Unit of Work and Resources Curriculum 1B 18573480

Unit Statement

This unit has been designed to suit a range of rural learners in New South Wales classrooms, relating geographical concepts back to the student’s own
context. The unit of human wellbeing promotes ethical understanding and civics and citizenship through its prioritising of the human side of geography and
the lesson activities promote ethical thinking and problem solving.

A range of activities were used to not only cater to a diverse range of learners, but to keep lessons engaging and challenging. Geographical skills such as
graph drawing, map reading, and data analysis incorporate vital numeracy skills and a various activities throughout this unit such as the extended response
questions and the class debate build on student’s literacy and public speaking skills. In the digital era, it is becoming increasingly necessary to make ICT
activities a regular part of the classroom. The use of the Kahoot! program and other interactive quiz programs encourage positive and meaningful use of the
internet as a tool for learning. More importantly, this unit focuses largely on student’s individual ICT research, which is developing their research and
inquiry skills.

Differentiation within this unit took the form of altered tasks that further assist the student in completing the exact same task as their peers. Jeff Battersby
(2005) saw it of great importance that educators provide teaching and learning activities that cater to all learners, while adjusting for those with specific
learning needs. This can often be difficult. The differentiated task I have created was made for a student with a mild intellectual disability, or a student who
may not have the motor skills to rule up a bar graph. In teaching students with diverse learning needs, it is important to have a responsive teaching
approach, adjusting the classroom activities to suit the interests of the student in question to therefore get them engaged (Tomlinson,2006). In this unit, I
focus on the context of rural Australian students, which has direct relevance to a rural student’s lived experience. The connection of geographical concepts
to their everyday lives gives them a deeper understanding of the content, and will help a diverse range of learners more easily engage with the unit.

UNIT OUTLINE
Subject: Geography Course: Stage 5 Number of Weeks: 5
Unit title: Human
Wellbeing
Key Concepts/ Big Ideas The importance of this learning

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Unit of Work and Resources Curriculum 1B 18573480

Wellbeing as geographical issue Allows students to consider the factors that contribute to human wellbeing in a range
Spatial variations in human wellbeing and of countries and regions. The unit takes into consideration the natural and man-made
development contributors that may affect human wellbeing as well as the analysis of spatial data
Differences in human wellbeing and its connection to wellbeing. Additionally, students are tasked with investigating
Ways to improve human wellbeing ways to improve human wellbeing in specific regions and communities.
The economic, social and environmental factors that
affect human wellbeing
Response of various groups to issues of wellbeing
Sustainable futures

Unit context within Scope and Sequence/Purpose Syllabus Outcomes

Final unit for stage 5 geography, following on from GE5-1 explains the diverse features and characteristics of a range of places and
environmental change and management unit. environments
Prepares students for stage 6 geography which GE5-2 explains processes and influences that form and transform places and
incorporates human and natural geographies. The environments
human wellbeing unit allows students to build a GE5-6 analyses differences in human wellbeing and ways to improve human
relevant knowledge base for senior geography. wellbeing
GE5-7 acquires and processes geographical information by selecting and using
appropriate and relevant geographical tools for inquiry
GE5-8 communicates geographical information to a range of audiences using a variety
of strategies
Literacy Focus Numeracy Focus ICT Focus Differentiation
End of unit exam extended Map and Graph Analysis Digital Artefact: Kahoot! Graph activity scaffold
response. Quiz
Half page response on Graph making activity Computer Research Ability to use computer program to do infographic activity
Japan’s fertility rate Opportunities to use Extension task for G&T students in graphing activity
Various comprehension Analysis of statistics graph/infographic Extension task to give a PowerPoint presentation instead of
activities generating programs to an informational poster
Class Debate complete task

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Unit of Work and Resources Curriculum 1B 18573480

Week/ Syllabus Content Teaching and Learning Strategies including Resources

Sequence
1 Human wellbeing and
development: Students
Investigate ways of measuring
and mapping human wellbeing
and development.
assessment for learning.
Lesson One Unit Introduction: Teacher writes
‘What is wellbeing?’ on board and class
discusses words that are associated with it
and together the class develops a definition.
The class then discusses the ways we can
measure wellbeing or if it is even a quality
that can be measured. They are asked to
suggest some factors that could contribute to
human wellbeing. They are also asked to look
at the inhabitants of an environment in the
country they had studied in their previous
unit ‘Environmental change and management’
and how their wellbeing compares to the
student’s own wellbeing. The students will be
asked how geography might contribute to an
individual’s wellbeing and list geographical
issues that might be associated.
Students are introduced to the concept of
Country’s Gross Domestic Product and how
wellbeing of a country’s inhabitants is often
measured by the GDP. Teacher asks class why
this measuring of wellbeing might not be the
most accurate.

Lesson Two: Teacher introduces class to the Class set of GeoActive 2 (Topic 19)
GE5-1 - examination of global concept of development and its definition.
explains the indicators and Class reads pg. 398-399 of GeoActive 2 (Topic Website: UNDP Human Development Data (1990-
diverse benchmarks for human 19). Class writes down the difference between 2018) Retrieved from http://hdr.undp.org/en/data
features and wellbeing a developed and developing country and the
characteristics ways that measurement is developed.
of a range of Students must also differentiate between

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Unit of Work and Resources Curriculum 1B 18573480

places and first, second and third world countries and the
environments issues surrounding labelling countries as
developing or third world. Student must also
list countries that fit the category of
developed, developing and first, second and
third world.
Student must also come up with their own
definition of poverty and note the ways that a
country or region’s ‘poverty’ is determined.
They should also be familiarised with the
Human Development Index (HDI) (see
resources) with the teacher demonstrating
how to navigate the index

Lesson Three: Teacher takes the class through

the universal human wellbeing indicator Class set of computers
categories (political, social etc) Class is given an Resource One: Venn Diagram Activity sheet (see
activity sheet (see resources) and asked to resources section)
describe each indicator category in their own
words and write them on the Venn diagram.
Following this, they will research the different
cities/towns/regions provided and label them
on the wellbeing diagram. Some regions may
adequately meet all categories and will be
placed in the middle, but some regions will
only meet a few categories. Teacher will go
through the placement of each region on the
diagram and students will discuss/justify their
choices.

Lesson Four: Class briefly discusses the

universal human wellbeing indicators and Class set of GeoActive 2 (Topic 19)
their categories. The then read pages 401-405

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Unit of Work and Resources Curriculum 1B 18573480

of GeoActive 2 (Topic 19) on quantitative and

qualitative measures of human wellbeing. The
teacher asks the class which measure would
be more representative of real human
wellbeing. The teacher will split the class
based on their preference for qualitative or
quantitative measures. The class will then
engage in an informal debate on the topic.
Following this debate, the teacher stresses
that in order to accurately measure wellbeing,
all indicators, both qualitative and
quantitative must be considered.
- description of ways of Lesson Five: Class is refamiliarized with the Class set of computers
2 measuring and mapping many ways of displaying data about human
human wellbeing and geography, and the teacher discusses what Website: Worldometer ‘Life Expectancy of the
development for the kinds of graphs, maps and data displays are World Population’ retrieved from:
purpose of identifying best suited to discussing human wellbeing. https://www.worldometers.info/demographics/life-
and analysing spatial The teacher also stresses that life expectancy expectancy/
variations is an important indicator of wellbeing and Resource Two: Differentiation Graph sheet (see
tasks class with creating a bar graph showing resource section)
the life expectancy of the following countries:
Chad, Japan, Australia, Sweden, Greece,
Somalia, The United Kingdom, USA, China and
India. In addition to this, students must also
include the average life expectancy for the
entire world. Data is gathered from
Worldometer (see resources). After
completing this task, students must answer
the following questions based on the data:
1.Which countries have a life expectancy
above the world average?
2.Which countries are below it?

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Unit of Work and Resources Curriculum 1B 18573480

3.Which of the countries mentioned in

question two would be considered
‘developing’ or ‘third world’?
4.What are some of the factors that may
affect life expectancy for a whole country?
Differentiation: students who need assistance
will be provided with a pre-drawn table for
their bar graphs, and simply need to input the
data in each bar. (see resources)
Extension: Students who wish to handle a
more challenging task must include gender
differentiation for all countries, showing
female and male life expectancy.

GE5-2 Lesson Six and Seven: Teachers ask students

explains - analysis of contemporary what they think are important issues affecting Poster paper and coloured markers
processes and trends in human human wellbeing and life expectancy today.
influences that wellbeing and Some answers may include nutrition, access
form and development to health services, disease, obesity, air quality,
transform safe working conditions, population density
places and etc.
environments Students will choose one mentioned issue and
will work in pairs to create a researched
information poster. The poster must clearly
outline the issue, its effect in a specific
country or region of the world, relevant
statistics on the issue and ways that the issue
can be alleviated by government or group
action.
Extension: Students can choose to present
their information in an engaging PowerPoint
or video to the class.

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Unit of Work and Resources Curriculum 1B 18573480

Spatial variations in human Lesson Eight: Students are given a choropleth

3 wellbeing: Students investigate map of the world that represents the life
GE5-7 causes, issues and expectancy of each region. They are also given
acquires and consequences of spatial another choropleth map which identifies
processes variations in human wellbeing countries as first, second and third world.
geographical Students are to identify which countries/
information regions have a life expectancy over 75
by selecting according to the map and compare it with the
and using other map to see if these countries are also
appropriate identified as first world, marking the
and relevant similarities down and noting patterns. A third
geographical choropleth map is given to the student which
tools for represents each region’s HDI value. Students
inquiry once again must find the similarities between
the three maps and mark them down. Student
will then be asked to create a table of the
human wellbeing indicators (political, social,
technological etc) and mark down whether
the countries that have the longest life
expectancy and best HDI value adequately
meet the wellbeing indicators sufficiently.
Class will discuss whether student believed
they did or didn’t meet each standard.

- description of spatial Lesson Nine: Students look at a case study of Class set of GeoActive 2 (Topic 20)
variations in human India. They read pages 420-421 of GeoActive 2
wellbeing and and answer the following questions based on
development between the text:
and within countries 1. How much is India’s population
using selected indicators expected to grow between 2025 and
2050?
2. What has reduced India’s death rate
in recent years?

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Unit of Work and Resources Curriculum 1B 18573480

3. How might a lack of access to

reproductive services contribute to an
increased infant mortality rate?
4. What are the implications of a country
that has an increasingly reduced
death rate but has a steady birth
rate?
5. Why do families in regional areas
have more children?
6. Is India a developing or developed
country? Explain why.

- examination of reasons Lesson Ten: Students are to read pages 422- Class set of GeoActive 2 (Topic 20)
for and consequences of 425 of GeoActive 2 (Topic 20). The class will
spatial variations in then participate in a Kahoot! (see resources) Resource Three: Kahoot! Quiz (see resource
human wellbeing and based on the reasons for spatial variation in section)
development human wellbeing.

- discussion of issues Lesson Eleven: students look at the case study

affecting the of Japan and its ageing population, and the
development of places factors that contribute to an ageing
and their impact on population. the class discusses the
human wellbeing in ONE consequences of the population trend,
country or region including the drop in the workforce and the
strain that pensions and aged care services
place on the government. They will also look
at the government policies and incentives to
encourage families to have more children.
Students are to write a half page response on
why Japan’s fertility rate is declining. In
answering this question, they should refer to
the previous lesson’s information about
factors contributing to a reduced fertility rate.

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Unit of Work and Resources
Human wellbeing in Australia:
4 Students investigate the
reasons for and consequences
of spatial variations in human
wellbeing in Australia.
- identification of
differences in human
wellbeing in Australia
using a range of
indicators
Curriculum 1B 18573480
Responses will be handed up to teacher for
marking.
Lesson Twelve: Responses are marked and Class set of GeoActive 2 (Topic 21)
handed back to students, as teacher discusses
general student understanding of the link Infographic for student reference retrieved from
between geographical concepts and their https://research.acer.edu.au/teacher_graphics/75/
real-world implications.
Students are instructed to read pages 438-438 Small set of class computers/laptops
of GeoActive 2 (Topic 21) on the population
characteristics of Australia and create a series Infographic generator program (Piktochart)
of infographics in their workbook based on retrieved from
the information they have gathered. This will https://create.piktochart.com/infographic
convert the information into simple, visual
prompts and will help them create a better
understanding of what is being
communicated. An example (see resources)
will be provided on the smartboard for
students to reference.
Extension/Differentiation: Students may
choose to create their original infographic
using an infographic generator program (see
resources)
Lesson Thirteen: Students research the Small set of class computers/laptops
factors that lead to a shorter life expectancy
for Australians living in rural places. Following
this, students investigate the qualitative
wellbeing indicators of rural places, most
notably the social factor and how that might
improve rural areas overall wellbeing levels.
Student then look at a choropleth map
displaying the taxable income of various
Sydney suburbs. Students should note the
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Unit of Work and Resources Curriculum 1B 18573480

wide range of income brackets and their

proximity to Sydney’s central business district.
This should display the vast differences in
wellbeing within Australian regions and cities.

Lesson Fourteen: Students observe a

population pyramid displaying the age Population Pyramid, Aboriginal and Torres
- examination of reasons distribution of indigenous and non-indigenous Strait Islander Population 2016 (ABS).
for and consequences of Australians (see resources). Teacher discusses Retrieved from this link (clickable)
differences in human the shape of the pyramid and what can be
wellbeing for TWO inferred from the thinning of the pyramid
groups of people in toward the top for indigenous people. This
Australia discussion introduces students to the
differences in wellbeing between indigenous
and non-indigenous Australians. The class
outlines the main issues that create this gap in
wellbeing:
- dispossession of land
- socioeconomic disadvantage
- lack of access proper health facilities
and education about health
Students look at each issue in detail while also
looking at colonisation and discriminatory
government policies. From there, the class
will be able to understand how political and
social oppression has affected indigenous
wellbeing across all indicators.

GE5-6 Lesson Fifteen: Students are given six

analyses different town/city profiles to observe (Mount
differences in Druitt, Manly, Dubbo, Broken Hill, Newcastle
human - analysis of how human and Albury) the profiles include information
wellbeing and wellbeing is influenced by such as population, location, demography,

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Unit of Work and Resources Curriculum 1B 18573480

ways to where people live in environment and population density.

improve Australia Students then create a table with the human
human wellbeing indicators across the top, and with
wellbeing each town/city, they should place a tick if the
place adequately meets the standards of each
indicator. Students write 3-4 sentences on
how wellbeing is often dependent on location
even in a developed nation like Australia.
Students should compare and refer to two of
the towns/cities in their response.
Improving human wellbeing:
5 Students investigate initiatives
to improve human wellbeing in
Australia and other countries

GE5-8 - evaluation of initiatives Lesson Sixteen: Students read pages 454-457 Class set of GeoActive 2 (Topic 22)
communicates by governments and non- of GeoActive 2 (Topic 22) on Responses by
geographical government Government and Non-government agencies
information to organisations to reduce to tackle wellbeing inequalities. They will then
a range of spatial variations in answer the following questions:
audiences human wellbeing 1. What are some of the benefits of
using a variety humanitarianism?
of strategies 2. What region is a large focus of
Australian government aid? Why
might Australia want to help this
region?
3. According to figure 1, which country
receives the most amount of aid from
Australia?
4. In 2015-2016, what sector did the
Australian government prioritise when
giving aid to Indonesia?

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Unit of Work and Resources Curriculum 1B 18573480

5. Apart from money, what do NGO’s

provide aid in the form of?
6. Between OzHarvest and Oxfam, which
of these NGO’s is more likely to
provide international aid?
- discussion of the role
individuals play in Lesson Seventeen: Teacher discusses the
improving human importance of community involvement and
wellbeing positive social interactions in improving the
wellbeing of oneself and one’s community
(local or otherwise). Taking an active role in
volunteer associations and charities is an
effective way of improving the social and
economic wellbeing of a region. Students are
to research one volunteer association or
charity, find out their history and main goal
for their community. This may include the
Country Women’s Association, Rotary club,
Doctor’s Without Borders, the Red Cross etc.
Students will discuss and write about how
their chosen body improves human wellbeing
on a local, regional or global scale. Responses
are discussed with the class.

- proposal for action by Lesson Eighteen: Students investigate the Closing the Gap Report 2020. Retrieved from
governments, Close the Gap initiative (see resources) and its https://ctgreport.niaa.gov.au/
organisations or work to stop the economic, social and health
individuals to improve disadvantages that indigenous Australians
the wellbeing of ONE face. Students will look at the five main issues
group in Australia (indigenous life expectancy, infant mortality,
early childhood development, education,
employment) and research the goals set up to
target each issue. Additionally, students

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should consider what individuals can do to

help close the gap on an individual level.
Students write down an action plan for
individuals, groups and governments to tackle
this inequality and improve wellbeing for
indigenous Australians. Student strategies are
discussed with class and critiqued.

Lesson Nineteen: Students are to sit an Assessment: End of unit exam (see resource
informal exam (see resources) that tests their section)
knowledge of the unit as well as their
understanding of geographical concepts and
skills.
1. Original Resources
Resource One

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Unit of Work and Resources Curriculum 1B 18573480

Resource Two

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Unit of Work and Resources Curriculum 1B 18573480

Resource Three

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Unit of Work and Resources Curriculum 1B 18573480

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2. Assessment

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Unit of Work and Resources Curriculum 1B 18573480

Reference List

Battersby, J. (2005). Differentiation in teaching and learning geography. In Teaching Geography in Secondary Schools (pp. 133-142). Routledge. NSW
Education Standards Authority. (2015).

Geography K-10 Syllabus. Retrieved from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learningareas/hsie/geography-k-10

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. ASCD.

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