Exploring Liveability

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Year 7 Humanities and Social Sciences – Lesson 2

Duration: 50 minutes
Class Size: 28 students
Topic Focus: Liveability in Australia
Australian Curriculum Link:
Humanities and Social Sciences – Geography
Level: Year 7
Strand: Geographical Knowledge and Understanding
Sub-strand: Place and Liveability
Content Descriptor:

Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
The influence of accessibility to services and facilities on the liveability of places (ACHGK044)

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Lesson Intent

This lesson builds on students’ introductory knowledge of “liveability” from Lesson 1, encouraging them to apply this understanding to real-world Australian contexts through discussion, visual thinking, and collaborative peer activities.

By the end of the lesson, students will:
✅ Define liveability in their own terms
✅ Identify and describe factors that influence liveability in Australian communities
✅ Apply criteria to compare liveability across different Australian locations
✅ Use critical thinking and teamwork to engage with geographic data

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Resources Required

• Whiteboard and markers
• Printed A3 'Liveability Profile' worksheets (provided by the teacher)
• Set of six pre-prepared location cards (e.g. Melbourne, Alice Springs, Byron Bay, Darwin, Perth Suburbs, Remote Indigenous Community)
• Coloured pens and highlighters for group work
• Post-it notes
• YouTube video on perceptions of Australian liveability (already downloaded and embedded—teacher to play)
• Globe or large map of Australia

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Suggested Room Setup

• Desks arranged in groups of 4 (7 groups total)
• Map of Australia displayed at the front
• Liveability terms and vocabulary on posters around the room

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Lesson Sequence

⏱️ Starter – 5 minutes

Activity: Think-Pair-Share – "What makes a place a great place to live?"

• Students write one quality they think makes a place liveable on a Post-it note (e.g. safety, green space, culture).
• Pair up and compare answers.
• 3–4 student pairs share out to class while teacher notes key terms on the board.

Focus: Eliciting prior knowledge and getting students personally connected to the topic.

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⏱️ Mini-lesson – 10 minutes

Teacher-Led Review: What is Liveability?

• Quick recap from Lesson 1 (class builds a shared definition on the whiteboard).
  Prompt: “What did we learn about liveability last time?”
• Display a Venn Diagram on board – “Liveability vs. Personal Preference”
  Discuss how some places score high on liveability but may not suit everyone individually.

Video Clip (2 mins):

• Showing diverse perspectives from different Australian residents (country, city, remote) talking about what liveability means to them.
• Prompt question before watching: "Whose definition of liveability surprised you?"

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⏱️ Main Activity – 25 minutes

Group Task: ‘Top Towns to Live’ Investigation

“Which Australian location offers the best liveability, based on different criteria?”

1. Assign each group a Location Card – each includes basic info: population, climate, access to facilities, local services, community life, environment, and challenges.
   (Ensure a mix of urban, rural, coastal, remote settings.)

2. Give each group a 'Liveability Profile' Worksheet – criteria columns include:

   • Housing affordability
   • Access to health care
   • Education opportunities
   • Natural environment
   • Safety
   • Transport and accessibility

3. Group Work (15 mins):

   • Students rate their location on each criterion (1–5).
   • Discuss and decide a group justification – why this place is (or isn’t) liveable.

4. Share Out (10 mins):

   • Each group presents their top 2 findings and a challenge that exists in that location.
   • Class quickly compares scores across regions—teacher highlights diversity of experience across Australia.

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⏱️ Reflection & Wrap Up – 10 minutes

Class Discussion:

• “Is there one ‘best’ place to live in Australia?”
• “What factors shaped your group’s opinions about liveability?"

Exit Ticket:
Each student writes on the back of their Post-it note:

“One factor that would influence where I live when I’m older – and why.”

Stick these on a large map of Australia to build a shared visual of student aspirations and perceptions.

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Differentiation Strategies

• Provide visual icons and glossaries for EAL/D students
• Pair stronger writers with learners who need more support during group task
• Offer sentence starters for group justifications (e.g. “We believe our town scores high in… because…”)

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Assessment for Learning

✔ Observation of group discussions and decision making
✔ Evidence of understanding shown in Liveability Profile ratings
✔ Exit ticket responses indicate application of key concepts

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Teacher Notes / Extension

• Consider assigning a short homework task: Interview someone about what makes their location “liveable”
• Next Lesson Preview: Comparing Liveability in Australia with another country (Asia region)

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Key Vocabulary

• Liveability
• Services
• Accessibility
• Environment
• Personal Preference
• Urban / Rural / Remote

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This lesson demonstrates to students that “liveability” is not a fixed concept—it’s a blend of social, economic, and environmental factors, shaped by values and personal needs. It also challenges them to think critically about equity and diversity across Australian communities.