Geography Term Pack | YR7 | Place and Liveability
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(ACARA) Place and liveability focuses on the concept of place through an investigation of liveability. This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people. It develops students’ ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning. The liveability of places is investigated using studies drawn from Australia and Europe.
Literacy | Intercultural understanding | Personal and social capability | Information and communication technology capability | Critical and creative thinking | Numeracy | Ethical behaviour
Cross Curriculum Priorities:
Content descriptions AND ELABORATIONS: KNOWLEDGE AND UNDERSTANDING
The factors that influence the decisions people make about where to live and their perceptions of the liveability of places
about the liveability of places
- creating an annotated diagram to demonstrate the influence of environmental
quality on the liveability of places
computer mapping software
- developing a map to show the spatial distribution of measures of the liveability of
their own place
Interpreting, analysing and concluding
- interpreting various types of maps, for example, weather, isopleth, topographic,
political, thematic, diagrammatic
using as an organiser at least one of the concepts of place, space, environment,
interconnection, sustainability, scale or change
reasoned argument, for example, to propose actions to ensure future water security
Reflecting and responding
an issue, for example, the effect of perceptions of crime on liveability
Sequence of Learning Activities:
3. Big Cities.
4. Small Towns.
5. Issues Worldwide. A Case Study.
6. Movement of People in Australia.
7. Environmental Issues linked to population growth.
8. Water Quality.
9. Air Quality.
10. Around the World
11. Social Connectedness
12. Access to clean water, sanitation education and health services
13. Australia's Indigenous Peoples
14. Assessing Liveability Standards
Adjustments for Learning Needs:
Teachers should take into account the requirements for ascertained and non-ascertained students and what their individual plans outline. Generally students with exceptional needs will require a reduction in content, scaffolding of tasks, individualised instruction, a list of websites to utilize during research activities (rather than looking for their own), a buddy/partner/small group for support.
Gifted and Talented students will require a larger supply of higher order thinking activities. These may include compare and contrast or classify as opposed to find and sort information.