Year 9 HASS — AC v9
All 67 content descriptions for Year 9 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)
- •They explain the effects of human activity on environments, and the effects of environments on human activity.
- •Students develop and modify questions to investigate an economic and business issue.
- •Students analyse strategies to address a geographical phenomenon or challenge using environmental, social or economic criteria.
- •Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that acknowledge research findings.
- •Students identify and evaluate the methods or strategies related to civic participation or action.
- •Students develop a range of questions about a geographical phenomenon or challenge.
- •By the end of Year 9, students explain the historical significance of the period of the early modern world up to 1918.
- •They identify and explain how these interconnections influence people, and change places and environments.
- •Students explain the role of significant ideas, individuals, groups and institutions connected to the developments of this period and their influences on the historical events.
- •Students compare sources to determine the accuracy, usefulness and reliability of sources as evidence.
- •They interpret and analyse data and information to explain patterns and trends and infer relationships.
- •They collect, represent and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials in a range of formats.
- •Students develop a range of questions and locate, select and compare information from sources to investigate political and legal systems, and contemporary civic issues.
- •They analyse different and contested historical interpretations.
- •They evaluate a response using criteria and make decisions about how it is to be implemented.
- •They draw evidence-based conclusions about the impact of the geographical phenomenon or challenge.
- •Students identify the reasons individuals and groups participate in and contribute to civic life nationally and globally.
- •They explain why businesses seek to create and maintain a competitive advantage.
- •They develop a response to an economic and business issue, taking account of economic, business or financial factors.
- •By the end of Year 9, students analyse the role of the Australian Constitution, the federal system of government, and the process and reasons for constitutional change.
- •They explain the origin, content, context and purpose of primary and secondary sources.
- •They explain the interdependence of participants in the global market and the effect on economic decision-making.
- •They describe the social, cultural, economic and/or political aspects related to the changes and continuities in a society or a historical period.
- •Students compare perspectives of significant events and developments, and explain the factors that influence these perspectives.
- •Students use civics and citizenship knowledge, concepts and terms to develop descriptions, explanations and evidence-based arguments.
- •Students use historical knowledge, concepts and terms to develop descriptions, explanations and historical arguments that acknowledge evidence from sources.
- •They explain the reasons for trade and Australia’s pattern of trade with Asia.
- •They explain the causes and effects of events, developments, turning points or movements globally, in Australia and in relation to World War I or in an Asian context.
- •Students explain how individuals and businesses manage consumer and financial risks and rewards.
- •They analyse the interconnections between people and places and environments.
- •They analyse information to explain perspectives and challenges related to political, legal or civic issues.
- •By the end of Year 9, students explain the role of Australia’s financial sector and its effect on economic decision-making by individuals and businesses.
- •Students use economic and business knowledge, concepts and terms to develop descriptions, explanations and arguments that acknowledge research findings.
- •They explain the influence of the media on reflections of identity and diversity.
- •They interpret and analyse information and data to explain economic trends and cause-and-effect relationships, and identify consumer and financial impacts.
- •They explain causes and effects, and patterns of continuity and change connected to a period, event or movement.
- •They identify the key features and jurisdictions of Australia’s court system and explain the role and processes of courts and tribunals.
- •They develop and evaluate strategies, predict impacts and make a recommendation.
- •Students develop and modify questions about the past to inform historical inquiry.
- •They explain policy development and legislative processes in Australia’s democracy.
- •By the end of Year 9, students explain how peoples’ activities or environmental processes change the characteristics of places.
- •They locate, select and analyse information and data from a range of sources.
- •They locate, select and compare primary and secondary sources, and use information in sources as evidence in historical inquiry.
- •They explain the features of biomes’ distribution and identify implications for environments.
- AC9HC9K01the role of the Australian Constitution in providing the basis for Australia’s federal system of government and democratic processes, including institutions, and the process for constitutional change through a referendum
- AC9HC9K02the legislative processes through which federal government policy is shaped, developed and implemented
- AC9HC9K03the key features and jurisdictions of Australia’s court system, and the operations of courts and tribunals
- AC9HC9K04the role of courts, judges, lawyers and juries in trials, and the rights of the accused and the rights of victims
- AC9HC9K05how and why individuals and groups, including community, religious and cultural groups, participate in and contribute to civic life in Australia and to global citizenship
- AC9HC9K06the influence of a range of media, including social media, in shaping identity and attitudes to diversity
- AC9HC9S01develop and modify questions to investigate Australia’s political and legal systems, and contemporary civic issues
- AC9HC9S02locate, select and compare information, data and ideas from a range of sources
- AC9HC9S03analyse information, data and ideas about political, legal or civic issues to identify and evaluate differences in perspectives and interpretations
- AC9HC9S04evaluate the methods or strategies related to making decisions about civic participation
- AC9HC9S05create descriptions, explanations and arguments using civics and citizenship knowledge, concepts and terms that incorporate evidence
- AC9HE9K01the role of Australia’s financial sector and its effect on economic decision-making by individuals, businesses and global markets
- AC9HE9K02how economic decision-making involves the interdependence of consumers, businesses, the financial sector and government
- AC9HE9K03the reasons Australia trades with other nations, and the patterns of trade between Australia and Asia
- AC9HE9K04processes that businesses use to create and maintain competitive advantage, including the role of entrepreneurs
- AC9HE9K05how individuals and businesses manage consumer and financial risks and rewards
- AC9HE9S01develop and modify questions to investigate a contemporary economic and business issue
- AC9HE9S02locate, select and analyse information and data from a range of sources
- AC9HE9S03interpret information and data, explaining economic and business issues, trends and economic cause-and-effect relationships, and make predictions about consumer and financial impacts
- AC9HE9S04develop and evaluate a response to an economic and business issue, using cost-benefit analysis or criteria to decide on a course of action
- AC9HE9S05create descriptions, explanations and arguments, using economic and business knowledge, concepts and terms that incorporate and acknowledge research findings
- AC9HG9K01the distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity
- AC9HG9K02the effects on environments of human alteration of biomes to produce food, industrial materials and fibres
- AC9HG9K03the environmental, economic and technological factors that impact agricultural productivity, in Australia and a country in Asia
- AC9HG9K04challenges to sustainable food production and food security in Australia and appropriate management strategies
- AC9HG9K05the ways changing transportation and technologies are used to connect people to services, information and people in other places
- AC9HG9K06the effects on places of people’s travel, recreational, cultural or leisure choices, and the strategies for managing the impacts on these places
- AC9HG9K07the ways that places and people are interconnected with other places through trade in goods and services, at all scales
- AC9HG9K08the impacts of the production and consumption of goods on places throughout the world, and strategies to manage sustainability in these places
- AC9HG9S01develop a range of questions for a geographical inquiry related to a phenomenon or challenge
- AC9HG9S02collect, represent and compare data and information from primary research methods, including fieldwork and secondary research materials, using geospatial technologies and digital tools as appropriate
- AC9HG9S03evaluate geographical data and information to make generalisations and predictions, explain patterns and trends and infer relationships
- AC9HG9S04evaluate data and information to justify conclusions
- AC9HG9S05develop and evaluate strategies using environmental, economic or social criteria; recommend a strategy and explain the predicted impacts
- AC9HG9S06create descriptions, explanations and responses, using geographical knowledge and geographical tools as appropriate, and concepts and terms that incorporate and acknowledge research findings
- AC9HH9K01the causes and effects of European imperial expansion and the movement of peoples in the late 18th and early 19th centuries, and the different responses to colonisation and migration
- AC9HH9K014the changing population movements and settlement patterns during the period 1750 to 1900
- AC9HH9K02the key social, cultural, economic and political changes and their significance in the development of Australian society during the period
- AC9HH9K03the causes and effects of European contact and extension of settlement, including their impact on the First Nations Peoples of Australia
- AC9HH9K04significant events, ideas, people, groups and movements in the development of Australian society
- AC9HH9K05continuities and changes and their effects on ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the 20th century in Australian society
- AC9HH9K06different experiences and perspectives of colonisers, settlers and First Nations Australians and the impact of these experiences on changes to Australian society's ideas, beliefs and values
- AC9HH9K07the development of Australian society in relation to other nations in the world by 1914, including the effects of ideas and movements of people
- AC9HH9K08the causes of World War I and the reasons why Australians enlisted to fight in the war
- AC9HH9K09the places of significance where Australians fought, their perspectives and experiences, including the Gallipoli campaign, the Western Front and the Middle East
- AC9HH9K10significant events and turning points of the war and the nature of warfare, including the Western Front Battle of the Somme and the Armistice
- AC9HH9K11the effects of World War I on Australian society, such as the role of women, political debates about conscription, relationships with the British Empire, and the experiences of returned soldiers
- AC9HH9K12the commemoration of World War I, including different historical interpretations and debates about the nature and significance of the Anzac legend and the war
- AC9HH9K13the social, economic, political, technological and/or environmental causes and effects of the Industrial Revolution on Europe in the late 18th and 19th century
- AC9HH9K15the short-, medium- and long-term effects of population movements and changing settlement patterns during this period, such as global demographic changes, transport, new ideas, and political and social reforms
- AC9HH9K16the different perspectives and experiences of men, women and children during the Industrial Revolution, and their changing way of life
- AC9HH9K17the ideas that emerged and influenced change in society, such as nationalism, capitalism, imperialism, socialism, egalitarianism and Chartism
- AC9HH9K18the role of a significant individual or group such as agricultural and factory workers, inventors and entrepreneurs, landowners, politicians and religious groups in promoting and enacting some of the ideas that emerged during the Industrial Revolution
- AC9HH9K19the key social, cultural, economic and political features of an Asian society during the 18th and early 19th Century
- AC9HH9K20the causes and effects of European contact, including colonialisation, on an Asian society
- AC9HH9K21significant events, ideas, people, groups and/or movements in the development of an Asian society
- AC9HH9K22continuities and changes and their effects on the ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the 20th century in an Asian society
- AC9HH9K23different experiences and perspectives of colonisers and Asian peoples from the time and the impact of changes to society, including events, ideas, beliefs and values
- AC9HH9K24the development of an Asian society in relation to other nations in the world by 1914, including the effects of ideas such as nationalism and self-determination
- AC9HH9S01develop and modify a range of historical questions about the past to inform historical inquiry
- AC9HH9S02locate, identify and compare primary and secondary sources to use in historical inquiry
- AC9HH9S03identify the origin and content of sources, and explain the purpose and context of primary and secondary sources
- AC9HH9S04explain the usefulness of primary and secondary sources, and the reliability of the information as evidence
- AC9HH9S05analyse cause and effect, and evaluate patterns of continuity and change
- AC9HH9S06compare perspectives in sources and explain how these are influenced by significant events, ideas, locations, beliefs and values
- AC9HH9S07analyse different and contested historical interpretations
- AC9HH9S08create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that incorporate and acknowledge evidence from sources
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The Year 9 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.