Exploring Liveability

Year Level

Year 7

Duration

15 minutes

Class Size

26 students

Learning Area

HASS - Geography (Years 7-10)
Aligned with Australian Capital Territory Curriculum referencing ACARA Version 9

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Learning Objectives

By the end of this lesson, students will be able to:

• Identify and describe strategies to create liveable places.
• Use geographical concepts and terms accurately to explain liveability.
• Propose individual and collective actions to improve liveability in their local area.
• Reflect on potential impacts of these actions including social, environmental, and economic perspectives.

This lesson directly addresses the following ACT Curriculum content descriptors:

• AC9HG7S06: Create descriptions, explanations and responses, using geographical knowledge and methods, concepts, terms and reference sources.
• AC9HG7S05: Identify a strategy for action in relation to environmental, economic, social or other factors, and explain potential impacts.
• General Capabilities: Critical and Creative Thinking, Personal and Social Capability

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Resources

• Interactive whiteboard or projector
• Large printed map or digital map of the local community
• Sticky notes or small cards
• Markers or pens

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Lesson Plan

1. Introduction (3 minutes)

• Begin with a quick interactive discussion: Ask students “What makes a place liveable?” List keywords on the board (e.g., green spaces, transport, community facilities, safety).
• Define “liveability” using simple geographical concepts (quality of life, access to resources, environment, community). Use terms like 'sustainable cities', 'urban liveability', and ‘community facilities’ to introduce subject terminology【1:1_E1†AC9HG7S06】.

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2. Activity: Liveability Mapping (7 minutes)

• Show students a map of their local area (class or school neighbourhood).
• Ask students to write on sticky notes one thing they like about their local area and one thing they think could improve liveability.
• Each student sticks their notes on the map in the relevant locations (e.g., parks, transport stops, shops). This makes spatial the geographical idea of ‘place’ and ‘liveability factors’.
• Briefly group similar ideas together to highlight social, environmental, and economic factors influencing liveability (e.g., green spaces = environmental; shops = economic)【1:14_E1†AC9HG7S05】.

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3. Reflection and Action Proposal (5 minutes)

• Invite three or four students to share their ideas aloud.
• Discuss one or two strategies for action that students can take individually or collectively (e.g., starting a ‘walking school bus’ to reduce traffic, creating a garden, local litter cleanup).
• Ask students: “How might these actions affect our community in a positive way? Are there any challenges?” Guide them to consider social, environmental, and economic impacts, reflecting the curriculum’s emphasis on explaining potential impacts【1:14_E1, E3†AC9HG7S05】.
• Reinforce the use of geographical terms and concepts as they frame their explanations.

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4. Conclusion (time permitting)

• Summarise key points: liveability depends on many factors, and small actions can contribute to making places better to live in. Highlight the value of thinking critically about impacts before acting.

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Assessment

• Formative assessment through observation of student participation during the mapping activity and discussion.
• Students demonstrate use of geographical terms and concepts when explaining their proposed actions.
• Informal assessment of understanding by quality and thoughtfulness of ideas shared for improving liveability.

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WOW Factor: Innovative Approach

• Using a local liveability map with student-generated sticky notes turns geography into a tactile, personalised experience that connects directly to their home and daily life.
• Encourages critical thinking about their environment with accessible language and active participation in proposing realistic actions.
• This embodies place-based learning, a strong feature of the ACT Curriculum to engage students meaningfully with their community.

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If teachers wish to extend learning beyond 15 minutes, consider:

• Digital mapping projects using tablets or computers to create liveability maps with photos and multimedia.
• Integrating a quick survey or interview in the school to gather more primary data on liveability perceptions.

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This concise yet impactful lesson plan is structured tightly around ACT Curriculum expectations for Year 7 HASS Geography and fosters active student engagement, critical thinking, and connection to real-world environments. It provides a refreshing, hands-on way to explore liveability that can easily scale up or integrate with interdisciplinary studies.