Wellbeing in your community
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Introduction
Students consider different indicators of human wellbeing and identify the social, economic, and/or environmental factors they would use to assess wellbeing in their own community. They identify actions governments could take to improve their community’s wellbeing.
This activity focuses on the geographical concepts of place, space, environment, interconnection, sustainability and change.
Achievement standard
By the end of Year 10, students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion.
Students use initial research to develop and modify geographically significant questions to frame an inquiry. They critically evaluate a range of primary and secondary sources to select and collect relevant, reliable and unbiased geographical information and data. Students record and represent multi-variable data in of the most appropriate digital and non-digital forms, including a range of graphs and maps that use suitable scales and comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies across time and space and at different scales, and predict outcomes. They analyse and synthesise data and other information to draw reasoned conclusions, taking into account alternative perspectives. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations. They explain the predicted outcomes and consequences of their proposal.
Content descriptions
Geographical Knowledge and Understanding
Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076).
The role of international and national government and non-government organisations' initiatives in improving human wellbeing in Australia and other countries (ACHGK081).
Geographical Inquiry and Skills
Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080).
Teacher resources
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How governments affect wellbeing
Student learning resources
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Factors affecting wellbeing in Northern Ireland
Wellbeing in your community
Suggested activity sequence
This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group.
- Display and explain or discuss the information on the visualiser.
- Draw a large Y-Chart on the board.
- Students help to decide what human wellbeing in their local area might look like, sound like and feel like.
- Students complete the worksheet. To do this, they will need a copy of the fact file.
- As a class, students discuss whether all societies might have the same view on what human wellbeing might look like, sound like and feel like and why.