Geo Assignment 1 - Final Copy - Nicolette Byron

Nicolette Byron: 17235482
Topic: Place And Liveability Year: 7 GEO Time: 60 Minutes Syllabus Pages: Printing: 60
62-63 copies (30 per
Activity)
Lesson No: 1 Date: 2016 Room: Classroom Stage of learner: 4
Aim:
Geographic skills and Tools
Students will investigate factors influencing
perceptions of the liveability of places, including: VRASIA Literacy
climate, landforms and natural resources.
ATSI DIFFERENCE AND DIVERSITY WORK AND
ENTERPRISE
Outcomes Being Assessed: Differentiation
› locates and describes the diverse features and Literacy adjustment: Re-wording of question: What makes
characteristics of a range of places and environments a place liveable? I.E: Shelter, safety, clean water and
GE4-1 electricity. (L)
› explains how interactions and connections between Expert Peer- low ability student paired with a high ability
people, places and environments result in change student for the group activity.
GE4-3
› examines perspectives of people and organisations

on a range of geographical issues GE4-4
› explains differences in human wellbeing GE4-6
› acquires and processes geographical information

by selecting and using geographical tools for inquiry
GE4-7
Procedure: Time Resources

This lesson has a literacy focus= (L)
Part 1 of lesson: Students examine what liveability
means to them.
– Teacher prepared
– Teacher greets students at the door and and students have
welcomes students inside. Teacher asks 5 mins equipment out
students to sit in their allocated seating plan. ready to learn.
– Lesson starter: Teacher taps into student’s – Activity

prior knowledge of key concepts including: worksheets
place & liveability and asks the question
“what do you know about the words place & – Student Workbook/
liveability?” Students are allowed to speak to BYOD
the person next to them to discuss their
ideas. (Testing prior knowledge) – Student equipment
10 mins
– ICT: I pad, WWW.
– Using post it notes students are asked to
write down another word for liveability / – Post- it notes
place and what they believe the word means
and post their thoughts on their desk.
– Students then watch a YouTube Video: 15 mins

https://www.youtube.com/watch?v=fMmmi
Nlj0Fc
– The teacher discusses with the whole class

what happens throughout the video and
informs the students that the video discusses
key ideas related to concepts of place and
liveability.
– Teacher uses the video as a stimulus for the

next activity. Teacher discusses student’s
ideas with the whole class and places ideas
on interactive white board.
– Students explore the concept of liveability

by discussing the following question: “What
makes a place good to live?”
10 mins
– Students brainstorm ideas in small group’s
students generate a vocabulary list that they
create themselves- testing their prior
knowledge. Students use visual thinking
tools to support this activity- Y-chart.
(Attached Y chart sheet) (L) (N)
– Teacher provides a vocab list with correct

geographical terminology/ metalanguage for
this topic (attached activity) (L)
– Students use their created vocabulary list, Y-

chart
& glossary of terms to create a digital poster
which shows the knowledge they have learnt
(L) This activity is carried out using ICT
device (WWW).
Part 2 of lesson- examination of environmental 20 mins

factors that influence perceptions of liveability e.g.
climate, landforms, natural resources.
– Think Pair Share Activity: complete the

worksheet table which breaks up
environmental factors into climate,

landforms and natural resources. The focus
of this activity is to explore ONE
environmental factor that influences
perceptions of liveability (L)
– Conclude lesson: teacher asks students to

write down one concept they have learnt in
the lesson on a post-it note and hand it to the
teacher on the way out of class.
– Teacher reflects on the lesson and what the

students learnt in preparation for next lesson.
Teacher collects student’s post it notes from
desks. Students are dismissed by the teacher.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, 1.2 Deep understanding 1.5 Metalanguage
skills and ideas. Such pedagogy treats knowledge as something that requires active construction and 1.3 Problematic 1.6 Substantive communication
requires students to engage in higher-order thinking and to communicate substantively about what they knowledge
are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an criteria 2.5 Students’ self-regulation
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and 2.2 Engagement 2.6 Student direction
develops positive relationships between teacher and students and among students. 2.3 High Expectations
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such knowledge 3.5 Connectedness
pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside 3.2 Cultural knowledge 3.6 Narrative
of the classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge
integration
Other Considerations
Graduate Standards Evidence within this lesson
1.2: Understand how students Lead processes (class based discussions) so students can evaluate course content and develop their
learn essay writing skills.
2.1: Content and teaching Demonstrate knowledge of course concepts relevant to key concepts such as place and liveability.
strategies of the teaching area Structure of the content based upon learning outcomes relevant to topic via handouts that demonstrate
high quality literacy skills.
3.1 Establish challenging Develop a culture of high expectations for all students by modelling and setting challenging learning
learning goals goals by providing a template and literacy activity.
4.1 Support student Support inclusive student participation and engagement in classroom activities by encouraging
participation students to actively discuss in pairs their ideas in relation to the activity and in conjunction with
appropriate outcomes for learning. Encourage students to share their ideas with the rest of the class.
Reflection
I have learnt that planning, implementing and reflecting are crucial to creating a lesson/
lessons which cater to individual and group needs. Student data, in-formal class assessment,
individual learning plans and syllabus considerations including literacy must be utilised so
that relevant and meaningful lessons can be constructed to provide students the opportunity to
engage in higher order thinking and self-directed learning in future lessons.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

Higher order thinking 1.4 Students should be able to use their knowledge of geographical issues to predict and
define liveability in certain places. Also, students utilise analytical thinking skills and are
required to analyse perceptions of liveability.
Quality Learning Students will be physically finding geographical information online (ICT) and student
Environment: 2.2, 2.3 learning through the lesson will be facilitated by the teacher to develop positive student/
teacher relationships.
Inclusivity 3.4 Students will be included in small group tasks throughout the lesson as well as classroom
discussion.
WHS Considerations for this lesson:
 Students are seated in their chairs safely

 Room is ventilated adequately
 No trip hazards
 Risk assessment for any student that needs one has been carried out
 Individual learning plan has been carried out for aboriginal students or those
with additional needs
 Provide adequate lighting in the classroom for student learning
 Students follow school policy
References
https://www.youtube.com/watch?v=fMmmiNlj0Fc
Topic: Place And Liveability Year: 7 GEO Time: 60 Minutes Syllabus Pages: Printing: 30 copies
62-62
Aim: Geographic skills and Tools
Students will understand and know the human factors that ATSI DIFFERENCE AND DIVERSITY WORK AND
influence perceptions of liveability example: culture, ENTERPRISE
income, employment, crime and safety.
› locates and describes the diverse features and GAT: Develop a survey that interviews your parents or guardian
characteristics of a range of places and environments GE4-1 that takes into account the following: What factors did they take
into account when selecting the place in which they live in? At
› explains how interactions and connections between
least half a page)
people, places and environments result in change GE4-3
› examines perspectives of people and organisations on a ICT- provides students with an example of a country that has
range of geographical issues GE4-4 low living standards and relates this to the idea of liveability
then relate this to the liveability ranking of 2015. (WWW)
GS ICT: Numeracy/ Literacy (N) (L)
acquires and processes geographical information by
selecting and using geographical tools for inquiry GE4-7
› communicates geographical information using a variety of

strategies GE4-8

Part 1 of lesson
– Teacher greets students at the door and welcomes
students inside. Teacher asks students to sit in their
allocated seating plan. – Activity worksheets
– Class discussion brainstorming activity: Students
– ICT: I pad, WWW.
to come up with human factors that influence 15 min
where people live. E.g. Family, employment, – Student workbook
lifestyle, services (hospitals, schools, police
– Student equipment:
station, and transport) using an advanced organiser
pens, pencil, BYOD
(Fish bone diagram) which is given to students by
teacher, students fill out the worksheet. – Student workbook
– Students use their ICT device to read Article on
Melbourne – most liveable city in Australia based
on The Economist’s liveability rankings. (N)
http://www.theage.com.au/victoria/melbourne-
named-worlds-most-liveable-city-for-fifth-year-
running-20150818-gj1he8.html
Part 2 of lesson
– Comprehension Question/ Answer exercise.

15 min
Teacher places students in small groups (3-4)
– In groups, students create questions based on the 20 mins

article they have read that incorporate key
concepts: perception, place and liveability.
Question example: “Do you think Melbourne is

the worlds’ most liveable city? If so explain 3
reasons why?” or “What are 2 examples found
with in the article that identifies Melbourne as the
most liveable city in the world?” (Written on
white board by teacher to scaffold for students).
– Students exchange their questions with another
group and answer the questions of the group they
exchanged with (L). Answers are written in student
workbook.
10 min
– Students watch a YouTube on Tokyo being the one
of most liveable cities
– Teacher asks students to create a list of the pros &
cons of urban renewal for community
connectedness in the city of Tokyo.
– Students are to then create a table in their books
with the headings pros & cons of the city of Tokyo
and fill in the table (L)
– Link to video:
https://www.youtube.com/watch?v=zMwS_TsUO
Z4
– If time allows, students can do research to find
similarities and differences to an Australian city
such as: Sydney (WWW) (GAT) (Homework)
– Teacher concludes lesson and asks students to
complete homework. Teacher dismisses students.

This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active understanding 1.6 Substantive communication
construction and requires students to engage in higher-order thinking and to communicate 1.3 Problematic
substantively about what they are learning. knowledge
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
This refers to pedagogy that helps make learning more meaningful and important to students. knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.2 Cultural knowledge 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge
integration
Reflection
I have learnt the importance of ICT as a resource for student learning and the value of organised
planning for effective lessons.

1.5 Metalanguage Students are asked to contribute their current knowledge of geographical terms to the rest
of the class in the form of class discussions.
2.2 Engagement Student’s engagement is encouraged by getting students to mingle with other students in
the class whilst discussing their ideas on perception of place and liveability. This is a
focus on students spending time with other people they don’t necessarily spend much time
talking to. Focus is still on effective geographical learning.
3.4 Inclusivity Students will be included in class discussion as well as those within smaller group tasks
during this lesson.
Other considerations

2.1: Content and teaching Demonstrate knowledge of course concepts relevant to perception of liveability. Structure of the
strategies of the teaching area content based upon learning outcomes relevant to topic via ICT and teacher handouts given to the
students.
participation students to actively discuss in pairs their ideas in relation to the essay question and in conjunction
with appropriate syllabus dot points. Encourage students to share their ideas with the rest of the class.

 No trip hazards
 Individual learning plan has been carried out for aboriginal students or those
with additional needs
 Students follow school policy
References
http://www.theage.com.au/victoria/melbourne-named-worlds-most-liveable-city-for-
fifth-year-running-20150818-gj1he8.html
https://www.youtube.com/watch?v=zMwS_TsUOZ4
Topic: Place And Liveability Year: Stage 5 Year 7 GEO Time: 60 Minutes Syllabus Pages: 62-63

Aim: Geographic skills and Tools
Students measure, assess and rank the liveability of places by ATSI DIFFERENCE AND DIVERSITY WORK AND
conducting surveys, and rank these places in accordance with ENTERPRISE
the Global liveability index.
› locates and describes the diverse features and characteristics of a

range of places and environments GE4-1 GS ICT (WWW)
Numeracy (N)
› explains how interactions and connections between people, places
and environments result in change GE4-3
› examines perspectives of people and organisations on a range of

geographical issues GE4-4
› acquires and processes geographical information by selecting and

using geographical tools for inquiry GE4-7
› communicates geographical information using a variety of

strategies GE4-8
Part 1 of lesson:
– Teacher greets students at the door and welcomes students

inside. Teacher asks students to sit in their allocated seating Teacher prepared and
plan. students have equipment
out ready to learn.
– Lesson starter: Teacher asks students to recall one thing
they remember learning from the previous lesson and write – Activity worksheets
their answers into their work books.
5 mins – ICT: I pad, WWW.
– Teacher beings part one of lesson by asking students to
form small groups (2-3 people per group). – Student workbook
– Teacher writes instructions for activity on the white board – Student equipment: pens,
and reads through the activity with the class. pencils, BYOD
– Group work Activity: Students are asked to look at different – Post- it notes
ways of measuring the “World’s most liveable cities”
through the Wikipedia website.
15 mins
– Links to wiki site:
https://en.wikipedia.org/wiki/World%27s_most_liveable_ci
ties
– Students create two columns (table) in their books with

appropriate headings as scaffolded by the teacher on the
board. Headings: Similarities/ differences.
– Task: looking at the similarities of criteria and differences

of each one of the measurements of the information found
on the Wiki website, students critically analyse the data in
terms of validity and reliability (WWW)
15 mins
– Students answer the neighbourhood survey instrument-
http://www.geogspace.edu.au/verve/_resources/2.3.3.6_1_a
ssessing_liveability_survey.pdf (WWW)
– Students rank their local area (school) on the scale, 1-5,

using the criteria included in the Neighbourhood liveability
survey
Part 2 of lesson:
– Skills Mapping– students use a world map (provided by the

teacher) and indicate on the map the 10 most liveable cities
and 10 least liveable cities based on the Economist
Intelligence Unit (N). Students work individually to find the
answers.
– Teacher leads class discussion on why these places are

20 mins
most/ least liveable on a global scale and creates a mind
map on the board so that students can copy answers into
their workbooks.
– Students use an advanced organiser: Cmap tools, to

generate their own ideas and create a concept map on their
ICT device (WWW). Students must recall prior knowledge
of geographical terminology when creating their Cmaps.
– Conclude lesson: Teacher ends lesson by giving students a 5

word quiz which involves students to write down the
definition to 5 key terms explored within the unit. (Teacher
selects terms randomly from the glossary of terms- SEE 5 min
ATTACHED).
– Students are instructed to write their answers to the quiz on

a post it note and hand to the teacher as they leave class.
– Students pack up their work and are dismissed by the

teacher.
– Teacher reflects on the lesson.


This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active understanding 1.6 Substantive communication
construction and requires students to engage in higher-order thinking and to communicate 1.3 Problematic
substantively about what they are learning. knowledge
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
This refers to pedagogy that helps make learning more meaningful and important to students. knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.2 Cultural 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural knowledge
perspective. 3.3 Knowledge
integration
Reflection
I have learnt that effective and well throughout creative lesson plans that present
differentiation, maintain student engagement which fosters a high quality learning
environment.

Intellectual Quality 1.3, 1.4 Students will identify a country and find its location on a world map, identifying factors that make
that place either the most or least liveable on a global scale.
Quality Learning Environment Students will be sourcing geographical information online and will be guided by the teacher
2.2, 2.3, 2.4 throughout their online searches. Students are able to share knowledge with each other and spend
part of the lesson working together to learn with the teacher acting as a support, rather than a focus
throughout the lesson.
Significance 3.1 Students are asked to convey their prior knowledge of the subject to the teacher, the class and each
other during this lesson.
Other considerations
2.1: Content and teaching Demonstrate knowledge of course concepts relevant to intercultural communication. Structure of the
strategies of the teaching area content based upon learning outcomes relevant to topic via handouts that demonstrate high quality
essay writing skills.
3.1 Establish challenging Develop a culture of high expectations for all students by modelling and setting challenging learning
learning goals goals by providing a template and literacy activity for essay construction.
participation students to actively discuss in pairs their ideas in relation to the essay question and in conjunction
with appropriate syllabus dot points. Encourage students to share their ideas with the rest of the class.

 No trip hazards
 Individually learning plan has been carried out for aboriginal students or
those with additional needs
 Ensure all students have been provided with appropriate training and
instruction to facilitate safe and productive learning environments
 Ensure all students are treating their peers with respect
References
http://www.geogspace.edu.au/verve/_resources/2.3.3.6_1_assessing_liveability_survey.pdf
https://en.wikipedia.org/wiki/World%27s_most_liveable_cities
http://cmap.ihmc.us/docs/cmaptools-concept-map
(Note: students will have the Cmap Tools app pre-installed on their ICT device before beginning this
lesson).
Justification
In a year 7 Geography classroom, I believe the teacher should encourage and promote student
immersion in key course concepts and as such provide a range of learning opportunities that
foster differentiation and inclusivity of learning. Covering a wide range of learning outcomes
is crucial to meeting the learning styles, both literacy and numeracy of every student.
Teaching approaches that sanction this inclusive and collaborative learning environment
“recognise and value individual learner needs and foster cultural diversity through the
provision of an inclusive context of support and respect for all students” (Barker, Frederiks &
Farrelly, 2009). For the purpose of this assessment task, I have incorporated evidence based
pedagogical research, and theoretical frameworks in order to construct 3 sequential Year 7
Geography lesson plans. I have attached classroom ready supporting documentation which
covers the content of the Stage 4 Geography unit: Place & Liveability.
The lesson plans I have designed are crafted to meet the learning stage of a year 7 Geography
class, in a comprehensive high school. The class is assumed to have a range of students,
including gifted and talented students. The unit I have designed my lessons on is part of the
new Geography Australian Curriculum: Stage 4- Place & Liveability (ACARA, 2015). The
unit outline and scope and sequence for this unit requires 25 hours of study- a total of 10
weeks.
Bloom’s Theory of Taxonomy (Kelly, 2014) can be applied into the Geography classroom and
used as an excellent way to differentiate course concepts and content. Using Bloom’s theory
for the creation of lesson plans allows for student access, at a level commensurate to their
ability. The year 7 Geography Unit: Place and Liveability is a concept-driven unit and as
such, it is important that students gain deep knowledge of course concepts and the
relationship between them. In relation to Bloom’s theory, students within this unit should
learn to: hypothesise, use their imagination, make use of criticism, understand subjectivity, to
be critical, imaginative, open and respectful and move from definition based learning towards
learning relationally - that is, about how the concepts overlap and interact. In short, Bloom’s
Taxonomy describes “the cognitive domain related to learners' and recalls or recognises the
knowledge and the development of intellectual abilities and skills; learners' interests,
attitudes, and values; and a learners motor skills” (Surjosuseno & Watts, 1999).
I have integrated several teaching strategies into my lessons that can be categorized under the
Bloom’s matrix. In the first lesson I begin testing the student’s prior knowledge
(remembering) on concepts such as: place & liveability. Using post it notes students are to
write down another word for liveability and answer the question “What do you believe the
word liveability means”. This provides students the opportunity to brainstorm ideas together,
allowing all students, at all levels to feel engaged in the learning activity. I follow this activity
up by guiding the students understanding of what the term place and liveability mean, by
introducing a Literacy adjustment via re-wording of question: What makes a place liveable?
I.E: Shelter, safety, clean water and electricity. I then spend the second part of this lesson
using a Higher Order Thinking approach to geographical tasks, including asking the students
to: Think, Pair & Share information they have retrieved on their ICT device. This activity
involves examination of environmental factors that influence perceptions of liveability e.g.
climate, landforms, natural resources. At this stage of the lesson, in accordance with Bloom’s
Taxonomy, students are being encouraged to: create, evaluate and analyse information.
Throughout my lessons students were given the opportunity to participate in class

discussions, both with the teacher and other classmates and also conducted individual
learning. Collaboratively learning was embedded into the lesson plans as this style of
teaching and learning is recognised as Student-Centred Learning. SCI is an instructional
approach in which students influence the content, activities, materials, and pace of learning.
This learning model places the student (learner) in the center of the learning process. It
requires that the teacher provide students with opportunities to learn independently and from
one another, thus coaching students in the skills they need to do so effectively (Froyd &
Simpson, n.a, p. 1). This pedagogy means as a teacher I can observe those students who may
need additional support with the outcomes being taught or recognise those students whom
need their learning fast tracked (GAT).
I have endeavoured to use a variety of activities throughout my lesson plans that will
potentially engage students in a positive learning environment. I have incorporated advanced
organisers i.e.: Y-chart and Fishbone Diagram & CMap tools, along with a glossary of terms.
Throughout my lessons I ask students to utilise their ICT devices. My second lesson for
example, covered both literacy and numeracy strategies and used ICT. In my third lesson, I
asked that students analyse and interpret data from a website- The Global Liveability Index.
This lesson had a numeracy focus and drew on the required skills of the unit, including:
Processing geographical information: evaluate information sources for their reliability and
usefulness (ACHGS049, ACHGS057).
The use of numeracy and literacy strategies were central to my unit, lesson plans and
assessment task preparation. I firmly believe that literacy and numeracy are the responsibility
of all teachers in all KLA’s. In geography key numeracy skills are required in order for
students to engage with the curriculum. Therefore, I explicitly provided a framework for
building the capacity of my students to engage with literacy and numeracy and geography
skills and concepts by providing in the form of Literacy responding matrix-PEEL and
reciprocal literacy and numeracy activities such as Here, hidden, head, Skimming and
Scanning and Newman’s Prompts, particularly when students were involved in interpreting
data in the field and from websites and reporting and responding to stimuli or text which were
dense in lexical content.
I included teacher guided, whole class and peer based discussions as a pedagogical approach
to the teaching and learning of this unit, which gave students an opportunity to explore
different ways of thinking and processing of new information. I feel teacher lead discussion
can permit the teacher a chance to direct, or re-direct student attention, focus and engagement
if necessary. As a teacher this certifies that the learning of the unit are being covered
explicitly for each learner. Overall, my lesson plans incorporate a variety of activities and
pedagogical approaches; I unfortunately was not able to cover every single learning style.
References
ACARA Australian Curriculum. (2015). 7-10 Geography Curriculum. Retrieved:
http://www.australiancurriculum.edu.au/humanities-and-social-
sciences/geography/curriculum/f-10?layout=1
Barker, M., Frederiks, E., & Farrelly, B. (2009). Designing Culturally Inclusive Learning and
Teaching Environments. Retrieved:
https://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-a-
Culturally-Inclusive-Classroom-Environment-mcb2.pdf
Froyd, J. & Simpson, N. (n.a). Student-Centered Learning Addressing Faculty Questions
about Student centered learning. Retrieved:
http://ccliconference.org/files/2010/03/Froyd_Stu-CenteredLearning.pdf
Kelly, M. (2014). Bloom’s Taxonomy in the classroom. Retrieved:
http://712educators.about.com/od/testconstruction/p/bloomstaxonomy.htm
Sassine, J., Pettas, A. & Finnie, C. (2016). Geography Teachers Online.
Surjosuseno, T., & Watts, V. (1999). Using Bloom’s Taxonomy to teach critical reading in
English as a foreign language classes. Vol, 15. Retrieved:
http://www.iier.org.au/qjer/qjer15/surjosuseno.html
Appendix A: Geography Stage 4 scope and sequence: 100 hours

(History 100 hours undertaken in Year 8)
Landscapes and Landforms
Students explore landscapes and landforms using examples from Australia and throughout the
world. They explain processes that create landscapes and shape individual landforms and they
Term 1 YR 7 describe the value of landscapes and landforms to different people. Students examine issues of
10 weeks landscape degradation and ways to manage and protect landscapes and landforms. Students
25 hours also investigate a natural hazard associated with landscapes and people’s responses to that
hazard.
Week Week Week Week Week Week Week Week Week Week
1 2 3 4 5 6 7 8 9 10
Assessment
%
Outcomes GE4-1, GE4-2, GE4-4, GE4-5, GE4-7, GE4-8
Geographical Concepts - place, space, environment, interconnection, scale, sustainability, change
concepts, Skills - acquiring, processing and communicating geographical information
skills and Tools - maps, graphs and statistics, spatial technologies, visual representations, fieldwork
tools investigation
Why is there a diversity of Why do people To what extent are landscapes and
landscapes and landforms on value landforms sustainably managed and
Key inquiry Earth? landscapes and protected?
questions What environmental and human landforms?
processes form and transform
landscapes and landforms?
Landscapes and landforms; Value of Landscape management and
Content Changing landscapes, Geomorphic landscapes and protection; Geomorphic hazard
hazard landforms
Place and Liveability

Students discuss factors that influence people’s perceptions of the liveability of places. They
Term 2 YR 7 investigate features and characteristics of places across a range of scales that support and
enhance people’s wellbeing such as community identity, environmental quality and access to
10 weeks services and facilities. Students assess the liveability of places and propose strategies to
25 hours enhance the liveability of a place in Australia.
1 2 3 4 5 6 7 8 9 10
Assessment Task 1- Place & Liveability
% Task 1: 40%
concepts,
Skills - acquiring, processing and communicating geographical information
skills and
tools Tools - maps, fieldwork, graphs and statistics, spatial technologies, visual representations
Why do What effect does How can strong What approaches can be
people’s environmental quality and community used to improve the
perceptions of access to services have identity and liveability of places?
Key inquiry the liveability of on people’s wellbeing? social
questions places vary? connectedness
enhance the
liveability of
places?
Influences and Access to services and Community Enhancing liveability
Content perceptions facilities; Environmental
quality
Water in the World

Students examine water as a resource and the factors influencing water flows and availability of
Term 1 YR 8 water resources in different places. They investigate the nature of water scarcity and assess
ways of overcoming it. Students discuss variations in people’s perceptions about the value of
10 weeks water and the need for sustainable water management. Students also investigate processes
25 hours that continue to shape the environment including an atmospheric or hydrologic hazard.
1 2 3 4 5 6 7 8 9 10
concepts,
skills and
Why does the spatial distribution of What effect does the uneven distribution of water
water resources vary globally and resources have on people, places and environments?
within countries? What approaches can be used to sustainably manage
Key inquiry
questions How do natural and human water resources and reduce water scarcity?
processes influence the distribution
and availability of water as a
resource?
Water resources; The value of Water scarcity and water management; Australia’s
Content
water, The water cycle water resources; Natural hazard
Interconnections
Students focus on the connections people have to places across a range of scales. They
examine what shapes people’s perceptions of places and how this influences their connections
Term 2 YR 8 to places. Students explore how transport, information and communication technologies and
10 weeks trade link people to many places. They explain the effects of human activities, such as
25 hours production, recreation and travel, on places and environments in Australia and across the world
and investigate sustainability initiatives and possible futures for these places.
1 2 3 4 5 6 7 8 9 10
concepts,
skills and
How are people and places connected to What are the consequences of a globally
other places? connected world for people and places?
Key inquiry
questions What role does technology play in connecting Why are interconnections important for the
people to people, goods, services, and future of places and environments?
information in other places?
Content Personal connections; Technology; Trade Production and consumption
Appendix B
Appendix C.
Year 7 Geography Stage 4: Assessment Schedule

Component Assessment Assessment Assessment Assessment Weighting
Task 1: Task 2: Task 3: Task 4:
Place and Half yearly Water in the Yearly
Liveability exam World Exam
Outcomes Knowledge and 10 10 5 15 40

understanding
Investigating and 10 5 15
researching
Communicating 10 5 15
Interpreting data 5 5 5 15
Problem solving 5 5 5 15
Total 25 20 25 30 100
Appendix D.
ASSESSMENT TASK NOTIFICATION YEAR 7 GEOGRAPHY

Year: 7 Subject: Geography Stage 4
Task Number: 1- Place and Liveability Assessment
Date Issued: Week 5 Term 2 Date Due: Week 9 Term 2
Weighting: 40% Teacher: Geography Teacher
Outcomes Assessed:
GE 4-1 locates and describes the diverse features and characteristics of a range of places and environments
GE 4-4 examines perspectives of people and organisations on a range of geographical issues
GE 4-7 acquires and processes geographical information by selecting and using geographical tools for inquiry
GE 4-8 communicates geographical information using a variety of strategies
Task: Place & Liveability Survey/ report including: Annotated Photographs.

Part 1:
You are required to ask 5 adults over the age of 18 to complete the attached local area liveability survey. People you could choose to
complete these surveys include but are not limited to parents, teachers, grandparents, neighbours and sporting coaches. You will be
provided with 5 additional copies of the survey to hand out.
You will then be required to collate your data, calculating the results, giving your local area a liveability score which will assist you in
writing your report.
Part 2:
In your local area liveability survey there are 5 categories:
1. Environmental factors
2. Social factors
3. Cultural factors
4. Economic factors
5. Infrastructure factors
Your task is to take 5 photographs of your local area, one representing each category, that showcase your survey results. Then you
must annotate these photographs explaining how they affect the liveability of your local area. There is an example of how to do this
overleaf.
Part 3:
Write a geographical report explaining the liveability of your local area.
In your answer you should refer to:
• Data from your local area liveability surveys
• Information from your annotated photographs
• Suggestions on how your local area can improve its liveability score
Your report should be 2 A4 pages, in size 12 font with normal margins.

To assist you in writing your report, a scaffold has been provided to help you organise your information.
AND
Annotated Photograph Scaffold
In your assessment task you have been asked to annotate five photographs that represent each of the factors in your survey. These
photographs should represent your results in each of the following categories:
2. Social factors
3. Cultural factors
4. Economic factors
IMPORTANT: Late submissions will receive zero. If you know you are going to be away on the due date it is your responsibility to hand in
the assessment task before the due date. If you are sick on the day you must notify the school and have your doctor complete a Board of
Studies Medical Certificate.
Place
and Liveability
Year 7 Assessment Task 1
Weighting: 40%
Stage 4 Outcomes:
This assessment will demonstrate that you are able to achieve the following
outcomes:
GE 4-1 locates and describes the diverse features and characteristics of a range of
places and environments
GE 4-4 examines perspectives of people and organisations on a range of

geographical issues
GE 4-7 acquires and processes geographical information by selecting and using

geographical tools for inquiry
GE 4-8 communicates geographical information using a variety of strategies

The Task:
Part 1:
You are required to ask 5 adults over the age of 18 to complete the attached local
area liveability survey. People you could choose to complete these surveys include
but are not limited to parents, teachers, grandparents, neighbours and sporting
coaches. You will be provided with 5 additional copies of the survey to hand out.
You will then be required to collate your data, calculating the results, giving your
local area a liveability score which will assist you in writing your report.
Part 2:
In your local area liveability survey there are 5 categories:
2. Social factors
3. Cultural factors
4. Economic factors
Your task is to take 5 photographs of your local area, one representing each
category, that showcase your survey results. Then you must annotate these
photographs explaining how they affect the liveability of your local area. There is an
example of how to do this overleaf.
Part 3:
Write a geographical report explaining the liveability of your local area.

In your answer you should refer to:
 Data from your local area liveability surveys
 Information from your annotated photographs
 Suggestions on how your local area can improve its liveability score
Your report should be 2 A4 pages, in size 12 font with normal margins.

To assist you in writing your report, a scaffold has been provided to help you
organise your information.
Local area liveability survey
Think about the local area in which you live and then assess it against each of the following
liveability criteria.
Name of your local area: __________________________________________
Liveability Survey
Criteria Liveability Score

Poor/low Good/high
Environmental Factors
Climate: Humidity/temperature 1 2 3 4 5
Parks and Gardens 1 2 3 4 5
Maintenance of public spaces 1 2 3 4 5
Social Factors
Law and Order
Level of crime 1 2 3 4 5
Graffiti and vandalism 1 2 3 4 5
Personal Safety 1 2 3 4 5
Education
Choice and quality of Schools 1 2 3 4 5
Opportunities for post-school education 1 2 3 4 5
Healthcare
Quality and availability of healthcare
e.g. dentists, doctors, aged care 1 2 3 4 5
facilities, hospitals
Cultural Factors
Places of worship 1 2 3 4 5
Community recreational facilities e.g.
1 2 3 4 5
sporting fields
Entertainment venues 1 2 3 4 5
Public libraries 1 2 3 4 5
Ethnic diversity 1 2 3 4 5
Economic Factors
Employment opportunities 1 2 3 4 5
Affordable housing 1 2 3 4 5
Access to shops and department stores 1 2 3 4 5
Infrastructure Factors
Quality of roads 1 2 3 4 5
Availability of public transport 1 2 3 4 5
Quality of telecommunications 1 2 3 4 5
Student to complete below

----------------------------------------------------------------------------------------------------------------------
Your liveability ranking score /100
Top 3 factors:
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
Bottom 3 factors:
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
Your Liveability Report Scaffold
Dot point your ideas in the table below.
Title
Introduction
Summary of most
important
information, including
specific details about
the location and the
score you have given
your location.
Environmental
factors
Positives and
negatives that became
evident from your
survey.
Social factors
Positives and
evident from your
survey.
Cultural factors
Positives and
evident from your
survey.
Economic factors
Positives and
evident from your
survey.
Infrastructure
Factors
Positives and
evident from your
survey.
Suggestions on how
your location could
improve its
liveability score
Include solutions to
the negatives that
have emerged from
your surveys. Think
about the cost of
these solutions for the
community and how
they would be funded.
Conclusion
Annotated Photograph Scaffold

In your assessment task you have been asked to annote five photo graphs that represent each of the
factors in your survey. These photographs should represent your results in eadch of the following
categories:
2. Social factors
3. Cultural factors
4. Economic factors
Below is an example of a photograph representing ‘quality of roads’ from the Infrastructure factors
component of your survey and it is annotated to comment on what we can see in the photograph.
Lots of congestion (traffic) which Poor road surface with

showcases how poor quality roads many pot holes
and a lack of rules/laws can cause a present.
chaotic road system.
Source: http://phalgunnmaharishi.weebly.com/uploads/9/2/6/3/926324/6709870_orig.jpg?649
No lines marked or evidence of road

rules as there is a mix of
pedestrians, cyclists and multiple
types of vehicles with no order.
The Marking Guidelines
Local Area Liveability Survey Marking Criteria
0 1 2
Survey
Not Attempted Partially completed Completed
Total: /10
Comments:
Annotated Photograph Marking Criteria
1 2 3 4 5 Total
Photo /5
Annotation /5
/10
Comments:
Report Marking Criteria

 Shows detailed knowledge and understanding of the local area, its place and
liveability including detailed suggestions for liveability improvements.
 Selects and consistently uses the structure and language features appropriate
to a Geography report, including headings and subheadings; collated data and
graphs, which are introduced and embedded accurately.
A
 Organises writing effectively and demonstrates effective and fluent control of
17-20
expression, spelling, punctuation, grammar and content specific vocabulary.
 Shows a very good knowledge and understanding of the local area, its place
and liveability including detailed suggestions for liveability improvements.
 Uses the structure and language features appropriate to a Geography report,
including headings and subheadings; collated data and graphs, which are
introduced and embedded accurately.
B  Writes an organised Geography report demonstrating good control of
13-16 expression, spelling, punctuation, grammar and content specific vocabulary.
 Shows satisfactory knowledge and understanding of the local area, its place
and liveability including suggestions for liveability improvements.
 Uses the basic structure and language features appropriate to a Geography
report, including headings and subheadings; collated data is introduced.
C  Demonstrates satisfactory control of expression, spelling, punctuation,
9-12 grammar and content specific vocabulary.
 Shows basic knowledge and understanding of the local area, its place and
liveability.
 Attempts the basic structure and language features appropriate to a
Geography report, including headings and subheadings but relies heavily on
D the scaffold given.
5-8  Demonstrates some control of expression, but may include inconsistent
spelling, punctuation, grammar and content specific vocabulary.
 Shows limited understanding of the local area, its place and liveability.
 Attempts to write a report, totally relying on the scaffold given.
E
 Writes simply with some control of expression, and may include inconsistent
0-4
spelling and punctuation.
Comments
Appendix E: Unit Outline Stage 4 Geography- Overview
Overview of Teaching and Learning

In considering the intended learning, teachers will make decisions about the sequence, the emphasis to be given to particular areas of
content, and any adjustments required based on the needs, interests and abilities of their students. Content, including knowledge and
understanding, concepts, skills and tools, should be integrated to provide meaningful learning experiences for students. All students must
undertake fieldwork in Stage 4. Where appropriate, students are to be provided with opportunities to investigate a wide range of places
and environments from local to global scales.
THE FOLLOWING GEOGRAPHICAL CONCEPTS ARE THE FOLLOWING GEOGRAPHICAL THE FOLLOWING GEOGRAPHICAL
TO BE INTEGRATED THROUGHOUT STAGE 4: INQUIRY SKILLS ARE TO BE TOOLS ARE TO BE INTEGRATED
INTEGRATED THROUGHOUT STAGE 4: THROUGHOUT STAGE 4:
• Place: the significance of places and what they are Acquiring geographical information Examples may include:
like eg factors influencing people’s perceptions of • develop geographically significant Maps – M
places; the special significance place has to some questions and plan an inquiry, using • sketch maps, relief maps, political
people; the effect of global trade, transport, appropriate geographical maps, topographic maps, flowline
information and communication technologies on methodologies and concepts maps, choropleth maps, isoline maps,
places across the world. (ACHGS047, ACHGS055) précis maps, cartograms, synoptic
• Space: the significance of location and spatial • collect, select and record relevant charts
distribution, and ways people organise and manage geographical data and information, • maps to identify direction, scale and
spaces that we live in eg spatial distribution of using ethical protocols, from distance, area and grid references,
landscapes, global water resources and natural appropriate primary data and latitude and longitude, altitude, area,
hazards; how location influences the ways people secondary information sources contour lines, gradient, local relief
organise places. (ACHGS048, ACHGS056) Fieldwork – F
• Environment: the significance of the environment Processing geographical information • observing, measuring, collecting and
in human life, and the important interrelationships • evaluate information sources for their recording data, developing and
between humans and the environment eg processes reliability and usefulness (ACHGS049, conducting surveys and interviews
that form and transform landscapes and landforms ACHGS057) • fieldwork instruments such as
across the world; the aesthetic, cultural, spiritual • represent data in a range of weather instruments, vegetation
and economic value of environments to people; the appropriate forms, with and without identification charts, compasses, GPS,
effect of human activities on natural and human the use of digital and spatial GIS Graphs and statistics – GS
environments. technologies (ACHGS049, ACHGS057) • data tables, pie graphs, column
• Interconnection: no object of geographical study • represent the spatial distribution of graphs, compound column graphs, line
can be viewed in isolation eg how people are different types of geographical graphs, climate graphs, population
affected by the environment with regard to phenomena by constructing maps at profiles, multiple tables and graphs
landscapes, climate, natural hazards and the different scales that conform to presented on a geographical theme,
liveability of places; how people affect the cartographic conventions, using spatial statistics to find patterns and trends
environment such as people’s use of water on its technologies as appropriate Spatial technologies – ST
quality and availability as a resource. (ACHGS050, ACHGS058) • virtual maps, satellite images, global
• Scale: the way that geographical phenomena and • analyse geographical data and other positioning systems (GPS), geographic
problems can be examined at different spatial levels information using qualitative and information systems (GIS) Visual
eg management of geographical challenges across a quantitative methods, and digital and representations – VR
range of scales from local to global; responses and spatial technologies as appropriate, to • photographs, aerial photographs,
actions undertaken by governments, organisations identify and propose explanations for illustrations, flow charts, annotated
and individuals; communities operating at local to spatial distributions, patterns and diagrams, multimedia, field sketches,
global scales. trends and infer relationships cartoons, web tools
• Sustainability: the capacity of the environment to (ACHGS051, ACHGS059)
continue to support our lives and the lives of other • apply geographical concepts to draw
living creatures into the future eg pressures on the conclusions based on the analysis of the
Earth’s water resources and landscapes; the need to data and information collected
manage environments for a long-term future; (ACHGS052, ACHGS060)
sustainable management approaches.
• Change: explaining geographical phenomena by Communicating geographical
investigating how they have developed over time eg information

changes to resources, landscapes and places over • present findings, arguments and ideas
time through natural and human geographical in a range of communication forms
processes and events; the effect of management selected to suit a particular audience
strategies in reducing the impact of natural and and purpose; using geographical
human geographical processes. terminology and digital technologies as
appropriate (ACHGS053, ACHGS061)
• 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
(ACHGS054, ACHGS062)
Topics
Landscapes and Landforms Place and Liveability Water in the World Interconnections
Place and Liveability
Outcomes Key Inquiry Questions Content focus Terminology

› locates and describes the diverse • Why do people’s Students discuss factors that
features and characteristics of a range perceptions of the influence people’s
of places and environments GE4-1 liveability of places vary? perceptions of the liveability
› explains how interactions and • What effect does of places. They investigate
connections between people, places and environmental quality and features and characteristics
environments result in change GE4-3 access to services have on of places across a range of
› examines perspectives of people and people’s wellbeing? scales that support and
organisations on a range of geographical • How can strong enhance people’s wellbeing
issues GE4-4 community identity and such as community identity,
› explains differences in human social connectedness environmental quality and
wellbeing GE4-6 › acquires and enhance the liveability of access to services and
processes geographical information by places? facilities. Students assess the
selecting and using geographical tools • What approaches be used liveability of places and
for inquiry GE4-7 to improve the liveability of propose strategies to
› communicates geographical places? enhance the liveability of a
information using a variety of strategies place in Australia
GE4-8
Literacy Focus (L) Numeracy Focus (N)

 Identification of glossary terms  such as key terms used; The following geographic skills will be explored:
 Construction of a PEEL paragraph  modelled and  Mapping  Topographic mapping skills (area and
independent; grid reference);
 Decoding of text and elements associated with a text   Diagram interpretations making use of World
comprehension strategy; Bank data such as graphs, mapping, statistics,
figures;
 Liveability Index  surveys, pie charts, column
graphs, Y-chart, Fishbone diagram
 Summary of Liveability Index ranking from
www.eiu.com
 Population Pyramids
Key Assessments
Assessment For Learning Assessment as Learning Assessment of Learning
 Writing Task (L): Locate Australia’s rank in  Surveys constructed by

the Liveability Index and explain why students (L) (N) (WWW)
Australia ranks highly.
 ICT (WWW) Research: Identify 1 highly

ranked country and 1 low ranked country
on Liveability Index and discuss the
differences in terms of factors /
characteristics of liveability.
Time Content and Geographical Learning and Assessment strategies Differentiation Outcomes
Concepts Skills and
Tools
1 Influences and VR Asia 1.0-Liveability: Using post it notes students are to write down another ICT: Provide › locates and
perceptions Literacy word for liveability / what they believe the word means. Link to the students with an describes the
Students: Human Development Index. example of a diverse
• investigate country that has features and
factors Literacy adjustment: Re-wording of question: What makes a place low living characteristics
influencing liveable? standards and of a range of
perceptions of I.E: Shelter, safety, clean water and electricity. (L). relate to the idea places and
the liveability of of liveability and environments
places, 1.1: Provide glossary of terms for students. Make glossary terms as a relate to the GE4-1
close passage. liveability ranking › explains how
for example: of 2015 [August, interactions
(ACHGK043, 1.2: Group work: Teacher discusses key inquiry questions with students. 2015] and
ACHGK046, Decoding of key terms in question such as well-being and liveability and (WWW) connections
ACHGK065) other difficulty terms. between
- examination of people, places
environmental 1.3 Think Pair Share: Break up environmental factors into climate, and
factors that landforms and natural resources environments
influence Teacher adds question such as: Examine one environmental factor that result in
perceptions of influences perceptions of liveability change GE4-3
liveability eg › examines
climate, perspectives
landforms, of people and
natural organisations
resources Expert Peer: Low on a range of
ability student geographical
paired with a high issues GE4-4
ability for activity › explains
(L) differences in
human
wellbeing
GE4-6 ›
acquires and
processes
geographical
information
by selecting
and using
geographical
tools for
inquiry GE4-7
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 - discussion of ATSI 1.4 Class brainstorming activity: Students to come up with human GAT: Develop a › locates and
human factors Difference factors that influence where people live. Eg. Family, employment, survey that describes the
that influence and Diversity lifestyle, services (hospitals, schools, police station, transport) interviews your diverse
perceptions of Work and parents or features and
liveability eg Enterprise 1.5 Article on Melbourne – most liveable city in Australia based on The guardian that characteristics
culture, income, Economist’s liveability rankings. takes into account of a range of
employment, Comprehension exercise where students in small group can answer the the following: places and
crime and safety questions or create questions based on the article and answers. What factors did environments
they take into GE4-1
1.6 Watch a YouTube on Tokyo being the one of most liveable cities and account when › explains how
get students to note the criteria this was decided. selecting the place interactions
https://www.youtube.com/watch?v=zMwS_TsUOZ4 in which they live and
in? At least half a connections
Students can do research to find similarities and differences to the page) between
Australian city (L) (N) (WWW). people, places

and
environments
result in
change GE4-3
› examines
perspectives
of people and
organisations
on a range of
geographical
issues GE4-4
› explains
differences in
human
wellbeing
GE4-6 ›
acquires and
processes
geographical
information
by selecting
and using
geographical
tools for
inquiry GE4-7
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 - explanation of GS ICT 1.7 Group work: Students look at different ways of measuring “World’s Pre-highlight › locates and
ways used to Numeracy most liveable cities” through the Wikipedia website/printout. Students relevant describes the
measure, assess fill in a table looking at the similarities of criteria and differences of each information diverse
or rank the one of the measurements. Embrace getting students to be critical about features and
liveability of the information on Wiki. characteristics
places eg of a range of
surveys, 1.8 Skills Mapping– use a world map to indicate on the map 10 most places and
liveability index liveable cities and least liveable cities based on the Economist environments
Intelligence Unit (N) GE4-1
› explains how
interactions
and
connections
between
people, places
and
environments
result in
change GE4-3
› examines
perspectives
of people and
organisations
on a range of
geographical
issues GE4-4
› explains
differences in
human
wellbeing
GE4-6 ›
acquires and
processes
geographical
information
by selecting
and using
geographical
tools for
inquiry GE4-7
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 - development Critical and 1.9 Hypothetical example: Looking at a Topographic map of a city to Create your own › locates and
of personal Creative stimulate thoughts about what makes a city liveable. Each student index – apply it to describes the
liveability thinking makes a list of what they think a city needs to be liveable. your local area. diverse
criteria and Personal and (this has potential features and
application to a social to be used as an characteristics
local place capability 2.0 Survey the class, which factors do students think are the most assessment task) of a range of
important liveability criteria to their local place. places and
Design your own environments
Student use the result to create their own index and apply it to their ideal place using GE4-1
local area. Use a map like the street directory or Google maps to the liveability › explains how
highlight community facilities criteria interactions
and
Students could use SIMCITY to create a city which they think would be connections
liveable and test within the game how it goes. This could be done as a between
class in groups or individually. people, places
and
environments
result in
change GE4-3
› examines
perspectives
of people and
organisations
on a range of
geographical
issues GE4-4
› explains
differences in
human
wellbeing
GE4-6 ›
acquires and
processes
geographical
information
by selecting
and using
geographical
tools for
inquiry GE4-7
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 Access to F ST 2.1 Create a mind map with the students that looks at goods and ICT – Using › locates and
services and Work and services used on a day to day basis. Google Earth describes the
facilities Enterprise identify goods and diverse
Students: 2.2 Using the ABS website and census data examine locational services within the features and
• investigate differences that exist across Sydney. In their suburb look at income, local area. characteristics
the influence of number of families, people with a mortgage etc. Create a table with of a range of
accessibility to some suburbs of interest for comparison. Using NOVA places and
services and employment environments
facilities on the website outline GE4-1
liveability of the types of goods › explains how
places, and services interactions
disabled people and
for example: can access. connections
(ACHGK044) between
- identification people, places
of services and and
facilities environments
considered result in
important to change GE4-3
people’s › examines
wellbeing perspectives
of people and
organisations
on a range of
geographical
issues GE4-4
› explains
differences in
human
wellbeing
GE4-6 ›
acquires and
processes
geographical
information
by selecting
and using
geographical
tools for
inquiry GE4-7
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 - examination of GS ATSI ASIA Watch some episodes of Country town rescue Develop a collage › locates and
variations in Numeracy https://www.youtube.com/watch?v=EgxNiWIgtcE about Trundle in NSW (using pictures describes the
access to (if located in a city) and students note down what they see in terms of and single words) diverse
services and services and facilities and then as part of a group discussion note down that looks at the features and
facilities what is missing compared to facilities they have access to. Start a table differences characteristics
between urban, with city, rural, remote columns. between rural of a range of
rural and and urban places. places and
remote places If you are teaching in a rural school using Google maps with your class environments
get a map up of a major city in Australia and then do basic searches for GAT: Critically GE4-1
facilities. This will allow rural students to understand the magnitude of analyse the › explains how
the facilities in the city and how they are distributed across the city. So differences in interactions
for example search “hospitals” “museums” “schools”etc. Services and and
facilities between connections
Watch https://www.youtube.com/watch?v=QiNblpciwck Episode of Rural community between
Four Corners called “Remote Hope”. and Urban people, places

community using and
Make a comparison between Rural and remote and city living, enter in the examples environments
the table. provided. result in
change GE4-3
In groups students then using their tables compile a list of the › examines
advantages and disadvantages of living in the city, rural or remote areas. perspectives
Each group briefly presents their perspective to the class. of people and
organisations
Using the Capital of Bangladesh, Dhaka – students will explore the on a range of
documentary called: “Slumming It” (available on YouTube or DVD) from geographical
Kevin McLeod’s series to identify how their services and access to issues GE4-4
services are different compared to Australia. › explains
differences in
Watch https://www.youtube.com/watch?v=du_HGPwAOG4 on a human
remote Alaskan village for a comparison. Discuss how it differs to wellbeing
remoteness in Australia. GE4-6 ›
acquires and
processes
geographical
information
by selecting
and using
geographical
tools for
inquiry GE4-7
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 - explanation of ATSI Using “Remote Hope” discuss with students how being in a remote area Scaffold the letter › locates and
how limited Critical and impacts on different groups more or less. Identify the impacts on youth, for students describes the
access to Creative elderly, people with illnesses and disability and people from ATSI diverse
services and thinking backgrounds. Ask students to think about how this would be different in features and
facilities affects Literacy a rural community and a city. Might these groups be impacted characteristics
the liveability of differently in these other places (eg old people being isolated and alone of a range of
ONE place for in the city). places and
different groups environments
of people eg Students write a letter to a newspaper persuading people that more GE4-1
young people, needs to be done to assist people living remote Aboriginal communities. › explains how
people with As part of the development preparation for the writing students revise interactions
disabilities, the PEEL and letter writing text type and persuasive techniques. and
aged, rural and connections
remote Scaffold letter – PEEL paragraph structure. Incorporate persuasive between
communities writing features. people, places
and
environments
result in
change GE4-3
› examines
perspectives
of people and
organisations
on a range of
geographical
issues GE4-4
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 Environmental Asia Critical Using GAT: Using the › locates and
quality and Creative http://www.worldbank.org/en/news/feature/2013/08/19/coastal- Intergovernmental describes the
Students: Thinking cities-at-highest-risk-floods and Panel on Climate diverse
• investigate Personal and http://www.nature.com/nclimate/journal/v3/n9/full/nclimate1979.html Change students features and
the impact of Social identify the coastal cities under threat. are to examine characteristics
environmental Capability and analyse of a range of
quality on the Plot the cities at risk on a world map. environmental places and
liveability of F VR Sustain Using an atlas look at the elevation of the cities listed and discuss if this changes that will environments
places, Ethical factor has made them more vulnerable compared to other coastal cities. make places GE4-1
understanding Enter elevations on world map next to the city. Discuss the other unliveable. › explains how
for example: impacts Climate change will have on cities. Write some paragraphs to interactions
(ACHGK045) record the discussion using PEEL (L) and
- discussion of connections
factors that Watch https://www.youtube.com/watch?v=q4DtOhe2LfQ On pollution between
reduce in China’s cities. Students answer these questions people, places
environmental 1. What is the cause of pollution in China? and
quality eg 2. What is the impact of the drive for economic development on environments
natural hazards, pollution in China? result in
conflict, 3. What are the impacts on the cities as a result of this pollution? change GE4-3
population 4. What is the impact on people’s health? › examines
pressures, land 5. How does the pollution reduce the liveability of China’s cities? perspectives
degradation of people and
organisations
- comparison of Students are to develop a power point that looks at a city which is made on a range of
the impact of less liveable by environmental problems. Present to the class. geographical
environmental issues GE4-4
quality on the › explains
liveability of differences in
places across a human
range of scales wellbeing
eg local GE4-6 ›
neighbourhoods, acquires and
large cities, processes
countries geographical
information
by selecting
and using
geographical
tools for
inquiry GE4-7
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 for example: Asia Critical Watch https://www.youtube.com/watch?v=xunDuo-ODSI students are Use ICT to locate › explains how
(ACHGK045) and Creative to identify two events impacting the liveability of the Sahel and argue the Sahel. Draw a interactions
- discussion of Thinking why they are the two most destructive events impacting the liveability map showing and
factors that Personal and of the Sahel’ countries, connections
reduce Social latitude’ longitude between
environmental Capability Alternative longer video : and the location people, places
quality eg https://www.youtube.com/watch?v=rwGLgpN9yME of Timbuktu. and
natural hazards, F VR Sustain environments
conflict, Ethical Literacy (L): Go over PEEL with the students and the variety of sentence result in
population understanding types including complex sentences for effect. Go over the features of an change GE4-3
pressures, land information pamphlet with the students as a different text type. › examines
degradation perspectives
- comparison of Students produce a pamphlet: Which explains why the Sahel is impacted of people and
the impact of by reduced liveability as a result of land degradation and investigates organisations
environmental actions taken by governments and organisations to reduce poverty and on a range of
quality on the improve liveability in the Sahel. geographical
liveability of issues GE4-4
places across a ›
range of scales communicates
eg local geographical
neighbourhoods, information
large cities, using a variety
countries of strategies
GE4-8
1 for example: Asia Critical Identify an example of reduced liveability as a result of Environmental › locates and
(ACHGK045) and Creative problems in your local area and organise a short field trip to examine describes the
- discussion of Thinking the area, identify the environmental problem impacting on liveability diverse
factors that Personal and and ask students to propose solutions to this issue to improve liveability. features and
reduce Social Examples could include rubbish problems, facilities such as waste characteristics
environmental Capability facilities, sewage treatment plants, factories, factory farming facilties, of a range of
quality eg major roads etc. places and
natural hazards, F VR Sustain environments
conflict, Ethical GE4-1
population understanding › explains how
pressures, land interactions
degradation and
- comparison of connections
the impact of between
environmental people, places
quality on the and
liveability of environments
places across a result in
range of scales change GE4-3
eg local › examines
neighbourhoods, perspectives
large cities, of people and
countries organisations
on a range of
geographical
issues GE4-4
› explains
differences in
human
wellbeing
GE4-6 ›
acquires and
processes
geographical
information
by selecting
and using
geographical
tools for
inquiry GE4-7
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 Community ATSI Connectedness  What does it mean? How are we connected to a › locates and
Students: Intercultural community? describes the
• investigate understanding diverse
the influence of Difference Types of community: Shared space and Shared interests. features and
social and diversity characteristics
connectedness Students make a table of the communities they belong to with a column of a range of
and community for shared space and a column for shared interests. places and
identity on the environments
liveability of Students then define as a class what social connectedness and GE4-1
places, community means. Explore what the opposite of social connectedness › explains how
and community might mean for people living in a shared space. interactions
for example: and
(ACHGK046) Write a paragraph explaining the meaning using PEEL (L) connections
- identification between
of the people, places
characteristics and
of places that environments
influence result in
community change GE4-3
identity e.g. › examines
culture, perspectives
environment, of people and
public events, organisations
religious beliefs on a range of
geographical
issues GE4-4
› explains
differences in
human
wellbeing
GE4-6 ›
acquires and
processes
geographical
information
by selecting
and using
geographical
tools for
inquiry GE4-7
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 - identification ATSI Read http://www.aboriginalculture.com.au/socialorganisation.shtml to › locates and
of the Intercultural the students. describes the
characteristics understanding diverse
of places that Difference Ask the students to identify aspects of Aboriginal communities that they features and
influence and diversity may not be familiar with, or that are different to their own cultural characteristics
community community. of a range of
identity eg places and
culture, Create a list of differences. environments
environment, GE4-1
public events, What might be some of the benefits of this kinship system/community? › explains how
religious beliefs Make a list, what might be some of the disadvantages? interactions
and
Brainstorm how a breakdown in these community systems as a result of connections
the stolen generation might have impacted on Aboriginal between
families/communities. people, places
and
Make a comparison with a local community group either religious or environments
cultural. result in
change GE4-3
In groups create communities posters showing how different › examines
communities can relate differently but are still communities. perspectives
of people and
organisations
on a range of
geographical
issues GE4-4
› explains
differences in
human
wellbeing
GE4-6 ›
acquires and
processes
geographical
information
by selecting
and using
geographical
tools for
inquiry GE4-7
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 - discussion of Critical and Brainstorm things in our lives that enhance social connectedness: Ask › locates and
factors that Creative where would you go or what would you do to get socially connected? describes the
enhance social thinking diverse
connectedness Literacy Examples include social media, parks, religious groups, youth groups, features and
eg transport, Personal and skate parks, shopping centres etc. characteristics
technology, social of a range of
open spaces, capability Place students in groups to research different things that enhance social places and
meeting places, connectedness. Each group should produce a small survey about their environments
employment ST example for year 7 and get 30 students to complete it. Then collate GE4-1
results and present their results to the class. › explains how
interactions
Questions on the survey should concentrate on their example and ask and
students do they use this example, how often, what do they do to use it, connections
what kind of social connectness results from this example, is it the most between
important form of social connectedness for them or is something else people, places
more important, would they recommend this example to other people and
who didn’t feel socially connected. environments
result in
In-depth look at Facebook as a social network that can have an ugly change GE4-3
side: Examine Cyber-bullying and how this breaks down social › examines
connectedness. Have discussions about bullying, what it is, how it breaks perspectives
down social connectedness and its impacts on people. of people and
organisations
Examine what students can do about cyber-bullying e-safety on a range of
commissioner. geographical
issues GE4-4
Possible guest speaker School Counsellor on how to be a positively › explains
socially connected social media user. differences in
human
wellbeing
GE4-6 ›
acquires and
processes
geographical
information
by selecting
and using
geographical
tools for
inquiry GE4-7
›
communicates
geographical
information
using a variety
of strategies
GE4-8
1 Enhancing VR Students in groups will carry out a Project Based Learning activity in › locates and
liveability Sustainability time remaining (at least 6 lessons). describes the
Students: Critical and diverse
• investigate Creative Driving Question: How can we plan to make our local community more features and
strategies used thinking liveable? characteristics
to enhance the of a range of
liveability of Students will then research their local community (and this could be a places and
places using neighbourhood in a town or suburb) ensuring the following is tackled as environments
examples from part of the project and comparison examples come from Australia and GE4-1
different Asia: › explains how
countries, interactions
 Identify the characteristics that make a place highly liveable, and
for example: identify some examples to compare from Australia/Asia. connections
(ACHGK047)  Examine strategies used to enhance liveability: find examples between
- identification in other areas people, places
of the  Assess the role of governments, NGO’s communities and and
characteristics individuals in enhancing liveability: find examples in other environments
of places areas that could be adopted result in
considered Sustainability  Propose strategies to improve the liveability of their local change GE4-3
highly liveable Work and community/neighbourhood. Students might build a model, › examines
Enterprise develop a CAD or use drawings and photos to illustrate. perspectives
- examination of of people and
a range of Students should present to a local council member or town planner and organisations
strategies used Asia Critical get feedback on their project. on a range of
to enhance and Creative geographical
liveability thinking Civics issues GE4-4
and › explains
- assessment of Citizenship differences in
the role of human
governments, wellbeing
non-government GE4-6 ›
organisations, acquires and
communities Critical and processes
and individuals creative geographical
in enhancing thinking information
liveability Personal and by selecting
Social and using
- proposal of capability geographical
strategies to Civics and tools for
improve the citizenship inquiry GE4-7
liveability of a ›
place in communicates
Australia geographical
information
using a variety
of strategies
GE4-8
25 Reference: Sassine, J., Pettas, A. & Finnie, C. (2016). Geography
hours Teachers Online.
Lesson 1: Printing/ Preparation
Activity
GLOSSARY OF TERMS
PERCEPTION People’s assessment of places and

environments.
ENVIRONMENTAL WORLD A person’s view of the relationship between
VIEW humans and nature e.g.: human centred world
view. Humans are separate from nature and any
environmental problems can be solved by
technology: earth/ centred world view..
Human’s part of, and dependent on, nature and
have to work with nature to resolve
environmental problems.
LIVEABILITY And assessment of what a place is like to live in
using particular criteria such as: environmental
quality, safety, access to shops and services and
cultural activities.
ENIVRONMENTAL QUALITY The characteristics of and environment of place
that affect people’s physical and mental health
and quality of life. E.g.: the extent of air and
water pollution, noise, access to open space,
traffic volumes the visual effects of buildings
and roads.
INTERNAL MIGRATION The movement of people from living in one
defined area to living in another within a
country e.g.: movement from cities to non-
metropolitan, coastal locations, or between
states and territories.
NATURAL RESOURCES Resources provided by nature. Classified as
renewable, non-renewable and continuous.
PLACE A part of the earth’s surface that has specific
meaning for a person.
Activity
Using your glossary of terms complete the mix & match activity below by connecting the correct
term to the definition with an arrow.
PLACE People’s assessment of places and

environments.
ENVIRONMENTAL QUALITY A person’s view of the relationship between
humans and nature e.g.: human centred world
view. Humans are separate from nature and any
environmental problems can be solved by
technology: earth/ centred world view..
Human’s part of, and dependent on, nature and
have to work with nature to resolve
environmental problems.
PERCEPTION And assessment of what a place is like to live in
using particular criteria such as: environmental
quality, safety, access to shops and services and
cultural activities.
LIVABILITY The characteristics of and environment of place
that affect people’s physical and mental health
and quality of life. E.g.: the extent of air and
water pollution, noise, access to open space,
traffic volumes the visual effects of buildings
and roads.
PERCEPTION The movement of people from living in one
defined area to living in another within a
country e.g.: movement from cities to non-
metropolitan, coastal locations, or between
states and territories.
ENVIRONMENTAL WORLD Resources provided by nature. Classified as
VIEW renewable, non-renewable and continuous.
A part of the earth’s surface that has specific
NATRUAL RESOURCES meaning for a person.
Group Task
 In your groups discuss the question: “What makes a place good to live in?”
 Consider the following: ideas from the video we watched at the start of the
lesson, your glossary of terms and key ideas such as: shelter, safety, clean
water and electricity.
 Think about which aspects of liveability are important to each group member.
 How might your perceptions be the same or different from other people in the
community?
 Use the chart below to record your ideas about what makes a place good to
live in.
What makes a place good to live in?
Looks like…
Sounds like…
Feels like…
Activity: Think Pair Share Literacy Activity/ Advanced Organiser
Environmental Factors that influence perceptions of liveability
Think Pair
Share
List the environmental factors In a pair, discuss each factor and Join with 1-2 other pairs to share
that influence liveability. how it influences liveability. your discussion outcomes.
Define each factor listed above in How do these factors affect Identify 3 common themes and 3
the 3 spaces below. liveability? Give 3 examples in examples discussed in the pairing
the spaces below: and share these ideas in the
spaces below.
Differentiated Task: ICT AND GAT
Use the photos below to rank the liveability of the places depicted in the table
provided.
Activity
1. Complete the table below by placing a number between 1-10, in each square (10 being the best)
for the liveability of each place depicted in the photos against the criteria found in the left hand
column.
2. Choose one photo and research its ranking in the Global liveability Index using your Ipad.
3. Compare your findings with the Global Index (GI) . Were your rankings similar? Why? Why not?
4. Which other factores other than those given in the ranking table below are used to rank liveability
in th GI?
5. Do you think that all people would rank these photos in the same order as you? Why/ Why not?
Criteria Photo 1 Photo 2 Photo 3 Photo 4 Photo 5 Photo 6
Infrastructure
Pollution
Housing
Education
(schools)
Transport
Climate
Employment
Lesson Plan 2: Printing/ Preparation
Activity 1: Fish-bone Diagram
– On the diagram below write down what factors you believe influence
the places/ where people live e.g.: Family, employment, lifestyle,
services (hospitals, schools, police station, and transport.
– In the effect circle- write down ONE example of how these factors effect
a person living in this place.

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› examines perspectives of people and organisations

› explains differences in human wellbeing GE4-6

› acquires and processes geographical information

Procedure: Time Resources

– Lesson starter: Teacher taps into student’s – Activity

– Students then watch a YouTube Video: 15 mins

– The teacher discusses with the whole class

– Teacher uses the video as a stimulus for the

– Students explore the concept of liveability

– Teacher provides a vocab list with correct

– Students use their created vocabulary list, Y-

Part 2 of lesson- examination of environmental 20 mins

– Think Pair Share Activity: complete the

environmental factors into climate,

– Conclude lesson: teacher asks students to

– Teacher reflects on the lesson and what the

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

WHS Considerations for this lesson:

 Students are seated in their chairs safely

› communicates geographical information using a variety of

Procedure: Time Resources

– Comprehension Question/ Answer exercise.

– In groups, students create questions based on the 20 mins

Question example: “Do you think Melbourne is

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

WHS Considerations for this lesson:

 Students are seated in their chairs safely

Lesson No: 3 Date: 2016 Room: Classroom Stage of learner: 4

› locates and describes the diverse features and characteristics of a

› examines perspectives of people and organisations on a range of

› explains differences in human wellbeing GE4-6

› acquires and processes geographical information by selecting and

› communicates geographical information using a variety of

Procedure: Time Resources

– Teacher greets students at the door and welcomes students

– Students create two columns (table) in their books with

– Task: looking at the similarities of criteria and differences

– Students rank their local area (school) on the scale, 1-5,

– Skills Mapping– students use a world map (provided by the

– Teacher leads class discussion on why these places are

– Students use an advanced organiser: Cmap tools, to

– Conclude lesson: Teacher ends lesson by giving students a 5

– Students are instructed to write their answers to the quiz on

– Students pack up their work and are dismissed by the

– Teacher reflects on the lesson.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

WHS Considerations for this lesson:

 Students are seated in their chairs safely

Throughout my lessons students were given the opportunity to participate in class

ACARA Australian Curriculum. (2015). 7-10 Geography Curriculum. Retrieved:

Teaching Environments. Retrieved:

Froyd, J. & Simpson, N. (n.a). Student-Centered Learning Addressing Faculty Questions

about Student centered learning. Retrieved:

Kelly, M. (2014). Bloom’s Taxonomy in the classroom. Retrieved: