CONTEMPORARY

Student
TEACHER LEADERSHIP Number:
17715397
ASSESSMENT ONE.
Unit evaluation and reconstruction of Geography Stage
five Place and Liveability.

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2. TABLE OF CONTENT

Contents
2. Table of Content ................................................................................................................................. 2
3. Executive summary ............................................................................................................................. 3
Abstract ............................................................................................................................................... 3
Objective and context ......................................................................................................................... 4
Goals ................................................................................................................................................... 4
List of Recommendations ................................................................................................................... 5
4. Background information ..................................................................................................................... 6
5. Comparative table ............................................................................................................................... 7
6. Recommendations with persuasive, evidence-based reasoning and conclusion ............................... 10
7. Reconstructed unit ............................................................................................................................ 14
Concept map ..................................................................................................................................... 14
Redesigned unit outline & scope and sequence ................................................................................ 15
Redesigned unit outline & scope and sequence ................................................................................ 43
8. References ........................................................................................................................................ 59
9. Appendices of original documents ................................................................................................... 63
Original Unit of work ......................................................................................................................... 63
Original Assessment task .................................................................................................................. 72

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3. EXECUTIVE SUMMARY

ABSTRACT

This report is a critical review and evaluation of a unit of work called “Place and Liveability”

for stage 4 year every seven class at Kingswood High School. This report has all of the

original unit or work documentation obtained from this high school along with a revised unit

of work and assessment task. This report has recommendations that are aimed for continuous

engagement and student development. The specifics of the recommendation’s targets a range

of assessments for gather data on student’s ability and fostering students’ interest and ability

in geography through the UbD Framework (Understanding by Design) (Almasaeid, 20017).

This report supports the position of teachers being an agent of change and the need for

contemporary teaching within the Human Society and Its Environment (HISE) faculty.

Teacher leadership advocates evaluation and incorporation of new ideas by reviewing the

past and keeping what has worked while adding new innovations and contemporary ideas.

Developmental process is a fundamental tenant for improving teaching pedagogy and

teaching method. Thus, reflecting is needed to ensure teachers improve and provide adequate

support that students require to achieves their academic goals.

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OBJECTIVE AND CONTEXT

This program was constructed for the HSIE Faculty of Kingswood High School, a school

with low socio- economic, high indigenous population and diverse cultural backgrounds. The

rationale of this report is to make various changes and recommendations for an evaluation

and improvement for a stage four geography program: “Place and Liveability”. Utilising

various frameworks: Understanding by Design (UbD) (Wiggins & McTighe, 2011) and

models for effective teaching (Broemmel & Whitsett, 2015). These frames works have

allowed for further development for this establish program to create a more engaging and

supportive unit of work.

GOALS

 Enhancing literacy through greater student engagement form within the classroom and

in the community.

 Preparing the students to utilise and familiarisation with ICT.

 Encourage students to become active and engaged citizens within their communities

and a commitment on finishing assessments.

 Using the unit to gather data through formal and informal assessments for greater

personalisation.

 Ensuring deeper students’ engagement and completion on with students’ formal

assessments.

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LIST OF RECOMMENDATIONS

 Enhancing literacy development: adjusting literary by using PEEL and other literary skill

task will allow for greater development and evaluation of student’s literacy. Assessing the

student’s literacy will need to be examined cross different KLAs, to identify students who

need extra support. This early identification is important to develop personal plans that are

created to support these students.

 ICT Integration: ICT is an important feature in modern day schooling and thus incorporating

more ICT will allow for informal assessments to understand how computer literate the students

are. This will allow for greater adjustments for the class based on observations and empirical

evidence. Achieved through changing activates to incorporate a computer or online activity.

 Encourage students to become active learners: include a greater range of activates that have

different tiers. This will allow students to engage on their level and engage in the activity

while providing students with a wider range of additional activities that will allow the students

to explore different aspects of their understanding.

 Encourage self- regulated learning: encouraging more research actives for students to

challenge themselves inside and outside of the classroom. This will be achieved through

reflective learning and self-assessment.

 Supporting students to finish assessments: previous years have had an issue of students not

handing in assessments or even an uncompleted assessment. To overcome this dedicated time

in the class is needed and set goals that students have to meet during the assessment.

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4. BACKGROUND INFORMATION

This high school has a majority of the students that come from the bottom quarter socio-

education background (ACARA, 2017). With ten percent of the students identifying as

indigenous and a further 21% having a language background other than English. Thus,

accounting for these different is important in creating greater success and lifelong learners.

Though this program has many positives there are areas it was lacking some key areas. The

main aim of the changes is to create informal assessments to evaluate the student’s skills and

assess their needs. This is important for it is the students first year of high school in their first

term, so their abilities are only based on what has been told. Thus, early evaluation will allow

for future goals and differentiation. To ensure these recommendations are justified a

comparative table has been constructed below to outline the merits and the weakness. The

table also has suggestions for improvements to the HISE faculty based upon evidence from

proven research-based practices specifically applying UbD (Wiggins & McTighe, 2011).

The program “place and liveability” was provided to me on my first professional practice

placement where I thought the last five weeks. During this time, I had to change my plans to

allow for the students to work on their assessments and help them with Skills and ICT related

problems related to the assessment. Therefore, structured changes to the program are

designed for assessing the student’s skills.

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 5. COMPARATIVE TABLE

Area of Strengths of the Concerns of the area of Suggested Changes to Research support for the changes
consideration area of consideration counteract concerns suggested.
consideration

The program has Though the literacy skills are not Creating PEEL paragraphs that Using UbD on the literacy task with a focus
good literacy designed to build upon each other allow for the teacher to assess the on PEEL has created strategic learning
Literacy activities in the unit and allow for comparison and student’s literacy skills. This achievements and activities that ensure a
of work. That will evaluation. focuses on incorporating cohesive and effective building blocks for
challenge the The literacy skills are one of with supporting evidence and linking students to differentiate the different types of
students. most being one where the students paragraphs. extended responses (Almasaeid, 2017).
answering questions rather than This is followed by assessing the This reflection on the literacy practices and
creative writing. students work and improvements. make the students reflect on their work
PEEL. (Hibbert & Cunliffe, 2015). With the literacy
actives students have to identify the type of
responses that is needed and write in that
style.

This program has Though the program allows for
blended numeracy geographical skills there is no
Numeracy skills throughout the lesson that superficially mentions
program. where the skills incorporated. This
is an issue for new teacher and
casual teachers who may miss the
skill.
Incorporating geographical skills
is an important feature of the
geography syllabus and thus
incorporating the skill into the
lesson creates deeper meaning and
engagement. This also allows for
informal assessments of the
students understanding. This is
done by having a list containing
Making sure that students are taught the
correct skills is a NESA requirement in
geography syllabus (NESA, 2015). Thus
making sure that every teacher knows what
skills are required in the program is important
in in engaging students to create meaning full
learning. For as Artvinlia (2012) and Joseph
(1985) research show that integrating skills
into activities make the skill more meaningful
and engaging for the students.

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 geographical skills and activities
that they can be incorporated into.

The program has Research tasks have largely been Adding more research task will Developing inquiries is an important part of
Critical and excellent task that left out of this program. This means help overcome the student issues the geography syllabus (NESA, 2019) and
Creative require critical and that there are minimal attempts for for doing this in class allows for thus incorporating inquiry and research skills
Thinking creative thinking. students to find meaning full the teacher and students to help is an important aspect. This Problem based
This is seen with information. each other. The Australian Bureau approach is important for it is the start of the
constantly asking of Statistics (ABS) quick stats has inquiry process (Purichia, 2015). To develop
students to evaluate been added for it allows the the steps of an inquiry an understanding of
liveability standards teacher to give the students a how to carry out research is needed along
and different cultures source and ask them questions with evaluating sources.
views. where they have to look for
relevant information.

The assessment task is designed for
the students to use ICT in research
and online sharing platforms
(google Docs). Thus, there is a need
to include more ICT that is also
used in the assessment.
Using sites that the students can
use for their assessment will allow
them to be familiar with the use.
ABS census contains a large
amount of data that the students
can use. Second is to incorporate
more ICT task into the curriculum
this will include homework
submitted by google docs and
small research task.
The use of ICT has to be meaning full and
engaging. Thus, the ICT is designed to assess
students’ knowledge (Wiggins & McTighe,
2011) while preparing the students for the
assessment task and engaging them in the
modern world. The need for ICT has to allow
for evaluating student’s engagement. For
example, the collage task is a meaningful ICT
task. While also providing teacher to data on
engagement within the classroom while also
achieving learning outcomes (Virtanen,
Poikkeus and Kuorelahti, 2015).

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 The program has The program has activities that that Eight ways of learning allows for Using Eight ways of learning is a way to
Personal and activities that reflect develop the students personal and the activities to have a more improve students Personal and Social
Social for the diverse social capabilities but there is a grounded and connected to the Capabilities while also teaching students
Capabilities cultural backgrounds. greater need to work on social student’s while using do now about indigenous culture (AITSL, 2017)
awareness. actives that start the lesson with (Perry &Downs, 1985). While the do now
the teacher challenging students activities are introducing the students to
understanding with different social evaluation their views and what they know
views. thus changing how students view social
awareness (Rodriguez & Lamm, 2016)
This unit has been The assessment task at the end of the Incorporation dedicated time during Students have to understand that the assessment
designed thinking of unit presents a challenge for the school class will allow for students to do the task is critical to develop the student’s education,
Understanding the assessment. For has issues with students handing in any work with teacher help/supervision. increasing the student’s perception of the task can
by Design thought it is not form of assessment. The second suggestion is having be achieved with a scaffolded assessment task.
explicitly mentioning dedicated times where students must This is designed to break down the task to sub-
the staff expected that be up to a certain part of the sections that allows for replication on future
students would need assessment and the teacher signs off assessments (McNaught & Benson 2015). This is
class time to complete on this. enhanced with dedicated time in the program
the assessment. allows for the assessment to focus on concepts
and skills (Guskey, 2013) that the student had
been taught rather than confusion and stress.

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6. RECOMMENDATIONS WITH PERSUASIVE, EVIDENCE-
BASED REASONING AND CONCLUSION

This unit has been redesigned to target the assessment and the challenges faced with this

assessment and with students handing in a completed assessment. This has resulted in an

implicit expectation of using class time to complete the assessment. Making this explicit, will

cement the time dedicated for the assessment to the students and allow for a clear

understanding of how much time is available for the assessment. This time has been added to

allow the students to complete each section of the assessment and its due date (Broemmel,

Jordan & Whitsett, 2015). To maximise this the lessons have been strategically choosing to

allow for the teacher to assess how the students are going before each section is due.

Breaking the assessment into sections is an important feature of the assessment for as

McNaught & Benson (2015) research suggest breaking down assessments gives the students

more confidence and makes the assessment seem more manageable. Thus, having due dates

breaks the assessment into sections and means that the teacher can provide help and advice

for the students that need help. While at the same time making the assessment more

manageable and giving students more confidence. This is important for it is the students first

assessment and thus allowing for guided mastery of the assessment should have a ripple

effect on the students’ self-esteem. The other advantage this has is the teacher can assess the

students work and know before the due date if the student needs more encouragement to

complete the assessment. While recommending areas for improvement before the assessment

is truly assessed.

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The assessment task is designed for the students to use ICT in research and online documents

(google docs). Thus, making sure the students are familiar with these platforms and ways to

conduct research is important knowledge to check before the students are assessed on their

knowledge (Wiggins & McTighe, 2011). Using sites that the students can use for their

assessment will allow them to be familiar with the sites and what information is contained

within these sites. For example, to use the ABS census Quick stats (ABS, 2018) contains a

large amount of data that the students can use but requires the students to search for the

relevant information that may not be obvious. Thus, using this site coves ICT, research and

geographical skills (interpreting population profiles) in one activity. This site contains

relevant information for the students, but it is overwhelming and daunting for first time uses

due to the vast quantity of data. Though with using the site in class with clear questions and

carful guidance students were interested in the site and how to interoperate the data. Trialling

these new ICT activities will provide the staff with data on engagement within the classroom

while also achieving learning outcomes (Virtanen, Poikkeus and Kuorelahti, 2015) which can

be shared amongst the faculty and be added to this program upon future review and

adjustments.

Small research tasks have largely been left out of this program. This means that there are

minimal attempts of students to find meaning full information using the internet or sifting

through internet-based sources for relevant information. Problem based learning is being

added to develop the steps of an inquiry and understanding how to carry out the research

needed in an inquiry (Purichia, 2015). This can be easily achieved by adding more research

task that are targeting the beginning steps. This is where the ABS website also fits into the

program for it allows for inquiry questions to be started. While backwards mapping the from

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assessment the inquiry process showed its need in the program to make sure the students are

prepared for the assessment (Almasaeid, 2017).

The program has literacy activities throughout this unit of work, but it lacks literacy skills

that build upon each other while allowing for informal assessments on these skills and test on

different writing styles (Savage & Savage, 1995). With this being the first term for year seven

assessing the student’s skill early is important for this program is designed for every student

in year seven and thus gathering data on the student’s skills will allow for the teacher to

challenge the students. Thus, using UbD (Almasaeid, 2017) to backwards map what literacy

skills are needed in the assessment while at the same time assessing for future programs

differentiation. This reflection on the literacy practices within the program allows for the

teacher and students to reflect on their work (Hibbert & Cunliffe, 2015). Each of these PEEL

paragraphs have an informal assessment attached to them for the teacher to assess the

students work, improvements and areas for improvements. While also teaching the students

to understand a marking rubric and what the question descriptive words require. With the

literacy task that have been changed the target is for students to identify different types of

extended responses and write according to the required style (Zafra- Gomez, Roman-

Martinez, & Gomez- Miranda, 2015).

There are abundant opportunities for geographical skills to be incorporated into the program,

but these skills are often forgotten when preparing lessons. Thus, by having a list containing

the minimal skills for this program and activates where they can be incorporated will mean

that every class will do the minimum number of geographical skills in this program. This still

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allows for differentiation for higher achieving classes to delve more into the skills and do

other skills in other activates. While lower achieving classes can focus on the basics and redo

these skills in other activities. This will have an additional benefit of informing casual

teachers and teachers on term contract the skills that are expected to be taught in the program.

For though geographical skills are a NESA requirement (NESA, 2015) most programs leave

it to the teachers to incorporate these skills. Thus, if the teacher is not around for long the

students can miss expected and possible assessable skills due to lack of teacher awareness.

Thus, by incorporating these skills and noting where they can go will mean that these skills

are ones that can be assessed. The third benedictional reason that having these skills

incorporated into activities is to make these skills more meaningful and engaging for the

students (Artvinlia, 2012 & Joseph, 1985).

Eight ways of learning has been added for the syllabus has a requirement with liveability with

a focus on indigenous culture. Thus, using eight ways allow for more culturally relevant

activities that will engage the students (Lloyd, Lewthwaite, Osborne & Boon, 2015)

(Marbina, Church & Tayler, 2011).Whereas the do now activities are designed to bring the

students in and engage the students while also challenging their social awareness (Baltes,

Hernandez & Collins, 2015). These activities are short while preparing the student to start

considering others culture and perspectives. This empathy to others is very important for this

topic because everyone see liveability differently. With the school being culturally divers

using the students experiences in these activities will also add another layer of social

awareness to these activities.

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7. RECONSTRUCTED UNIT

CONCEPT MAP

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REDESIGNED UNIT OUTLINE & SCOPE AND SEQUENCE

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16
 Place and Liveability | Stage 4 | Geography

Summary Duration
Students discuss factors that influence people’s perceptions of the liveability of places. They Detail: Term 1 (Weeks 1 - 10) and Term 3 (Weeks 1 -
investigate features and characteristics of places across a range of scales that support and 10)
enhance people’s wellbeing such as community identity, environmental quality and access to
Approximately 9 weeks (26 lessons)
services and facilities. Students assess the liveability of places and propose strategies to
enhance the liveability of a place in Australia. Approximately 4 lessons for assessment task

Outcomes Key inquiry questions

Geography K-10
▪ Why do people’s perceptions of the liveability of
› GE41 locates and describes the diverse features and characteristics of a range of places and places vary?
environments ▪ What effect does environmental quality and access to
services have on people’s wellbeing?
› GE43 explains how interactions and connections between people, places and environments
result in change ▪ How can strong community identity and social
connectedness enhance the liveability of places?
› GE44 examines perspectives of people and organisations on a range of geographical issues
▪ What approaches can be used to improve the
› GE46 explains differences in human wellbeing liveability of places?
› GE47 acquires and processes geographical information by selecting and using geographical
tools for inquiry
› GE48 communicates geographical information using a variety of strategies

Student focus Geographical Inquiry Skills Geographical tools Geographical Skills

Students: Acquiring geographical information Maps Interpreting population profiles

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▪ investigate factors influencing perceptions of the
liveability of places
▪ investigate the influence of accessibility to
services and facilities on the liveability of places
▪ investigate the impact of environmental quality
on the liveability of places
▪ investigate the influence of social connectedness
and community identity on the liveability of
places
▪ investigate strategies used to enhance the
liveability of places using examples from
different countries
- develop geographically significant questions and Spatial technologies Constructing basic sketch maps
plan an inquiry that identifies and applies
Visual representations Understanding satellite images
appropriate geographical methodologies and
concepts Graphs and statistics Using alphanumeric grid
references
- collect, select, record and organise relevant data Fieldwork
and geographical information Drawing a climate graph
Processing geographical information What is liveability like (can use
Badu and Moa)
- evaluate information sources for their reliability,
bias and usefulness Longitude and Latitude
- represent multi variable data in a range of
appropriate forms
- apply geographical concepts to synthesise
information from various sources and draw
conclusions
Communicating geographical information
- present findings in a range of appropriate
communications forms

Content Teaching, learning and assessment Resources Adjustm Registratio

ents n
Stage 4 - Place and Liveability Lesson 1 - Living in extreme places
Influences and perceptions What is geography?
Students:

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 ▪ investigate factors - discussion with class. SUPER SIX -
influencing perceptions of Making connections - Mind map and title
the liveability of places, page. https://www.mindmup.com/
for example: (ACHGK043, - Use website to create a mind map and allow Geography matters powerpoint
ACHGK046, ACHGK065) for the students to write their ideas and make
examination of connections.
environmental factors - Geography Matters PowerPoint.
that influence
perceptions of Extreme places powerpoint
Extreme places around the world
liveability eg climate,
landforms, natural - Go through images with students and
resources discuss what makes them extreme places to
discussion of human live
factors that influence - Geographical Skills: Look at map on the
perceptions of board and discuss which areas around the
liveability eg culture, world would be classed as extreme. Discuss Map on the powerpoint
income, employment, why that would be.
crime and safety
explanation of ways Lesson 2 - Nature, danger and livelihood
used to measure, assess
or rank the liveability of Do now activity Mount Rushmore and students view
places eg surveys, of the site. Discuss the different views. Play https://www.youtube.com/watch?v=
liveability index YouTube video. Discuss students views again. A8QQBRIqZmw
development of
personal liveability
criteria and application What is liveability?
to a local place
- Students to think of words that relate to
liveability and write them on post it notes
and place on the board
- Class discussion about the words selected.
Look at grouping themes (survey results).
- . Out of the words suggested, class to make a
definition.

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 - “an 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”

What do you need to survive?

- Go through Survivor Power Point
- Students then to break into groups of four
and play game. Teacher will need to print
out the budgets and powerpoint for students Survivor Power Point
to play the game
Budget print outs for Steve, Sven
- Spend 30 minutes on this game, it doesn’t
matter which week you get up to. Students Sharon and Serena
are to justify what they choose. Survivor Game

Glossary Bingo
- Give out glossary and discuss. SUPER SIX
- Comprehension: Students to make a bingo
grid. Teacher to read out the definitions and
students to work out the term. Glossary hand out

Lesson 3 - Environmental factors - climate,

landforms and natural resources (BOOK
LAPTOPS)

What are environmental factors?

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 - discuss with students. Write “Environmental
Factors” on the board and break down with
students
- why would people live near these factors -
what makes them ‘liveable?’
- Geographical Skills: bring up google map
of Australia and discuss where they
think/know where these items are.
- Explain to students what a PEEL
paragraph is. Have students write a PEEL
paragraph (as a persuasive text). Students
are to pick an environmental factor and write
why people may live near them. (collect
books and assess responses)
P-point
E- expand
E- evidence
L- link
Hand out a marking rubric with one or two marking
areas. Students are to swap paragraphs and evaluate
each other’s paragraphs. Students are to write one
positive and two improvements.

Group Work
Research scaffold
- Class to break into three groups, each group
to research either climate, landforms or
natural resources.
- After students have created groups make
sure students are familiar with google docs

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 and show some features. (make sure students
are confidents in using google docs)
- Geographical Skills Open up the ABS quick
stats and go through some of the basics and
how it can relate with the scaffold
- Have students work collaboratively in
Google Docs on the scaffold. After they
finish show the students how to share the
document with the class and the teacher.
Make sure you can view all the groups
works.

Lesson 4 - Human factors that influence where

people live
DO now activity. Five quick questions

Your ideal city

- SUPER SIX - Visualising: students have 10
minutes to draw what would be in their ideal
city/town. Get students to think about
infrastructure, safety, employment
opportunities, cultural centres and room for
events.
- Teacher to draw one on the board taking
suggestions from students
- Teacher to address the areas of culture,
income, employment, crime and safety
through their drawing on the board.
Textbook pages 120-126 and answer Activity 6.2
questions.

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 Textbook pages 120-126

Lesson 5 - World's most liveable cities

Melbourne
- Read through article on Melbourne as the
most liveable city in the world. Have
students research what is the second most
liveable city. (Look to see if any one finds Melbourne Article
the global liveability index) (informal
research assessment)
- students and teacher to complete.
- SUPER SIX - Comprehension: Tic Tac
Toe noting taking on the board together as
they read.

Liveability index
- Watch clip about Liveability index and
discuss.
- go through information about some of the
indicators. Look at one from the list. Have
students choose a place and decide why they Liveability 2016: Introduction
fit where they do on the list? https://www.youtube.com/watch?v=
8gAandunEts (1.18mins)
Where is Tokyo?
- Geographical Skills: put up map and ask
Liveability table
students to locate Tokyo assess the students
maps.

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 - discussion: why do you think that Tokyo
might be on the top of the liveability list?
Geographical Skills: Look at Google Earth Most liveable city 2016: Tokyo
and examine some of the infrastructure https://www.youtube.com/watch?v=
- Watch clip and discuss
Wn-F7guQ_is (3.52 mins)

Lesson 6 - Assessing the liveability of a place

DO now activity. Show cairns mudflats and discuss
manufactured beachers and people views of cairns.

Assessing liveability.
- recap on the way’s liveability is assessed
and what is measured.
- Hand out Personal liveability assessment Personal liveability assessment
sheet and have students work on activity sheet

Stage 4 - Place and Liveability Lesson 7 - Access to the five essentials for life
Access to services and Super Six: Prediction Students are to predict what Powerpoint: The 5 essentials for life
facilities they think the 5 essentials for life are (excluding air).
Make a mind map on the board.
Students:
▪ investigate the influence
of accessibility to services Go through PP The 5 essentials for life.
and facilities on the
liveability of places, for
example: (ACHGK044)

24
identification of services and Students copy what is written in purple into their Picture book, Malala.
facilities considered important books. There are questions to answer in the PP about
to people's wellbeing student’s own liveability in relation to the essentials.
examination of Read the book Malala and then students will
variations in access to compare their access to education to Malalas. Worksheet - Things to pin on your
services and facilities map
between urban, rural
and remote places Chromebooks
Lesson 8 - Urban, rural and remote places

explanation of how DO now activity. 5 quick questions

limited access to
services and facilities
affects the liveability of
ONE place for different
groups of people eg
young people, people
with disabilities, the
aged, rural and remote
communities
1. Students recap on lesson 6 and 7 and
highlight what makes a place liveable
2. Geographical Skills: Spatial Technologies
Teacher will direct class as a whole to split
up amongst themselves and pin a list of
location of amenities provided on the google
doc “Things to pin on your map” onto a
google map of NSW, using the icons already
displayed on map.

3. Super 6 - Question Students to think about

why there is a difference in the number on
pinned locations in urban areas (Sydney)
compared to rural and remote locations?
have the students open un quick stas on the
ABS website for some information on the
area. Class discussion on the theories

25
 suggested and where these theories came
from.
Clip - City life vs Country life:
Which is better? (5.05mins)

4. Students watch clip - City life vs Country https://www.youtube.com/watch?v=

life and then write a response relating to the c6oYO_W7cM0
topic using notes from the clip and the map
that they have just produced.

Lesson 9 - Large cities attract people

Class discussion: Students are asked what reasons do
they think people move to the city?

Students watch clip explaining urbanisation push

and pull factors regarding migration.

Students take down notes from powerpoint as

teacher explains and gives examples of the different Clip - Urbanisation Push Pull
pull and push factors of urban migration. Factors (3.52mins)
Super Six: Making Connections https://www.youtube.com/watch?v=
C4UCknuBNKg
Students are to make two Colum one push factors
and the other pull factors in urban to rural migration
to demonstrate their understanding of pull and push
factors. Powerpoint: Why do people move
to the city?
Ask the students what are the biggest factors?
Which side has the more compelling factors?

26
 Why might you leave the country and go to the city?

Lesson 10 & 11 - Remote Hope

DO now activity. Show Holiday sketch at Coogee by
Tom Roberts and Coogee bay Charles Conder and
Clip - Country Town Rescue - Ep 1
discuss different views of the same place.
/ 2 (14.00 mins)
https://www.youtube.com/watch?v=
EgxNiWIgtcE
Watch episodes of Country Town Rescue about
Trundle in NSW and students note down what they
see in terms of services and facilities and then as part
Clip - Country Town Rescue - Ep 1
of a group discussion note down what is missing
/ 2 (13.30 mins)
compared to facilities they have access to. Start a
https://www.youtube.com/watch?v=
table with city, rural, remote columns.
XMxNJvOXxOU
Worksheet: Comparsion table for
city,rural and remote places
Eight ways of learning - Using “Remote Hope”
discuss with students how being in a remote area
Handout: Mental health in rural
impacts on different groups more or less. Identify the
areas
impacts on youth, elderly, people with illnesses and
disability and people from ATSI backgrounds
(remind the students about their table from last
lesson). Ask students to think about how this would
be different in a rural community and a city. Might Clip - Closing the gap: healthy food
these groups be impacted differently in these other more expensive in remote
places (eg old people being isolated and alone in the indigenous communities (8.45
city). mins)

27
 Eight ways of learning - Students read through a
handout about mental health in rural areas and
consider how distances from health services can
have an effect on rural people’s lives. Class has
discussion on how with limited funds can these
issues can be improved
http://www.sbs.com.au/news/thefee
d/story/closing-gap-healthy-food-
more-expensive-remote-indigenous-
communities

PowerPoint: Issues facing

Students watchclip above the affordability of healthy
Aboriginals in remote communities
food in remote areas

Students copy down (red) notes from the

powerpoint: Issues facing Aboriginals in remote
communities

Literacy
If time permits, students write a letter to a newspaper
persuading people that more needs to be done to
assist people living remote Aboriginal communities.
(gather students written responses and assess
student’s literacy skills. Compare to earlier peel
paragraph)
revise PEEL
P-point
E- expand
E- evidence

28
 L- link
(preparation for the assessment)
Hand out a marking rubric with one or two marking
areas. Students are to swap paragraphs and evaluate
each other’s paragraphs. Students are to write one
positive and two improvements.

If there is time hand out chocolates and NESA

glossary for the descriptive words that the students
can be assed on. Students are to write points that
reflect the term based on their chocolate as their
source.

Stage 4 - Place and Liveability Lesson 12 - Planet under pressure

Environmental quality Do Now Activity. Five quick questions.
Students:
▪ investigate the impact of
environmental quality on
the liveability of places,
for example: (ACHGK045)
discussion of factors
that reduce
environmental quality
eg natural hazard,
conflict, population
pressures, land
degradation
1. Super 6 - Prediction Students need to look
at their personal liveability assessment sheet
and come up with a ‘Liveability score’ out
of 10. Discuss how they came up with their
scores - what factors did they use to judge
liveability? Clip - Place and Liveability
(4.33mins)
What environmental factors would you use?
Why? https://www.youtube.com/watch?v=
fMmmiNlj0Fc
Students watch clip - Place and Liveability
and note next to each place a ‘Liveability Worksheet - Liveability score
score’. May need to watch twice.

29
 comparison of the 2. Copy notes into books Factors that may reduce
impact of environmental quality notes
environmental quality 3. Students complete worksheet - Factors that
on the liveability of may reduce environmental quality Worksheet - Factors that may
places across a range of reduce environmental quality
scales eg local Activity
neighbourhoods, large
cities, countries Lesson 13 - Factors that affect environmental
quality
PowerPoint - Factors that affect
Go through PowerPoint for the lesson. Students to environmental quality
copy notes down that are in blue.
Clip - Extreme drought in Australia
BBC Science (2.42mins)

Discuss each clip and its relation to environmental https://www.youtube.com/watch?v=

quality and liveability.
Have students work on their assessments. Aim:
Choose your street / neighbourhood / suburb
Secondary / online research
Make sure that the students have made their choice
and started thinking about their research.
u9s_A0G7oUU
Clip - The October 2013 NSW Bush
Fires (3.18mins)
https://www.youtube.com/watch?v=
5fPAV9oy9aM
Clip - Two strong cyclones hit
Asutralia real footage (9.45mins)
https://www.youtube.com/watch?v=
HId1d-NHVQQ

Clip - Reef dumping dredge spoils

(5.58mins)
https://www.youtube.com/watch?v=
8OMkjSvc_g0

30
 Lesson 14 - China's pollution
Do Now Activity. Clip - Part 1 - The devastating
effects of pollution in China
Watch clip on pollution in China’s cities. Students
(13.57mins)
answer these questions
1. What is the cause of pollution in China? https://www.youtube.com/watch?v=
2. What is the impact of the drive for economic q4DtOhe2LfQ
development on pollution in China? (Show
students the 90KM highway article) Part 2 (13.31mins)
3. What are the impacts on the cities as a result https://www.youtube.com/watch?v=
of this pollution? (refer to infrastructure) _d-Ky7Se-v8
4. What is the impact on people’s health?
Clip- September 4 2013- 100-km
5. How does the pollution reduce the
Chinese traffic jam enters Day 9
liveability of China’s cities?
https://www.youtube.com/watch?v=
6. If time, students can create a collage of iKhsPO6yYko
pictures about China’s pollution in a Google
Worksheet with questions on it.
Doc. On this document students are to find
positives and negatives and annotate these
picture) Textbook pages 170 - 173.

Lesson 15 - Comparison between Port Hedland

WA and Nakuru, Kenya
Students go to pages 170 to 173 and read then
Alarm Template Comparison
answer quetstions 1 to 4.
activity

31
 If time - answer the following:
ALARM Template
Compare two of the most influential factors on the
environmental quality of a place and how these can
affect liveability. (students who are using their
laptops are to find one source or website for further
information).

Stage 4 - Place and Liveability Lesson 16 - Types of communities

Community Students are to write a PEEL Paragraph on
influential factors on the environmental quality.
Students:
Focus on supporting the students view with
▪ investigate the influence evidence.
of social connectedness
Hand out a marking rubric with two or three marking
and community identity on
areas. Students are to swap paragraphs and evaluate
the liveability of places,
each other’s paragraphs. Students are to write one
for example: (ACHGK046)
positive and two improvements.
identification of the
characteristics of places Communities PPT
that influence Communities PPT
community identity eg Freddos
Students begin by copying down slide one and
culture, environment,
teacher introduces topic.
public events, religious
beliefs Before moving on, students are given a worksheet of
terms to complete.
‘Key Terms’ Worksheet

32
 discussion of factors Slide 2- shows answers. Freddo for the person who
that enhance social got the most right. :)
connectedness eg
transport, technology, Students copy slide 3-5
open spaces, meeting
Students try to guess what type of a community
places, employment
slides 7-16 represent.
Students answer slide 17
Students copy slide 18
Slide 19-24- students guess what community or
‘group’ the images demonstrate.
Students copy slide 25
Students create table to fill in details on slides 27-32 Inuit Culture in Gjoa Haven -
Nunavut, Canada (2.22mins)
Watch YouTube clip.
https://www.youtube.com/watch?v=
Slide 33-36 have a discussion have students write
wWM3qDi1JVI
answers into books.
HOMEWORK TASK if not enough time in class
‘Communities Worksheet- Arctic”
Students move onto worksheet. Read through with
students and then students’ complete activities.

Lesson 17 – Assessment
Aim- students are to prepare for the following:
Field work – write observations, take photos,
conduct surveys

33
 Complete Purpose, Location, Method, Resources,
Data collected

Lesson 18- Remote Indigenous communities Eight

ways of learning.
Do Now Activity
Check student’s assessment and sing off on relevant
areas.

Indigenous Australians PPT

Indigenous Australians PPT
Slide 1-4- Students copy out highlighted notes. Zorba the Greek Yolngu Style
(3.14mins)
http://www.youtube.com/watch?v=
Watch YouTube O-MucVWo-Pw

Geographical tools - map

Slide 5- Show students where Ramingining is
located in the Northern Territory. Ask the students to
identify Ramingining’s longitude and latitude is.
‘SAMPLE STUDY’ worksheet

SUPER 6 - Tic tac toe (Eight-ways activity)

34
 Go through worksheet ‘SAMPLE STUDY’.
Students fill in Tic Tac Toe in their workbooks for
worksheet.
‘SAMPLE STUD1’ worksheet
‘ACTIVITIES’ worksheet
Slide 7-13 Show images of community. Students
copy slide 12.
Numeracy - interpreting a graph ‘Indigenous comminities’
worksheet
Students complete worksheet ‘SAMPLE STUD1’
which goes with worksheet ‘ACTIVITIES’.
Literacy
Complete ‘Indigenous communities’ worksheet. The Amish PPT
Students fill in the words (and, are, has, the, of).
‘Amish Worksheet for PPT’

Lesson 19 - The Amish - sustainable lifestyle

communities
The Amish PPT
Students complete worskeet that goes with PPT. Amish Teens Make Choice of Lives
(8.30mins)
https://www.youtube.com/watch?v=
5WD1SFk-IBU
Students watch clip (Optional - answer questions on
worksheet ‘Amish community worksheet for Worksheet ‘Amish community
video’.) worksheet for video’

Students go on to write pros and cons for

rumspringa.

35
 Facebook PPT

Lesson 20 - Facebook as a community Basic introduction to Facebook

(3:49)
Do Now Activity
https://www.youtube.com/watch?v=
Facebook as a community PPT c0ydZwVxb9U

Slide 2-3- Students copy Worksheet- Facebook as a

community
Slide 4- Watch YouTube
Slide 5- Students copy
Clip - The Dangers of Facebook
Slide 6-9- Discuss
(8.37mins)
Slide 10- Students do in books
https://www.youtube.com/watch?v=
Slide 11- Discuss 58YaQQYmmpo
Slide 12- Worksheet. Teacher read through with Clip - The Cyberbullying virus
students. Students to answer and leave last question (4.39mins)
blank.
https://www.youtube.com/watch?v=
Slide 13-16 go through answers and add any -5PZ_Bh-M6o
students come up with. Students add any they don’t
have.
Slide 17- Watch YouTube clips
Students answer last question considering the clips
they just watched.

36
Stage 4 - Place and Liveability Lesson 21 & 22- assessment
Enhancing liveability Do Now Activity
Students: Check assessments week seven requirements.
▪ investigate strategies used
to enhance the liveability
of places using examples Aim-
from different countries, Write Analysis, Conclusion and Recommendation
for example: (ACHGK047)
sections of the report. Students are to work on their
identification of the assessments.
characteristics of places
considered highly
liveable
examination of a range
of strategies used to Lesson 23 - Enhancing liveability and
enhance liveability sustainability
Class discussion Why would we want to enhance our Notes on Enhancing Liveability
assessment of the role liveability? (improve the quality of people's’ lives)
of governments, non-
government SUPER 6 - Prediction
organisations, How can we enhance liveability? Think/Pair/Share
communities and (There is no single strategy) Sheet - Global to local scales
individuals in
enhancing liveability List the benefits of enhancing liveability (New
liveable and sustainable places are created and
proposal of strategies to improvements are made to existing places)
improve the liveability
of a place in Australia
Copy notes on enhancing liveability into books

37
 Students get photocopy of global to local scales and
assess their suburb using the scale

Chrome books for investigation into

Lesson 24 - Creating better communities mens sheds.

Check student’s assessment focusing on Write

Analysis, Conclusion and Recommendation sections
of the report.

Think about the suburb you live in. Identify all the
stakeholders responsible for governing it and briefly
outline their responsibilities

See Lesson folder for 10 point plan.

A popular community phenomenon is a “men’s
shed”. These exist in many towns and suburbs, eg Website Sydney 2030
Lucknow near Orange in NSW. Investigate what http://www.cityofsydney.nsw.gov.a
men’s sheds do and the benefits of men’s sheds to u/vision/sustainable-sydney-
the community. 2030/resources/2030-vision

Using the internet visit the Sydney 2030 website.

38
 See handout of the Sydney 2030 ten-point plan to
develop Sydney.
Students go to website and click on City
Transformation link - Keeping city moving, planning
ahead is key. Students look at these steps and discuss
with a partner what is happening in Sydney and how
it will make the city better. Cool Town Studios

Apart from the 10 point plan, what do you think the http://cooltownstudios.com/2009/04
council’s main priorities are? ( Describe at least 5 ) /09/good-features-a-complete-
street-interactive-graphic/

TASK - explain how these strategies at the rural

level and city level enhance liveability

Lesson 25 - Liveable streets, Green places, open

spaces
Do Now Activity

Clip - 16 Rooftop garden ideas

Students have a look at this website and read about (2.14mins)
some strategies that someone has used to turn a https://www.youtube.com/watch?v=
normal Manhattan streetscape into a more liveable yVDTi2ZoTDs
street.
‘Do it on the roof” picture.
Students then design/draw or use technology to
design their own street, or use an existing street and
create their own liveable street.

39
 Students pick a building from their street to create a
rooftop garden on.

Show students clip - 16 Rooftop garden ideas

Give students “Do it on the roof” visual to help them
create their rooftop garden.

If time -
Have a class discussion on the meaning of the quote
“If we steal the ground for a building, we can give it
back to nature on the roof”

(Evaluate time left in the program. If there is time,

then more lessons can be dedicated for the student’s
assessments.)

Clip - The beauty of Barangaroo -

Lesson 26 & 27 - Changing liveability: urban Short Film (7.07 mins)
blight to renewal https://www.youtube.com/watch?v=
Students are asked to write down what kind of pQHTOdxbzP0
things could you do to improve a run down area of a Cloze passage: Transforming
city. They can incorporate things from the last lesson Barangaroo. There is Person 1 sheet
when they designed a more liveable street. and a Person 2 sheet.
Super Six: Prediction: Students are asked what
they think the NSW government would do with a
disused area next to the city centre of Sydney

40
 Youtube clip

Geography Skills: Maps

Students design their version of the Barangaroo
development using a map and listing the amenities
that they would place in it for it to be a sustainable
livable area of the city (eg, transport, shops etc) Textbook pages 197-200

Textbook pages 197 - 200 and answer questions in Clip - 4 guys live on $1 a day for 28
Activity 10.2 days (28.28mins)
https://www.youtube.com/watch?v=
VGeFpz10baw

If there is time watch clip - 4 guys live on $1 a day

for 28 days and discuss if the strategies covered in
the worksheet would work in Haiti and how.

Lesson 28 - Enhancing liveability in Australia

Assessment Due today. Collect assessments from
students and sign their assessment sheet.
Do Now Activity
Using Anthony Albanese’s MP website choose one
city in Australia from Sydney, Melbourne, Brisbane, http://anthonyalbanese.com.au/impr
Perth, Adelaide or Hobart and design a poster on oving-the-liveability-of-australian-
cities

41
 your laptop on what is being done in that place to
enhance the liveability.
Make sure the students cover: What is being done?
How much is being spent on the plan/project? How
will it improve the liveability of the community?
Include pictures of your city.

42
REDESIGNED UNIT OUTLINE & SCOPE AND SEQUENCE

Year 7 Geography Assessment

Rate Your
Place!
Due date: Week 9
Weighting: 50%

Assessing liveability
'Liveability' is a way of assessing whether or not a place (city, town,
suburb, neighbourhood) is good to live in.

Choose ONE of the following:

 a local street (eg. Smith Street or Bringelly Rd)

 a neighbourhood (eg. This could be the ‘block’ you live on or the area
within 100m radius of where you live)
 a suburb (eg. Penrith or Claremont Meadows)

Your Task:

Assess the liveability of your chosen area by using the liveability criteria
below:

 Safety (eg. personal security, traffic security & low crime rates)
 Healthcare (eg. access to dentists, doctors, quality of public health
care, aged care facilities, waiting time for doctors)
 Education (eg. choice of schools, quality public schools &
opportunities for post-school education)
 Infrastructure (eg. quality of roads, availability of public transport,
cycle ways, commuter parking)
 Environment (eg. streetscapes, parks and gardens, urban design)
 Culture (eg. restaurants, community recreational facilities, places of
worship)
 Economy (eg.employment opportunities, affordable housing, access
to shops)
43
To do this, you will need to do THREE things:

1) Complete field work.

This will involve you visiting your chosen area and completing the following
tasks:

 writing down your observations of each liveability criteria (use the

scaffold provided for you).
 taking photos of factors that impact on liveability eg. Playgrounds and
parks. (annotate these photos in your assessment
o Location where is it take
o Time if applicable (traffic issues)
 conducting 5 surveys of people who live in or have visited the area
(These may be completed by yourself, another family member or
friend).
o This should be done before your site visit to allow you to
know locals’ views on liveability.

TIP: If ‘going out into the field’ and visiting places is not possible for you, we
suggest that you choose a place that is well-documented online. A few
websites have been suggested on page 5 and provide adequate information
for you to complete your investigation on.

Remember also that Google Maps gives you street views of your chosen
area. You can take screen shots of various places and use them in your
report.

2) Report on your findings.

Choose ONE of the following methods to do this:

 a written report
 a ‘live’ or audio-visual presentation
 a slide presentation

Your report MUST be based on an analysis of the data you have collected
from your field work and should include the following sections:

44
  Purpose
What are the goals of your investigation?

 Location
Include a description and map of its geographical location.

 Method
Describe how you went about collecting your data – written
E.g observations, photos and surveys.

 Resources
What equipment or materials did you need to conduct your
investigation?

 Outline of data collected

Make a list of the data or evidence you have collected – What have
you got written observations on? What did you take photos of? Who
did you survey?

 Analysis
Comment in detail on the factors that make your chosen area liveable.
How well does your chosen area meet the needs of all groups of
people? Consider different groups such as the young, elderly and the
disabled, gender, age.
Include specific reference to the photos, survey responses and written
observations in your analysis.

 Conclusion
What is your overall assessment of the liveability of your chosen
area? Comment on its strengths, areas of improvement and negatives
(if applicable) and then give your chosen area a liveability score.
You can specify the individual score that you personally have given
via your liveability survey but you should also average the scores from
the five liveability surveys you have completed.

 Recommendations for enhancing liveability

What suggestions can you make about improving the liveability of
your chosen area?
Are there particular services, recreational areas, facilities or
infrastructure that you would recommend? What is the current need
for these services? How would these suggestions improve the
liveability of your area?

45
 3) Please attach an appendix including:
 A reference list
 Written observations
 Photos
 Survey responses.

Process

You will be given time in class to work on this assignment. Suggestions have
been made as to when each section should be completed and will be signed
off by your teacher.

Week To be completed Date submitted Teacher sign

off

Choose your street /

neighbourhood / suburb
6
Secondary / online
research

Field work – write

observations, take photos,
conduct surveys
7 Complete Purpose,
Location, Method,
Resources, Data collected

Write Analysis,
Conclusion and
8 Recommendation sections
of the report.

Submit report and

appendix (references,
10 written observations,
Monday photos, surveys)

46
End products to be submitted

The following must be submitted by the due date:

1) Field work data

 scaffold of written observations
 photos
 3 completed surveys

2) Liveability Report
Choose one of the following formats:
 Written report
 a ‘live’ or audio-visual
presentation
 a slide presentation

3) Appendix
 Reference list
 Written observations
 Photos
 3 surveys

47
 WEBSITES
These websites may offer you some ideas:

Google images
Street view on Google Maps

Penrith
https://www.penrithcity.nsw.gov.au/
https://profile.id.com.au/penrith?WebID=200
https://www.visitpenrith.com.au/
https://en.wikipedia.org/wiki/Penrith,_New_South_Wales
https://www.sydney.com/destinations/sydney/sydney-west/penrith
https://www.tripadvisor.com.au/Tourism-g580476-
Penrith_Greater_Sydney_New_South_Wales-Vacations.html
https://www.whereis.com/nsw/penrith-2750
https://www.penrithcity.nsw.gov.au/Building-and-Development/Penrith-New-
West/
http://www.penrithregionalgallery.org/
http://thejoan.com.au/
https://regattacentre.nsw.gov.au/

Ideas for improving the liveability of Penrith

http://www.businesschamber.com.au/NSWBC/media/Misc/Lobbying/10BigIdea
s/10_big_ideas_Penrith.pdf

High Street
https://street360.net/australia/new-south-wales/penrith.php
https://www.yoursaypenrith.com.au/HighStreet
https://www.penrithcity.nsw.gov.au/News/Development/High-Street-is-getting-a-
face-lift/
ABS Quick Stats
http://www.abs.gov.au/websitedbs/D3310114.nsf/Home/2016%20QuickStats

48
 **Please note that this is far from being an exhaustive list. You are encouraged
to develop your research even further.**

Year 7 Geography
Assessment 1 – Place and Liveability

Marking Criteria
Criteria Marks
 Demonstrates an extensive knowledge and clear understanding of the concept of
liveability
 Presents a clear and sustained explanation of how key factors are able to influence
people’s perceptions of the liveability of places
 Readily applies the above knowledge by providing clear and relevant strategies for
enhancing the liveability of a particular area
 Demonstrates very high levels of competency in acquiring and processing geographical 17 - 20
information by selecting and using geographical tools for inquiry
 Presents a detailed and concise report on the liveability of a chosen place which
incorporates a wide range of geographical terms and concepts

 Demonstrates a thorough knowledge and understanding of the concept of liveability

 Clearly explains how key factors are able to influence people’s perceptions of the
liveability of places
 Provides relevant strategies for enhancing the liveability of a particular area
 Demonstrates high levels of competency in acquiring and processing geographical
information by selecting and using geographical tools for inquiry 14 - 16
 Presents a clear report on the liveability of a chosen place which incorporates a range of
geographical terms and concepts

 Demonstrates sound knowledge and understanding of the concept of liveability

 Explains how some key factors are able to influence people’s perceptions of the liveability
of places
 Describes some sound strategies for enhancing the liveability of a particular area
 Demonstrates an adequate level of competency in acquiring and processing geographical
information by selecting and using some geographical tools for inquiry 10 - 13
 Presents a sound report on the liveability of a chosen place which incorporates some
geographical terms and concepts

 Demonstrates basic knowledge and understanding of the concept of liveability

 Outlines with limited detail some key factors which influence people’s perceptions of the
liveability of places
 Attempts to present a few strategies for enhancing the liveability of a particular area
 Demonstrates a basic level of competency in acquiring and processing geographical
information by selecting and using a few geographical tools for inquiry 5-9
 Presents a limited report on the liveability of a chosen place which incorporates few
geographical terms and concepts

 Demonstrates elementary knowledge and understanding of some aspects of liveability

 Identifies a few key factors which influence people’s perceptions of the liveability of places
 May or may not present very limited strategies for enhancing the liveability of a particular
area
 Demonstrates very limited competence in acquiring and processing geographical
information by using very few geographical tools for inquiry 1-4

49
  Presents a very limited report on the liveability of a chosen place which incorporates little
to no geographical terms and concepts

TOTAL MARKS / 20

Rate your place!

Assessing Liveability – Field Work

Place: ……………………………………………………………..
This is a template to help you order your assessment. Use this to fill out all of the
sections for the assessment.
This is not a finished attempts of the assessment but can be used to show that you
have attempted the assessment and also check your progress.
BRING THIS TO SCHOOL SO YOU CAN USE THIS SHEET WHILE WORKING ON
YOUR ASSESSMENT IN CLASS. This is also on google docs for you to use if
needed.
The questions under each liveability criteria are only suggestions. Can you think of
others that you could ask yourself?

Liveability Criteria Written Observations

_____________________________________________________________
_____________________________________________________________
Safety _____________________________________________________________
_____________________________________________________________
Is this a safe place _____________________________________________________________
to live or visit? _____________________________________________________________
_____________________________________________________________
Are there any _____________________________________________________________
natural hazards? _____________________________________________________________
_____________________________________________________________
Are there any _____________________________________________________________
dangers posed by _____________________________________________________________
traffic? _____________________________________________________________
_____________________________________________________________
What are crime _____________________________________________________________
rates like for this _____________________________________________________________
area? _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

50
 ____________________________________________________________
____________________________________________________________
Healthcare ____________________________________________________________
____________________________________________________________
Is there easy ____________________________________________________________
access to medical ____________________________________________________________
specialists, ____________________________________________________________
____________________________________________________________
hospitals and aged
____________________________________________________________
care facilities? ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Liveability Criteria Written Observations

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Education ____________________________________________________________
____________________________________________________________
____________________________________________________________
Is there a choice of ____________________________________________________________
quality schools ____________________________________________________________
available? ____________________________________________________________
____________________________________________________________
____________________________________________________________
Are there ____________________________________________________________
opportunities for ____________________________________________________________
post-school ____________________________________________________________
education? ____________________________________________________________
____________________________________________________________
____________________________________________________________

____________________________________________________________
____________________________________________________________
____________________________________________________________
Infrastructure ____________________________________________________________
____________________________________________________________
Are the roads in ____________________________________________________________
good condition? ____________________________________________________________
____________________________________________________________
What public ____________________________________________________________
____________________________________________________________
transport is
____________________________________________________________
available? ____________________________________________________________
____________________________________________________________

51
 Are there any cycle ____________________________________________________________
ways? ____________________________________________________________
____________________________________________________________
____________________________________________________________
Is there ample
____________________________________________________________
parking? ____________________________________________________________
____________________________________________________________

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Environment ____________________________________________________________
____________________________________________________________
____________________________________________________________
What are the ____________________________________________________________
streetscapes like? ____________________________________________________________
____________________________________________________________
Are there any ____________________________________________________________
parks and ____________________________________________________________
gardens? ____________________________________________________________
____________________________________________________________
Is the place ____________________________________________________________
____________________________________________________________
appealing to look
____________________________________________________________
at? ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Liveability Criteria Written Observations

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Culture ____________________________________________________________
____________________________________________________________
____________________________________________________________
Is there access to ____________________________________________________________
different ____________________________________________________________
restaurants? ____________________________________________________________
____________________________________________________________
Are there any ____________________________________________________________
community or ____________________________________________________________
____________________________________________________________
recreational
____________________________________________________________
facilities? ____________________________________________________________
____________________________________________________________
____________________________________________________________

52
 Are there any ____________________________________________________________
places of worship? ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Economy ____________________________________________________________
____________________________________________________________
____________________________________________________________
Is there easy ____________________________________________________________
access to jobs? ____________________________________________________________
____________________________________________________________
Is there affordable ____________________________________________________________
housing? ____________________________________________________________

Is there easy
access to shops?

Rate your place!

Assessing Liveability – Scaffold for Written Report / A-V Report; Slide
presentation

Purpose
What are the goals of your investigation?
1.
2.
3.
4.

Location
Include a description and map of its geographical location.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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 ________________________________________________________________________
________________________________________________________________________

Method
Describe how you went about collecting your data – written observations, photos and
surveys?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Resources
What equipment or materials did you need to conduct your investigation?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Outline of data collected

Make a list of the data or evidence you have collected.
What have you got written observations on? What did you take photos of? Who did you
survey?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Analysis

54
 Is your chosen area liveable for all groups of people living or visiting your chosen area?
How well does your chosen area meet the needs of all groups of people? Consider
different groups such as the young, elderly and the disabled.
Include specific reference to the photos, survey responses and written observations in
your analysis.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Conclusion
What is your overall assessment of the liveability of your chosen area? Comment on its
strengths and areas of improvement and then give your chosen area a liveability score.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

55
 Recommendations for enhancing liveability
What suggestions can you make about improving the liveability of your chosen area?
Are there particular services, recreational areas, facilities or infrastructure that you would
recommend? How would these suggestions improve the liveability of your area?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Rate your place?

Assessing Liveability – Scaffold for Appendix

References

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

56
 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Written Observations

Include scaffold for field work.

Photos
Give each photo a caption.

57
 Surveys
Describe who completed the surveys and how well they know your chosen place.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

58
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9. APPENDICES OF ORIGINAL DOCUMENTS

ORIGINAL UNIT OF WORK

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64
65
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67
68
69
70
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ORIGINAL ASSESSMENT TASK

72