Geographies of Human Wellbeing

Geography Years 9-10

Key Questions

  • What is the difference in Wellbeing between Indigenous and non-Indigenous peoples?
  • What causes the difference in Wellbeing between Indigenous and non-Indigenous peoples?
  • How do we reduce inequalities in wellbeing between Indigenous and non-Indigenous peoples (including local efforts)?

Learning Objectives

Students will be able to:

  • Construct and interpret choropleth maps to show patterns of human wellbeing at a local scale
  • identify and explain spatial distributions and patterns of wellbeing
  • Evaluate a program that aims to reduce inequalities or improve wellbeing in ATSI communities

Curriculum Links


Interconnecting causes of spatial variations between countries in selected indicators of human wellbeing (VCGGK150)

  • researching spatial differences in the wellbeing of the Aboriginal and Torres Strait Islander population across Australia, and the extent to which these differences depend on how wellbeing is measured
  • explaining the spatial pattern of human wellbeing in Australia at a local scale, and its causes

Role of initiatives by international and national government and non-government organisations to improve human wellbeing in Australia and other countries (VCGGK154).

  • investigating ways of reducing inequalities in wellbeing between places at a local scale in Australia
  • identifying ways to improve the wellbeing of remote Aboriginal or Torres Strait Islander communities, including ways proposed by the communities

Intercultural Capability

Identify and analyse the challenges and benefits of living and working in an interconnected and culturally diverse world (VCICCD019)

Analyse the components of a cohesive society, and the challenges, benefits and consequences of maintaining or failing to maintain that cohesion (VCICCD020)

Key Local Knowledge Featured in this Unit


Rumbalara Aboriginal Co-operative Field Trip

Rumbalara is fundamental to the community’s efforts to address inequalities in health outcomes.  
A field trip to Rumbalara (or alternatively a guest speaker from the organisation) is a critical component of this unit, particularly as part of lesson 5.