EDUC 4726
Assignment 4: HASS Unit Plan
Sub strand: Geography-Place and Liveability
Year level: 7
Year level theme: Students will investigate
liveability of places in relation to diverse
people and places. Students will also
examine the different factors of place that
affect liveability. (ACARA 2017)
Knowledge and Understanding Content
Descriptions covered:
Factors that influence the decisions people
make about where to live and their
perceptions of the liveability of places
(ACHASSK188)
The influence of accessibility to services and
facilities on the liveability of places
(ACHASSK189)
The influence of environmental quality on the
liveability of places (ACHASSK190)
Knowledge and Understanding
Achievement Standards aspects assessed
Students describe geographical processes
that influence the characteristics of places.
They explain interconnections between
people and places and people and
environments, describing how these
interconnections change places and
environments. (ACARA 2017)
Brief description of the units purpose
Students also explore the liveability of places
(place, space, environment, change) in
relation to diverse people and places, familiar
and distant (place, interconnection,
environment). Students examine influences
on the liveability of places (environment,
interconnection, place) and strategies that
enhance liveability, especially for young
people (space, interconnection, sustainability,
change). (ACARA 2017)
Opportunities to incorporate Cross
Curriculum priorities:
Sustainability can be incorporated within this
unit as student will have the opportunity to
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Length: 4 weeks
Concept focus:
- Place - Environment
- Space - Sustainability
- Change - Interconnection
- Scale
Inquiry and Skills Content Descriptions
covered
Organise, categorise and represent data in a
range of appropriate formats using
discipline-specific conventions, including
different types of graphs, tables, field
sketches and annotated diagrams, and
maps at different scales (ACHASSI154)
Develop and use criteria to make informed
decisions and judgements (ACHASSI161)
Inquiry and Skills Achievement
Standards aspects assessed
They locate and collect useful data,
information and evidence from a range of
primary and secondary sources. (ACARA
2017)
Key Inquiry questions to guide unit
thinking
How does peoples reliance on places and
environments influence their perceptions of
them?
How do different connections across the
world impact upon the liveability of places?
What effect does environmental quality and
access to services have on peoples
wellbeing?
Opportunities to incorporate General
Capabilities
Literacy
Numeracy
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assess what is sustainable in a liveable area. Critical and creative thinking

Ethical Understanding

Learning activities/experiences Assessment tasks

Group brainstorm Formative
Class discussions Exit cards used at the end of various
Using graphic organisers to lay out thinking lessons
Watching YouTube clip Observations during group work
Creating display of big idea within the Venn diagram activity
classroom
Weekly checks of workbooks
Reflection task
Reflection

Summative
From a design brief created by the teacher,
students will take on the role of a town
planner, to plan a town that takes in a range
of factors that impact liveability. This task
will also require students to draw up the plan
to scale on graph paper using a key.
Students will also need to write a reflection
and explanation of why they have placed
elements of their own where they have. A
differentiation take will be available for
students that may need extra support with
their learning. This task will still have the
same learning outcomes.

ICT resources available Learning resources available

Laptops- class set Images of cities
YouTube Video: Google maps
https://www.youtube.com/watch?v=6nU5-4GDsSI Chapter 4:
Google Maps: http://www.unicef.org/infobycountry/files/Cities_and_Children-
https://www.google.com.au/maps FINAL.pdf
Veen Diagram
Students HASS workbooks

Lesson outline for the 4 week unit
Week 1
Session 1
o Define liveability with a class brainstorm
o Watch YouTube video on Top 10 most
liveable cities and discuss what they
noticed: https://www.youtube.com/watch?v=6nU5-
4GDsSI
o Identify factors that influence where
people live
Based on 2@90 minute periods per week
Week 2
Session 1
o Scatter around 20 images with different
aspect liveability. Give them each 5 post
it notes where they have to go around
and write comments relating to why or
why they wouldnt live in that area.
o Ask students what they wouldnt want to

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o Place students in group to discuss two
images of cities to label features of
liveability
o 3- 2-1 Exit card on the lesson
Session 2
o Introduce and define the terms service
and facility.
o Carefully look at maps of local area in
groups and look at what makes it liveable
and how it can improve.
o As a class develop a mind map of what
influences people to live where they live.
Group suggestions under these categories
environmental, social, cultural, economic
and infrastructure factors.
o Exit card on service and facility
Week 3
Session 1
o Introduce mapping and scale. Looking at
elements of a map such as key
o Look at a maps of Adelaide and how it is
laid out.
o Organise students into groups to label and
brainstorm what they notice about the
layout of the city.
o Introduce summative assessment task to
class creating a town plan from a brief
that considers a range of different aspects.
Session 2
o In the first of this lesson students will do a
think pair share. The think pair share will
be on ideas for their assessment task and
all the things they may need to consider
when planning a town layout.
o Scribe the answers on the whiteboard and
ask students to take notes in their books.
o Students will get the second half of the
lesson to work on their assessment task
o The teacher should use this time to assist
students that may need further help
Potential HASS sub strand connections
o History
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find in their community? (E.g. noise,
pollution, crime) explain that some people
live in these areas.
o Have students select two images and fill
in a Venn diagram graphic organiser to
about similarities and differences.
Session 2
o Place students in groups to read chapter
4 on living in informal settlements.
http://www.unicef.org/infobycountry/files/Cities_and_Child
ren-FINAL.pdf
o Have class discussion on what they read
in chapter 4
o Ask students to write a small paragraph
in their books about what they read and
reflect on it compare to where they live to
the chapter.
Week 4
Session 1
o Students will get this time to work on their
assessment task.
o The teacher will have the opportunity to
work with students that need help.
o Students will also get access to laptops.
o Student will also have the opportunity to
pair up with another student to talk though
what they have done and why.
Session 2:
o Final time to work on assessment
o Students will need to set up their maps
that have created on desk
o Students will receive peer assessment
sheets and in tables they will be able to
peer assess others work based on
various factors decided by the teacher
o At the end of the assessment students
will need to hand up their map and
explanations and reflection.
Potential other learning area connections
o English- writing reflection
o Maths- Mapping and scale
o Art- Scale
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Topic background resources (for teacher use only) to support teaching learning for the
unit

http://www.australiancurriculum.edu.au/humanities-and-social-sciences/introduction

http://www.geogspace.edu.au/core-units/years-7-8/exemplars/year-7/y7-exemplars-y7-
illus5.html

http://www.acleadersresource.sa.edu.au/index.php?page=what_you_value

Pedagogical resources to support the teaching of the unit:

Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd
ed.). Melbourne, Australia: Oxford University Press.

Briggs, M., Woodfield, A., Martin, C., & Swatton, P. (2010). Assessment for Learning and
Teaching in Primary Schools. Exeter: Learning Matters Ltd.

Buchanan, John 2013, 'Creative teaching and assessment practices', in Institute of

Indigenous Tertiary Education, History, geography and civics: teaching and learning in the
primary years, Cambridge University Press, Cambridge,.

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Assessment rubric for the unit:

Place and Liveability Developing Good Very Good Excellent
Rubric 1 2 3 4
Characteristic of The students The student has a good The student Student have given a
liveability of place understanding of place understanding of the understanding of the detailed understanding
and liveability is characteristic of place characterises that affect of characteristics of
developing. and liveability. place and liveability is place that affect
very good. liveability.
Understanding of Minimal understanding The student has a good The student has a very The student has an
interconnections of interconnection understanding of the good understanding of exceptional
between place and between place and connections of place the interconnection understanding of the
environment environment. and environment between place and interconnection between
environment. place and environment
and how this affect
liveability.
Understanding of Minimal understanding The student has a good The student has a very The student has
mapping and scale of mapping and scale. understanding of good understanding of demonstrated an
mapping and scale mapping and scale. excellent understanding
of mapping and scale.

Group work and class Minimal contribution The student shared a The student contributed Student contributed well
discussion was made to the class few good points to the often to the class thought out responses
discussion and group class discussion and discussion and worked in class discussion as
work worked good with their very good with their working well with their
group. group. group.
Comments
/20

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Assignment 4: Essay

This Humanities and Social Science (HASS) geography unit plan is for Year 7s and
the overarching topic is Place and Liveability. The primary concepts taught within the
unit relate to what makes a place liveable such as environmental factors. The
Australian Curriculum document states that students will examine the factors of
liveability, and within this unit there are various tasks that give students the
opportunity to evaluate various places to assess liveability. The learning outcomes
for this unit is for student to understand liveability in relation to diverse places as well
as understand the influences that affect the liveability of place (ACARA 2017).
Students will also gain understanding of sustainability and strategies that enhance
the liveability of a place. Within this unit, students will have the opportunity to
construct their own town, this gives students a chance to demonstrate their learning
within the topic. Moreover, this unit has been constructed to give students in Year 7
the knowledge and understanding of characteristics of place and give them the
opportunity to create a map of a town. This unit on liveability has also been
constructed around inquiry to give students real life issues, and allow them to find
new knowledge that they can evaluate (Maude 2017). The overall purpose of this
unit was to create an engaging and meaningful unit that is informative.

Within this unit there are various lessons that involve group work and class
discussions. The reason for this is because it is important for encouraging
communication for learning to work with others (Reynolds 2014 p 242). This is
important within this unit as it is such a broad topic and it gives students a chance to
have rich conversations. The underlying notion of group work is that everyone
opinion is valid and that all students get the opportunity to voice their thoughts
(Reynolds 2014). Giving students the opportunity to work in groups allows them to
practice their communications skills as they must talk and listen to others (Reynolds
2014). It can be said that there can be many benefits to collaborative learning as it
develops positive relationships and helps to manage conflict so cooperative
classrooms are likely to be more harmonious and democratic (Ferguson-Patrick
2012 p 1). Thus the use of group work aids in creating a classroom environment that
is inclusive and where everyones opinion is valid. Furthermore, whole-class

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discussions are also used throughout the unit to ensure that the class has an
adequate knowledge base (Moore 2012 p. 325). Class discussions are another
way to create a chance for students to be heard and share ideas in a collaborative
way (Rice p.10). Also whole class discussion can also be used to probe information
from students with questions. Brainstorms have also been used as a class
discussion which is a sufficient to initiating the process for another activity (Moore
2009 p. 325). The use of think-pair-share is another way to ensure students share
their thoughts with others and the teacher is able to conclude the activity by calling
on students to report (Moore 2009 p. 385). Overall whole class discussions and
group work is effective in ensuring that knowledge is being shared adequately.

Inquiry has also been largely implemented within this unit, as it allows students to
construct their own knowledge, incorporating new knowledge into constructs already
established in the students mind. (Reynold 2014 p. 50). Although inquiry based
learning needs to be carefully constructed it is also a form of learning where students
are engaged and able to examine real life issues (Maude 2017). Within this unit
students have the opportunity to engaging in inquiry within the final assessment
students are able to pull together all they have learnt to present their new
knowledge. Further, the inquiry within the topic also allows students to learn new
methods of collecting and representing information (Maude 2017). The purpose for
using inquiry within this unit is to emphasises the role of the students understanding
of the world in which they live in (Reynold 2014 p. 50). One of the ways strategies of
inquiry that has been used within this unit is by helping students to represent their
knowledge and learning for themselves by giving them graphic organisers (Reynold
2014 p. 50). Another inquiry strategy that has been used within this unit is to support
students to express draft ideas by talking to others, and this is evident from using the
think-pair-share to generate ideas for their final assessment. Students also have the
opportunity to synthesis and reflect of their learning within this unit which allows them
to represent on what they have learnt. Additionally, inquiry should be visually evident
within a classroom, and one of the ways this is applied within this unit is to display
the big idea of liveability which students will add throughout the unit (Maude 2017).
From creating an environment that supports inquiry supports having inviting
classroom environment (Maude 2017). This is evident within the unit, as a class

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display will be placed on a wall in the classroom displaying the big idea of the topic
that can be added to in each lesson. Lastly the final assessment will be displayed
within the classroom on the final lesson, which gives students a meaningful purpose
to celebrate their learning and provides them with an audience.

The topic of HASS required teachers and learners to be aware of the wider world
and to constantly be updating their knowledge and the use ICT supports this demand
(Reynolds 2014). The main purpose for implementing ICT within the classroom for
this unit is to provide students with key information of liveability. Further the use of
google maps is extremely useful within this topic as from the click on a mouse, you
are able to travel to different areas of the world. The use of a video of YouTube was
used at the beginning of the unit was not only used to engage students interest but
also give them in-depth information on what makes a city liveable. Further to use of
laptops and interactive whiteboards within the classroom allows students to type up
their work, and conduct further research using the internet. However, locating and
adapting digital resources for use in the classroom is the main use of ICT within this
unit (Reynolds 2014).

A strategy that is essential in todays classrooms is to differentiate learning activities

for all students learning levels and abilities. As Shindler states to provide the
necessary support for many of your learners, you will want to find ways to
differentiate instruction for different ability levels and teach for the success of
students of all learning styles (2010 pg. 219). Yet the main aim of differentiation is
to attend to the learning needs of all students whilst ensuring the content of learning
is consistent. This went into consideration for the final assessment as students that
have a low readiness level or learning difficulty may struggle with the completion of
the final task. Thus altering the task within changing the learning outcome can be
given to students that need further assistance. The alteration of the task allows
students to map out their town plan without using a scale this takes the pressure of
having to design the town with yet they can focus on representing their knowledge
instead. The main aim of differentiation within this unit if to be flexible with students
learning requirements, provide a quality curriculum and ensure students are reaching
the same destination.

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Within this unit, assessment has been used to monitor the learning of students and
plan for future teaching. Buchanan states that assessment is an accurate and
evidence based identification of your students learning and progress (2013 p. 116).
The first assessment to take place within this unit is diagnostic assessment, which is
used to check for student prior knowledge and also assess students current level of
understanding (Reynolds 2014 p.266). further within this unit, this take place in the
first lesson when students fill in an exit card at the end of the lesson. The use of the
exit card allows the teacher to carefully plan the route for learning, and measure
what may need to be covered or revised within the following lessons, whilst giving
the teach an understanding of students readiness levels (McInerney 2016). The
diagnostic assessment also gives the teacher an understanding of what students
may not have grasped the concept of liveability, yet also allows the teach created
mixed readiness and ability groups for group work throughout the unit.

Furthermore, formative assessment has also been planned for within this unit.
Formative assessment is defined as an assessment that takes place at various
points during the coverage of the topic, to determine the extent to which the intended
learning is taking place (Buchanan 2013, p.120). Formative assessment is crucial as
it allows you to provide feedback to students on their progress but also allows the
teacher to make adjustments for learning along the unit (Reynolds 2014). Formative
assessment can be both formal and informal practices and the following have been
used within this unit on liveability: oral questioning, teacher observations of work
habits, Venn diagram activity, and a reflection. The use of peer assessment has also
been used in the last lesson, where students will get a chance to review others work.
Also peer assessment is useful as, it allows the peer assessor to reflect on his/her
own learning and achievements (Briggs et. al. 2009). The use of peer assessment
also gives student motivation to complete the task to the best of their ability.

Lastly, summative assessment is designed to determine if and to what extent the

anticipated learning was achieved (Buchanan 2013 p.120). Summative assessment
has been used within this unit to provide a conclusive summary of what has been
learnt thought the unit. Summative assessment of this unit will be graded with a
rubric. The rubric is assess based on the Australian Curriculum achievement

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standards for the topic of geography. The summative assessment task for this unit if
for students to design a town plan the is liveable and takes into account various
aspects of liveability. This task is designed for students to show their understanding

In conclusion, this unit for a Year 7 on place and liveability has been constructed to
ensure that all students are engage in the topic and that meaningful learning takes
place. Various pedagogical strategies have been incorporated within this unit to
ensure students are able to learn to the best of their abilities. Group work and class
brainstorms occur largely within this unit as it allows students to all equally express
their knowledge whilst learning. Group work within this unit is essential for sharing
knowledge and creating an inviting and collaborative classroom environment. ICT is
also used within this unit for student to gain new knowledge and conduct research of
their own. Inquiry has also been used within this topic for students to engage in
deeper thinking and construction of knowledge. Assessment is a key component
within this unit as it allows the teacher to plan lessons that suit learners needs.
Overall this unit has been planned to ensure all students gain an understanding of
elements of liveability that affect place.

Word Count:1860

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References:

ACARA,. (2017). F6/7 HASS Foundation to Year 10 Curriculum by rows - The

Australian Curriculum v8.3. Australiancurriculum.edu.au. Retrieved 18 March 2017,
from http://www.australiancurriculum.edu.au/humanities-and-social-
sciences/hass/curriculum/f-10?layout=1

Briggs, M., Woodfield, A., Martin, C., & Swatton, P. (2010). Assessment for Learning
and Teaching in Primary Schools. Exeter: Learning Matters Ltd.

Buchanan, John 2013, 'Creative teaching and assessment practices', in Buchanan,

John & Batchelor Institute of Indigenous Tertiary Education, History, geography and
civics: teaching and learning in the primary years, Cambridge University Press,
Cambridge, pp. 109-129.

Ferguson-Patrick, K. (2012). Developing an inclusive democratic classroom in

action through cooperative learning. Retrieved from
http://files.eric.ed.gov/fulltext/ED542298.pdf

Maude, A. (2017). HASS Primary School Curriculum Inquiry. Lecture 4, Flinders

University.

McInerney, M. (2016). Assessment. Lecture 2, Flinders University.

Moore, K. (2009). Effective instructional strategies (1st ed.). Thousand Oaks, Calif.:
Sage Publications.

Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary

School (3rd ed.). Melbourne, Australia: Oxford University Press.

Rice, Active Learning in Theory and Practice.

https://flo.flinders.edu.au/pluginfile.php/2184845/mod_resource/content/2/Reading_1
_Rice.pdf (I was unable to find the reference details on FLO)

Sternberg, Robert J & Grigorenko, Elena L 2004, 'Successful intelligence in the

classroom', Theory Into Practice, vol. 43, no. 4, pp. 274-280.

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