8K05 Knowledge and understanding
the causes and impacts of a geomorphological hazard on people, places and environments, and the effects of responses
Elaborations (4)
- 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
Content descriptorAC9HG8K06 Knowledge and understanding
causes of urbanisation and its impacts on places and environments, drawing on a study from a country such as the United States of America, and its implications
Elaborations (5)
- Elaboration explaining the difference between urban growth and urbanisation, and how push-pull forces contribute to internal and international population movements and increase the size of urban areas
- Elaboration distinguishing between large cities and the rise of megacities at the national scale, including the growth of large capital cities in Australia, Los Angeles as a megacity, or Boston – Washington as an urban corridor in the United States of America
- Elaboration explaining how changes in economic conditions affect the characteristics of urban places, including population growth in a tourist community in coastal New South Wales such as Byron Bay, population decline in a regional area such as Carnarvon Shire, or old industrial areas evolving into areas of urban renewal, and urban villages in Green Square and Barangaroo, Sydney
- Elaboration explaining the connections between urbanisation and economic and social opportunities; for example, the location of universities, sporting stadiums or parliaments in capital cities
- Elaboration explaining how urbanisation can positively or negatively affect the quality of the environment; for example, increases in carbon emissions or increases in water consumption
They explain the features of a distribution and identify implications.
Content descriptorAC9HG8K02 Knowledge and understanding
the location and distribution of Australia’s distinctive landscapes and significant landforms
Elaborations (4)
- Elaboration representing the distribution of Australian distinctive landscapes, such as the deserts in Central Australia, and significant landforms, such as Uluru in Central Australia
- Elaboration locating iconic landscapes and landforms in Australia on a map and describing what makes them iconic
- Elaboration comparing the distribution of Australia’s distinctive landscapes with distinctive landscapes in another country; for example, grasslands in Arnhem Land in northern Australia compared to grasslands in Mongolia; tropical rainforests in northern Australia compared to forests in Laos and Cambodia
- Elaboration explaining the significance of a landform important to First Nations Australians; for example, the names, meanings and significance of the Three Sisters in the Blue Mountains, New South Wales; Budj Bim cultural landscape within Gunditjmara Country; Uluru-Kata Tjuta National Park in Northern Territory
Content descriptorAC9HG8K07 Knowledge and understanding
differences in the distribution of urban settlements and urban concentration in Australia compared with another country such as the United States of America, and their implications
Elaborations (4)
- Elaboration representing the location of urban settlements in Australia and the United States of America, identifying similarities and differences in the distribution
- Elaboration examining the causes of urban concentration in Australia; for example, the history of European settlement, migration, the export orientation of the economy, the centralisation of state governments, environmental constraints and the shape of transportation networks
- Elaboration examining the effects of urban concentration in a country other than Australia; for example, the decline in biodiversity and increase in waste, the increase in carbon emissions leading to a large carbon footprint, or the decline in access to adequate clean water and the development of slums
- Elaboration interpreting and explaining the relationship between population density and proximity to urban centres at the national scale; for example, higher population density towards the urban central business district (CBD) as a centre of employment, education, culture and government, such as in Brisbane, and declining towards the rural-urban fringe (core and periphery)
They explain the interconnections between people and places and environments.
Content descriptorAC9HG8K04 Knowledge and understanding
the interconnections between human activity and geomorphological processes, and ways of managing distinctive landscapes
Elaborations (4)
- Elaboration identifying the interconnections and effects of erosion and sedimentation produced by human activities on the quality of the environment; for example, the effects of overuse of tourist tracks in bushland or the effects of land-clearing for the production of palm oil in Indonesia and Malaysia
- Elaboration explaining the interconnections and effects of mining, quarrying and urban development on the quality of the environment; for example, the interconnections of the quality of the environment and uranium mining in Kakadu, urban development in Singapore or the extension of land area in Tokyo Bay
- Elaboration explaining the effects of river regulation, including dams, locks, channel straightening and drains, on the quality of riverine and wetland environments; for example, the Three Gorges Dam on the Yangtze River in China, or dams and weirs on the Murray–Darling River system
- Elaboration identifying the contribution of the knowledges of First Nations Australians to the use and management of distinctive landscapes; for example, Indigenous Peoples’ Knowledge (IPK) incorporated into modern management of diverse landscapes and landforms such as Kakadu National Park, Uluru, the Great Barrier Reef and the Snowy Mountains
Content descriptorAC9HG8K08 Knowledge and understanding
reasons for, and effects of, internal migration and international migration in Australia, China or other countries
Elaborations (6)
- Elaboration identifying and explaining the main types and patterns of internal and international migration, such as permanent migration, temporary labour migration, student migration, forced migration (including refugees, illegal migrants and illegally trafficked people) and circular migration
- Elaboration explaining how mining developments affect employment growth in regions and cities, and influence internal migration in Australia; for example, migration leading to population growth in mining areas such as Pilbara in Western Australia and Bowen Basin in North Queensland
- Elaboration explaining changing influences on migration over time; for example, chain migration related to connection to family, employment, education or health; circular migration involving short-term mobility related to visits to family or for a cultural event
- Elaboration identifying and explaining the patterns of temporary internal migration and permanent internal migration in China and the effects on the places of origin and destination
- Elaboration interpreting population data and describing the relationship between international migration and urban concentration within Australia, and internal migration and urban concentration within China
- Elaboration exploring the connections between the cultural diversity of places and how they are affected by internal and international migration; for example, in Australia or China
They explain how these interconnections change places or environments.
Content descriptorAC9HG8K06 Knowledge and understanding
causes of urbanisation and its impacts on places and environments, drawing on a study from a country such as the United States of America, and its implications
Elaborations (5)
- Elaboration explaining the difference between urban growth and urbanisation, and how push-pull forces contribute to internal and international population movements and increase the size of urban areas
- Elaboration distinguishing between large cities and the rise of megacities at the national scale, including the growth of large capital cities in Australia, Los Angeles as a megacity, or Boston – Washington as an urban corridor in the United States of America
- Elaboration explaining how changes in economic conditions affect the characteristics of urban places, including population growth in a tourist community in coastal New South Wales such as Byron Bay, population decline in a regional area such as Carnarvon Shire, or old industrial areas evolving into areas of urban renewal, and urban villages in Green Square and Barangaroo, Sydney
- Elaboration explaining the connections between urbanisation and economic and social opportunities; for example, the location of universities, sporting stadiums or parliaments in capital cities
- Elaboration explaining how urbanisation can positively or negatively affect the quality of the environment; for example, increases in carbon emissions or increases in water consumption
Content descriptorAC9HG8K08 Knowledge and understanding
reasons for, and effects of, internal migration and international migration in Australia, China or other countries
Elaborations (6)
- Elaboration identifying and explaining the main types and patterns of internal and international migration, such as permanent migration, temporary labour migration, student migration, forced migration (including refugees, illegal migrants and illegally trafficked people) and circular migration
- Elaboration explaining how mining developments affect employment growth in regions and cities, and influence internal migration in Australia; for example, migration leading to population growth in mining areas such as Pilbara in Western Australia and Bowen Basin in North Queensland
- Elaboration explaining changing influences on migration over time; for example, chain migration related to connection to family, employment, education or health; circular migration involving short-term mobility related to visits to family or for a cultural event
- Elaboration identifying and explaining the patterns of temporary internal migration and permanent internal migration in China and the effects on the places of origin and destination
- Elaboration interpreting population data and describing the relationship between international migration and urban concentration within Australia, and internal migration and urban concentration within China
- Elaboration exploring the connections between the cultural diversity of places and how they are affected by internal and international migration; for example, in Australia or China
Students explain responses or strategies to address a geographical phenomenon or challenge, referring to environmental, economic or social factors.
Content descriptorAC9HG8K04 Knowledge and understanding
the interconnections between human activity and geomorphological processes, and ways of managing distinctive landscapes
Elaborations (4)
- Elaboration identifying the interconnections and effects of erosion and sedimentation produced by human activities on the quality of the environment; for example, the effects of overuse of tourist tracks in bushland or the effects of land-clearing for the production of palm oil in Indonesia and Malaysia
- Elaboration explaining the interconnections and effects of mining, quarrying and urban development on the quality of the environment; for example, the interconnections of the quality of the environment and uranium mining in Kakadu, urban development in Singapore or the extension of land area in Tokyo Bay
- Elaboration explaining the effects of river regulation, including dams, locks, channel straightening and drains, on the quality of riverine and wetland environments; for example, the Three Gorges Dam on the Yangtze River in China, or dams and weirs on the Murray–Darling River system
- Elaboration identifying the contribution of the knowledges of First Nations Australians to the use and management of distinctive landscapes; for example, Indigenous Peoples’ Knowledge (IPK) incorporated into modern management of diverse landscapes and landforms such as Kakadu National Park, Uluru, the Great Barrier Reef and the Snowy Mountains
Content descriptorAC9HG8K05 Knowledge and understanding
the causes and impacts of a geomorphological hazard on people, places and environments, and the effects of responses
Elaborations (4)
- 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
Content descriptorAC9HG8K09 Knowledge and understanding
strategies to manage the sustainability of Australia’s changing urban places
Elaborations (2)
- Elaboration examining a strategy used by local, state or national governments to manage projected population growth in one of Australia’s cities or regional urban centres, and identifying implications for sustainability (environmental, economic and social factors) and liveability
- Elaboration generating ideas for a strategy for a more balanced distribution of urban population, such as decentralisation, using Canberra as an example
Students develop relevant questions about a geographical phenomenon or challenge.
Content descriptorAC9HG8S01 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 why a challenge may arise; for example, “How does urban development affect the sustainability of wetlands?”, “Why is biodiversity declining in urban places?”
- Elaboration planning an investigation of a geographical phenomenon or challenge being studied, at a range of scales using digital planning tools; for example, how geomorphological processes produce significant landforms at the local scale, or the causes and consequences of urbanisation at the national scale
They collect, organise and represent relevant and reliable data and information using primary research methods and secondary research materials.
Content descriptorAC9HG8S02 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 (7)
- Elaboration identifying appropriate primary research methods, including fieldwork, to collect original materials using specialised digital tools; for example, field observations such as sketches or measurements of landscapes or landforms, or digital tools to recreate topographic features of a landform
- Elaboration collecting relevant secondary research materials online using search terms and functions such as “allintitle: geomorphological hazards” or “define: megacities” to identify relevant geographical information
- Elaboration identifying and respecting protocols for consultation with communities of First Nations Australians when organising primary research or fieldwork, such as when discussing Dreaming stories about the formation, meaning and interconnections of Australian landscapes and landforms
- Elaboration evaluating research materials for relevance (for example, “Does the information reflect current thinking about urbanisation?”) and reliability (for example, “Who is/are the author/s? Does the author reference other experts in the field?”)
- Elaboration comparing findings from primary research methods, including fieldwork, with those from secondary research materials for relevance and reliability; for example, comparing field sketches showing the impact of a geomorphological hazard with newspaper reports on the extent of damage; comparing survey and interview data about people’s perception of their suburb with a government report on the impacts of urbanisation
- Elaboration representing relevant and reliable data and information in appropriate formats to combine ideas, using digital tools; for example, creating annotated diagrams to show the changes to a landform over time or using digital mapping tools to show the cultural and demographic diversity of First Nations Australians
- Elaboration representing spatial distributions of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions; for example, constructing a map to show the relationship between landforms such as mountains and landscapes such as deserts, or contrasting the spatial distribution of population in Australia and/or China
They interpret and analyse data and information to explain patterns and trends and infer relationships.
Content descriptorAC9HG8S03 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 from data and information; for example, comparing source and destination of international migration for Australia in 2 different time periods
- Elaboration explaining patterns and trends; for example, comparing compound graphs or census data for different time periods to identify patterns in urban concentration in Australia and the United States of America, or trends in international migration
- Elaboration inferring relationships from data and information collected during primary research; for example, using observations, field sketches, field measurements, questionnaires or interviews to explain the distribution of population in your local area and suggesting possible causes, effects and trends
They draw reasoned conclusions about the impact of the geographical phenomenon or challenge.
Content descriptorAC9HG8S04 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 research about the value of distinctive landscapes to form conclusions about the influence they have on peoples’ lives or an analysis of the distribution of urban settlements to form conclusions about how space is used
- Elaboration explaining reasons for decisions and choices; for example, reflecting on research findings or data analysis of the impacts of geomorphological hazards or urbanisation to identify and explain significant impacts on people, places and environments
They decide on appropriate strategies for action and explain potential impacts.
Content descriptorAC9HG8S05 Skills
identify a strategy for action in relation to environmental, economic, social or other factors, and explain potential impacts
Elaborations (4)
- Elaboration proposing individual action and supporting the proposal with reasons; for example, reducing waste going to landfill, especially toxic e-waste causing degradation of landscapes, or reducing the large and expanding urban footprint by decreasing the consumption of energy resources as well as eating, working and buying locally
- Elaboration proposing collective action and supporting the proposal with reasons; for example, promoting community awareness of the effects of human–environmental change on significant Australian landforms such as Uluru and the Great Barrier Reef, or encouraging the development of urban and peri-urban agriculture
- Elaboration evaluating the effectiveness of a strategy in relation to environmental, economic and social factors
- Elaboration reflecting on personal values and attitudes and how these influence explanations of potential outcomes; for example, applying sustainable design principles to urban redevelopment projects that provide green, open spaces for citizens
Students use geographical knowledge, methods, concepts, terms and reference findings from sources to create descriptions, explanations and responses.
Content descriptorAC9HG8S06 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, using geographical concepts and providing accurate information; for example, alleviating the impact of a geological hazard such as volcanic eruptions, earthquakes, tsunamis, landslides and avalanches, or eradicating slums in cities
- Elaboration constructing an explanation, using research findings to support ideas, such as the causes and effects of a geographical phenomenon or challenge, and reinforcing knowledge and understanding of the interconnections between people, places and the environment
- Elaboration developing a response, using representations of data and information to support actions and conclusions, such as a map showing the location of iconic landforms or a flow map showing the international movement of refugees
About the strands
The 15 content descriptors linked to ASHASGEOY8 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. Select the concepts and geographical processes at the centre of the sequence.
- Select a meaningful context. Combine local or field based evidence with regional and global comparisons where appropriate.
- Plan connected learning. Use the linked descriptors together where that creates a coherent sequence.
- Map the evidence. Map evidence from spatial representations, data analysis, explanations and proposed responses.
Turn this curriculum map into a teaching sequence
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