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Year 9 Geography

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 …

Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum

Structure Geography

The Australian Curriculum: Geography is organised in two related strands: geographical knowledge and understanding, and geographical inquiry and skills. Geographical knowledge and understanding strand Geographical knowledge refers to the facts, generalisations, …

Structure | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSI023

categorising objects, drawings or images by their features and explaining their reasoning, for example, categorising the features of a local place into natural (native forest), constructed (street of houses) and managed (windbreak of trees)

Elaboration (1) ACHASSI035

locating historical evidence of the local community’s past (for example, place and street names that commemorate people, monuments, built and non-built historical landmarks, middens, remnants of native vegetation and old building remains)

Elaboration (2) ACHGK064

identifying how poverty, food wastage, government policies or trade barriers could affect future food security

ACHGK061

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

Elaborations ScOT Terms

Elaboration (1) ACHGK063

identifying the impacts on food production from competing land uses (for example, sacred sites, urban and industrial uses, mining, production of food crops for biofuels, production of food crops for livestock, and recreation (such as golf courses))

Elaboration (2) ACHGK063

evaluating whether some ways of increasing food production could threaten sustainability

ACHGK063

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

Elaborations ScOT Terms

Elaboration (2) ACHASSI025

imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging …

Elaboration (2) ACHASSK015

identifying how places provide people with their basic needs (for example, water, food and shelter) and why they should be looked after for the future

Elaboration (4) ACHASSK084

investigating networks of exchange and what was exchanged between different groups of people (for example, ideas, spices, food, slaves)

Elaboration (3) ACHASSI102

discussing the priorities and ethics evident in past decisions (for example, in clearing of native vegetation for farming, in stealing food to survive)

Elaboration (2) ACHGK062

evaluating the ways that agricultural innovations have changed some of the environmental limitations on and impacts of food production in Australia

Elaboration ACHGK064

examining the effects of anticipated future population growth on global food production and security, and its implications for agriculture and agricultural innovation

Elaboration (2) ACHGK068

evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production

Elaboration ACHGS066

creating a map to show the relationship between biomes and world food production, using a spatial technologies application

Elaboration ACHGS067

constructing a graph to show the relationship between growth in world population and world food production

Elaboration (1) ACHEK017

examining how businesses respond to the demands of consumers (for example, preference for healthy options, environmentally friendly packaging or organic food)

Elaboration (3) ACHASSK088

explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)

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General Capabilities

Cross Curriculum Priorities