Year 8 HASS — AC v9
All 60 content descriptions for Year 8 HASS in the Australian Curriculum Version 9, grouped by strand — each one links to its own page, and TeachKoala can turn any of them into a complete lesson (your first is free).
Achievement standard (what coverage means)
- •Students identify ways in which Australians express different aspects of their identity and explain perspectives on Australia’s national identity.
- •They describe the roles of political parties and elected representatives in Australian government.
- •They sequence events and developments to explain causes and effects, and patterns of continuity and change across societies and time periods.
- •They interpret information and data to identify economic and business issues and trends, and describe economic cause-and-effect relationships.
- •They describe the effects of human activity or hazards on environments.
- •They explain how these interconnections change places or environments.
- •By the end of Year 8, students explain how markets influence the allocation of resources to the production of goods and services.
- •They explain the methods or strategies related to civic participation or action.
- •Students use historical knowledge, concepts, terms and references to evidence from sources to create descriptions, explanations and historical arguments.
- •Students develop relevant questions about a geographical phenomenon or challenge.
- •They decide on appropriate strategies for action and explain potential impacts.
- •Students develop questions and locate, select and organise relevant information from different sources to investigate political and legal systems, and contemporary civic issues.
- •They locate, select and organise relevant information and data.
- •They draw reasoned conclusions about the impact of the geographical phenomenon or challenge.
- •They explain the features of a distribution and identify implications.
- •Students use economic and business knowledge, concepts, terms and research findings to create descriptions and explanations.
- •Students develop questions about the past to inform historical inquiry.
- •They develop a response to an economic and business issue.
- •They identify and evaluate potential costs and benefits.
- •They collect, organise and represent relevant and reliable data and information using primary research methods and secondary research materials.
- •They locate and identify a range of primary and secondary sources as evidence in historical inquiry.
- •They explain the interconnections between people and places and environments.
- •They describe the origin, content and context of sources, and explain the purpose of primary and secondary sources.
- •They explain ways that businesses adapt to opportunities in markets and respond to the work environment.
- •Students develop a range of questions to investigate an economic and business issue.
- •By the end of Year 8, students describe the historical significance of the periods between the ancient and modern past.
- •By the end of Year 8, students explain how the interactions of people and environmental processes impact on the characteristics of places.
- •Students explain responses or strategies to address a geographical phenomenon or challenge, referring to environmental, economic or social factors.
- •They interpret and analyse data and information to explain patterns and trends and infer relationships.
- •Students use geographical knowledge, methods, concepts, terms and reference findings from sources to create descriptions, explanations and responses.
- •They explain historical interpretations about significant events and people.
- •Students explain why individuals and/or businesses budget and plan.
- •Students compare sources to explain the accuracy, usefulness and reliability of sources as evidence.
- •Students describe the role of significant individuals, groups and institutions connected to the societies of these periods and their influences on historical events.
- •They analyse information and identify and describe perspectives and challenges related to political, legal or civic issues.
- •They describe the social, religious, cultural, economic, environmental and/or political aspects related to the changes and continuities in a society or a historical period.
- •They describe perspectives, attitudes and values of the past, and suggest reasons for different points of view.
- •By the end of Year 8, students explain how Australians are informed about and participate in their democracy.
- •Students use civics and citizenship knowledge, concepts, terms and references to evidence from sources to create descriptions, explanations and arguments.
- •They describe the importance of Australia’s taxation system and its effect on decision-making by individuals and businesses.
- •They explain how the characteristics of places are perceived and valued differently by people.
- •They explain the causes and effects of events, developments, turning points or challenges in Medieval, Renaissance or pre-modern Europe, or in the societies connected to empires or expansions, or the societies of the Asia-Pacific world during these periods.
- •They explain the characteristics of laws, how laws are made and the types of law in Australia.
- AC9HC8K01how Australians are informed about and participate in democracy
- AC9HC8K02the role of political parties and independent representatives in Australian democracy, including elections and the formation of governments
- AC9HC8K03the characteristics of laws and how laws are made in Australia through parliaments (statutory law) and through the courts (common law)
- AC9HC8K04the types of law in Australia, including criminal law and civil law, and the place of First Nations Australian customary law
- AC9HC8K05how culture and religion may influence individuals' and groups' perceptions and expressions of citizenship and their actions as citizens
- AC9HC8K06different experiences of, perspectives on and debates about Australia’s national identity and citizenship, including the perspectives of First Nations Australians as owners of their respective nations, and of different migrant groups
- AC9HC8S01develop questions to investigate Australia’s political and legal systems, and contemporary civic issues
- AC9HC8S02locate, select and organise information, data and ideas from different sources
- AC9HC8S03analyse information, data and ideas about political, legal or civic issues to identify and explain differences in perspectives and potential challenges
- AC9HC8S04explain the methods or strategies related to making decisions about civic participation
- AC9HC8S05create descriptions, explanations and arguments using civics and citizenship knowledge, concepts and terms that reference evidence
- AC9HE8K01how markets influence decisions about the allocation of resources to the production of goods and services, and the effect of prices on these decisions
- AC9HE8K02different ways that businesses adapt to opportunities in the market and respond to the changing nature of work
- AC9HE8K03how First Nations Australian businesses and entrepreneurs develop opportunities in the market
- AC9HE8K04the importance of Australia’s system of taxation and how this system affects decision-making by individuals and businesses
- AC9HE8K05processes that individuals and/or businesses use to plan and budget to achieve short-term and long-term financial objectives
- AC9HE8S01develop questions to investigate a contemporary economic and business issue
- AC9HE8S02locate, select and organise information and data from a range of sources
- AC9HE8S03interpret information and data to identify economic and business issues, trends and economic cause-and-effect relationships
- AC9HE8S04develop a response to an economic and business issue, identifying potential costs and benefits
- AC9HE8S05create descriptions and explanations, using economic and business knowledge, concepts and terms, and referencing information and data from sources
- AC9HG8K01geomorphological processes that produce different landscapes and significant landforms
- AC9HG8K02the location and distribution of Australia’s distinctive landscapes and significant landforms
- AC9HG8K03the spiritual, aesthetic and cultural value of landscapes and landforms for people, including Country/Place of First Nations Australians
- AC9HG8K04the interconnections between human activity and geomorphological processes, and ways of managing distinctive landscapes
- AC9HG8K05the causes and impacts of a geomorphological hazard on people, places and environments, and the effects of responses
- AC9HG8K06causes 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
- AC9HG8K07differences 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
- AC9HG8K08reasons for, and effects of, internal migration and international migration in Australia, China or other countries
- AC9HG8K09strategies to manage the sustainability of Australia’s changing urban places
- AC9HG8S01develop questions for a geographical inquiry related to a phenomenon or challenge
- AC9HG8S02collect, organise and represent data and information from primary research methods, including fieldwork and secondary research materials, using geospatial technologies and digital tools as appropriate
- AC9HG8S03interpret and analyse geographical data and information to identify similarities and differences, explain patterns and trends and infer relationships
- AC9HG8S04draw conclusions based on the analysis of the data and information
- AC9HG8S05identify a strategy for action in relation to environmental, economic, social or other factors, and explain potential impacts
- AC9HG8S06create descriptions, explanations and responses, using geographical knowledge and methods, concepts, terms and reference sources
- AC9HH8K01the transformation of the ancient world to the early modern world, from the decline of the Roman Empire in western Europe through Medieval, Renaissance or pre-modern Europe
- AC9HH8K02the roles and relationships of different groups in Medieval, Renaissance or pre-modern Europe
- AC9HH8K03a significant event, development, turning point or challenge that contributed to continuity and change in Medieval, Renaissance or pre-modern Europe
- AC9HH8K04the experiences and perspectives of rulers and of subject peoples, and the interaction between power and/or authority in Medieval, Renaissance or pre-modern Europe
- AC9HH8K05the role and achievements of a significant individual and/or group in Medieval, Renaissance or pre-modern Europe
- AC9HH8K06interpretations about an event, individual, group, institution or movement in Medieval, Renaissance or pre-modern Europe
- AC9HH8K07the significant social, religious, cultural, economic, environmental and/or political features of different groups related to the empire and/or expansion
- AC9HH8K08a significant event, development, turning point or challenge that contributed to continuity and change related to the empire and/or expansion
- AC9HH8K09the experiences and perspectives of rulers and of subject peoples, and how the interaction between power and/or authority relates to the empire and/or expansion
- AC9HH8K10the role and achievements of a significant individual and/or group connected to the empire and/or expansion
- AC9HH8K11interpretations about the society and events, and/or individuals and/or groups connected to the empire and/or expansion
- AC9HH8K12the significant social, religious, cultural, economic, environmental and/or political features of different groups in the Asian-Pacific society
- AC9HH8K13a significant development, event, turning point or challenge that contributed to continuity and change in the Asian-Pacific society
- AC9HH8K14the experiences and perspectives of rulers and of subject peoples, and the interaction between power and/or authority in the Asian-Pacific society
- AC9HH8K15the role and achievements of a significant individual and/or group in the Asian-Pacific society
- AC9HH8K16interpretations about the Asian-Pacific society and events, and/or individuals and/or groups connected to the society
- AC9HH8S01develop historical questions about the past to inform historical inquiry
- AC9HH8S02locate and identify primary and secondary sources to use in historical inquiry
- AC9HH8S03identify the origin, content, context and purpose of primary and secondary sources
- AC9HH8S04identify and describe the accuracy and usefulness of primary and secondary sources as evidence
- AC9HH8S05describe causes and effects, and explain continuities and changes
- AC9HH8S06identify perspectives, attitudes and values of the past in sources
- AC9HH8S07explain historical interpretations about significant events, individuals and groups
- AC9HH8S08create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that reference evidence from sources
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The Year 8 HASS planning scaffold
A one-page planning sheet with the official achievement standard, every content description grouped by strand, and space for your assessment and week-by-week sequence. Print it and plan on paper, or use it as the skeleton for a unit.
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Content descriptions and achievement standard © ACARA, Australian Curriculum Version 9, used under CC BY 4.0. TeachKoala is not affiliated with or endorsed by ACARA.