Geography

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Year 7  

Year 7 Description

There are two units of study in the Year 7 curriculum for Geography: ‘Water in the world’ and ‘Place and liveability’. ‘Water in the world’ focuses on water as an example of a renewable environmental resource. This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places a

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There are two units of study in the Year 7 curriculum for Geography: ‘Water in the world’ and ‘Place and liveability’.

‘Water in the world’ focuses on water as an example of a renewable environmental resource. This unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through the environment, its varying availability in time and across space, and its scarcity. ‘Water in the world’ develops students’ understanding of the concept of environment, including the ideas that the environment is the product of a variety of processes, that it supports and enriches human and other life, that people value the environment in different ways and that the environment has its specific hazards. Water is investigated using studies drawn from Australia, countries of the Asia region, and countries from West Asia and/or North Africa.

‘Place and liveability’ focuses on the concept of place through an investigation of liveability. This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people. It develops students’ ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning. The liveability of places is investigated using studies drawn from Australia and Europe.

The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Key inquiry questions

A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.

The key inquiry questions for Year 7 are:

  • How do people’s reliance on places and environments influence their perception of them?
  • What effect does the uneven distribution of resources and services have on the lives of people?
  • What approaches can be used to improve the availability of resources and access to services?

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Catholic Perspectives in geography can be explored in a variety of ways. The Church's recent teaching through the encyclical, Laudato Si', (Care of Our Common Home ) 2015 , is a reliable source for developing a contemporary Catholic perspective. Other perspectives can be gained through applying Catholic Social Teaching.

Year 7 Content Descriptions

Geographical Knowledge and Understanding
Unit 1: Water in the world

Classification ofand the forms that water takes as a resource


The way that flows of water connects places as it moves through theand the way this affects places


The quantity and variability of Australia’s water resources compared with other continents


The nature ofand ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa


Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia


Causes, impacts and responses to an atmospheric or hydrological

Unit 2: Place and liveability

Factors that influence the decisions people make about where to live and their perceptions of theof places


The influence of accessibility to services and facilities on theof places


The influence ofon theof places


The influence ofand community identity on theof


Strategies used to enhance theof places, especially for young people, including examples from Australia and Europe

Geographical Inquiry and Skills
Observing, questioning and planning

Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts

Collecting, recording, evaluating and representing

Evaluate sources for their reliability and usefulness and select, collect and record relevant geographicaland information, using ethical protocols, from appropriate primary and


Representin a range of appropriate forms, for examplegraphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and


Representof different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, usingas appropriate

Interpreting, analysing and concluding

Interpret geographicaland other information using qualitative and quantitative methods, and digital andas appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships


Apply geographical concepts to draw conclusions based on the analysis of theand information collected

Communicating

Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate

Reflecting and responding

Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal

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Year 7 Achievement Standard

By the end of Year 7, students describe geographical processes that influence the characteristics of places and how the characteristics of places are perceived and valued differently. They explain interconnections between people and places and environments and describe how these interconnections change places and environments. They describe alternative strategies to a geographical challenge referring to environmental, economic and social factors.

Students identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary sources to locate useful information and data. They record and represent data and the location and distribution of geographical phenomena in a range of forms, including large-scale and small-scale maps that conform to cartographic conventions. They interpret and analyse geographical maps, data and other information to propose simple explanations for spatial distributions, patterns, trends and relationships, and draw conclusions. Students present findings and arguments using relevant geographical terminology and digital technologies in a range of communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and describe the expected effects of their proposal.

Show sub-strand-specific achievement standard

Year 7 Work Sample Portfolios

 

Year 8  

Year 8 Description

There are two units of study in the Year 8 curriculum for Geography: ‘Landforms and landscapes’ and ‘Changing nations’. ‘Landforms and landscapes’ focuses on investigating geomorphology through a study of landscapes and their landforms. This unit examines the processes that shape individual landforms, the values and meanings placed on landfor

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There are two units of study in the Year 8 curriculum for Geography: ‘Landforms and landscapes’ and ‘Changing nations’.

‘Landforms and landscapes’ focuses on investigating geomorphology through a study of landscapes and their landforms. This unit examines the processes that shape individual landforms, the values and meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of landscapes. ‘Landforms and landscapes’ develops students’ understanding of the concept of environment and enables them to explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples. These distinctive aspects of landforms and landscapes are investigated using studies drawn from Australia and throughout the world.

‘Changing nations’ investigates the changing human geography of countries, as revealed by shifts in population distribution. The spatial distribution of population is a sensitive indicator of economic and social change, and has significant environmental, economic and social effects, both negative and positive. The unit explores the process of urbanisation and draws on a study of a country of the Asia region to show how urbanisation changes the economies and societies of low- and middle-income countries. It investigates the reasons for the high level of urban concentration in Australia, one of the distinctive features of Australia’s human geography, and compares Australia with the United States of America. The redistribution of population resulting from internal migration is examined through case studies of Australia and China, and is contrasted with the way international migration reinforces urban concentration in Australia. The unit then examines issues related to the management and future of Australia’s urban areas.

The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Key inquiry questions

A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.

The key inquiry questions for Year 8 are:

  • How do environmental and human processes affect the characteristics of places and environments?
  • How do the interconnections between places, people and environments affect the lives of people?
  • What are the consequences of changes to places and environments and how can these changes be managed?

Hide full description ›

Catholic Perspectives in geography can be explored in a variety of ways. The Church's recent teaching through the encyclical, Laudato Si', (Care of Our Common Home ) 2015 , is a reliable source for developing a contemporary Catholic perspective. Other perspectives can be gained through applying Catholic Social Teaching.

Year 8 Content Descriptions

Geographical Knowledge and Understanding
Unit 1: Landforms and landscapes

Different types of landscapes and their distinctivefeatures


Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples


processes that produce landforms, including a case study of at least one


Human causes and effects ofdegradation


Ways of protecting significant landscapes


Causes, impacts and responses to a geomorphological

Unit 2: Changing nations

Causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia


Differences inand urban settlement patterns between Australia and the United States of America, and their causes and consequences


Reasons for, and effects of,in both Australia and China


Reasons for, and effects of, international migration in Australia


Management and planning of Australia’s urban future

Geographical Inquiry and Skills
Observing, questioning and planning

Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts

Collecting, recording, evaluating and representing

Evaluate sources for their reliability and usefulness and select, collect and record relevant geographicaland information, using ethical protocols, from appropriate primary and


Representin a range of appropriate forms, for example,graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and


Representof different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, usingas appropriate

Interpreting, analysing and concluding

Interpret geographicaland other information using qualitative and quantitative methods, and digital andas appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships


Apply geographical concepts to draw conclusions based on the analysis ofand information collected

Communicating

Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate

Reflecting and responding

Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal

Show subject-specific achievement standard

Year 8 Achievement Standard

By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued differently. They explain interconnections within environments and between people and places and explain how they change places and environments. They compare alternative strategies to a geographical challenge, taking into account environmental, economic and social factors.

Students identify geographically significant questions from observations to frame an inquiry. They evaluate a range of primary and secondary sources to locate useful and reliable information and data. They select, record and represent data and the location and distribution of geographical phenomena in a range of appropriate digital and non-digital forms, including maps at different scales that conform to cartographic conventions. They analyse geographical maps, data and other information to propose explanations for spatial distributions, patterns, trends and relationships, and draw reasoned conclusions. Students present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of appropriate communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes of their proposal.

Show sub-strand-specific achievement standard

Year 8 Work Sample Portfolios

 

Year 9  

Year 9 Description

There are two units of study in the Year 9 curriculum for Geography: ‘Biomes and food security’ and ‘Geographies of interconnections’. ‘Biomes and food security’ focuses on investigating the role of the biotic environment and its role in food and fibre production. This unit examines the biomes of the world, their alteration and significance as a source

Read full description ›

There are two units of study in the Year 9 curriculum for Geography: ‘Biomes and food security’ and ‘Geographies of interconnections’.

‘Biomes and food security’ focuses on investigating the role of the biotic environment and its role in food and fibre production. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges of and constraints on expanding food production in the future. These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world.

‘Geographies of interconnections’ focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. This unit examines the interconnections between people and places through the products people buy and the effects of their production on the places that make them. Students examine the ways that transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places. These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world.

The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Key inquiry questions

A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.

The key inquiry questions for Year 9 are:

  • What are the causes and consequences of change in places and environments and how can this change be managed?
  • What are the future implications of changes to places and environments?
  • Why are interconnections and interdependencies important for the future of places and environments?

Hide full description ›

Catholic Perspectives in geography can be explored in a variety of ways. The Church's recent teaching through the encyclical, Laudato Si' (Link), (Care of Our Common Home ) 2015 , is a reliable source for developing a contemporary Catholic perspective. Other perspectives can be gained through applying Catholic Social Teaching

Year 9 Content Descriptions

Geographical Knowledge and Understanding
Unit 1: Biomes and food security

and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity


Human alteration of biomes to produce food, industrial materials and fibres, and the use of systems thinking to analyse the environmental effects of these alterations


Environmental, economic and technological factors that influence crop yields in Australia and across the world


Challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, andchange, for Australia and other areas of the world


The capacity of the world’s environments to sustainably feed the projected future global population

Unit 2: Geographies of interconnections

The perceptions people have of place, and how these influence their connections to different places


The way transportation and information and communication technologies are used to connect people to services, information and people in other places


The ways that places and people are interconnected with other places through trade in goods and services, at all scales


The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia


The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places

Geographical Inquiry and Skills
Observing, questioning and planning

Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts

Collecting, recording, evaluating and representing

Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographicaland information, using ethical protocols, from a range of appropriate primary and


Represent multi-variablein a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and