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 the interactions of people and environmental processes at different scales change the characteristics of places. They explain the effects of human activity on environments, and the effect of environments on human activity, over time. They evaluate the implications of a distribution. They evaluate the extent of interconnections occurring between people and places and environments. They analyse changes that result from these interconnections and their consequences. Students evaluate strategies to address a geographical phenomenon or challenge, using environmental, social and economic criteria.
Students develop a range of relevant questions about a geographical phenomenon or challenge. They collect, represent and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials, using appropriate formats. They interpret and analyse data and information to make generalisations and predictions, explain significant patterns and trends, and infer relationships. They draw evidence-based conclusions, based on relevant data and information, about the impact of the geographical phenomenon or challenge. They develop and evaluate strategies using criteria, recommend a strategy and explain the predicted impacts. Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that synthesise research findings.
Content descriptions
Geographical Knowledge and Understanding
Responses of international and national government and non-government organisations to improve human wellbeing in Australia, within India and another country in the Pacific. (AC9HG10K08)
Geographical Inquiry and Skills
Develop and evaluate strategies using environmental, economic or social criteria; recommend a strategy and explain the predicted impacts. (AC9HG10S05)
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.