|| QT Elements

Describes places in the local area and other parts of Australia and explains their significance
Indicators: Students:
· names and locates natural, built and heritage features in their community and evaluates their significance
· locates and names the capital city of Australia and of each State/Territory, and major regional centres
· uses geographical terminology to describe natural and built features in their community
· examines possible consequences if a system changes in some way
· discusses Aboriginal place names.
Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment.
Indicators: Students:
· examines a variety of systems that have been designed to meet needs in communities and identifies the advantages and disadvantages of their use
· identifies the components of a system that provides goods and services and how the components need to interlink.
Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life.
Indicators: Students:
· describes how decisions are made in local government and the roles and responsibilities of those involved
· explains the processes involved in civic action within the community
· describes rights of individuals and groups
· contributes to decision-making processes in the class

Lesson 1


What are communities and where are they?
  • Using a map of Australia, point out the main political and physical features.
  • Use the map to jointly recall and identify those States, places, regions and landscapes of Australia with which the students are familiar. Add labels, photographs and pictures to create a display. Discuss Aboriginal place names and nations.
  • Locate and label the students’ community within Australia. Discuss the meaning of the term ‘community’.
  • Introduce the unit, ‘Cooperating Communities’: how and why do people cooperate in communities?
  • Point out that in pre-colonial Australia, Aboriginal communities cooperated and relied upon each other across the
continent for material and cultural exchange.
  • Select, locate and label a variety of communities in diverse regions of Australia.
  • Establish e-mail links with schools in these communities or gather information from tourist information or travel
centres, library resources and/or websites to find out about:
– natural and built features: What is a natural feature? What are built features?
– employment and leisure opportunities: What is the difference between employment and leisure?
– ways in which people meet their needs — food, water, flora, fauna, clothing
– what students like about their community
– what students would like to improve in their community.

Lesson 2


What is our community and what is it like?
  • Jointly study NSW, city shire or municipality maps to locate the local community, then identify and label its major natural and built features. Have students collect photographs and pictures of these features.
  • Ask students to gather information about the work and leisure activities of people in the community by surveying their family members. Organise the survey results on class tally charts and graphs to identify patterns of work and leisure in the community.
  • Have students generalise in order to write descriptions of the local community, eg whether it is urban, rural, industrial; the benefits of its location; the things that give it its identity.
  • Jointly construct a class description about the community, eg Chapter 1: ‘What Is Our Community Like?’.

Lesson 3
Community services and facilities – What do people in communities share and why?
  • On a community walk, ask students to observe and list the variety of facilities that community members share, eg libraries, drains, street rubbish bins. Students could then draw associations between these facilities and the needs of community members.
  • Arrange for students to interview a variety of people who provide community services or facilities. Student-devised questions could acquire information about, for example, what service they provide and for whom; why they provide the service or facility; how they obtain funding and how they operate.
  • Collate information from the interviews on a chart or database for analysis and discussion.
  • Discuss the information in order to generalise about ways in which services and facilities can be organised and funded by individuals, businesses, organisations or governments to provide for the shared needs of community members. Display findings.
  • Have groups construct prediction/consequence charts showing how the lives of community members could change if particular services or facilities were not available.

Lesson 4
Local Government – What does our Local council do?
  • Have students gather information on the roles, responsibilities and decision-making procedures of the local council from printed/electronic texts or by visiting the local council. Ask the community services officer at the local council how ordinary people can be responsible community members.
  • Ask students to organise information about the local council onto retrieval charts using categories such as roles and responsibilities.
  • Ask students to locate media articles about local council activities or people voicing their views about local activities, issues or projects.
  • Have students write letters to the local council that compliment existing council projects or that request projects that the students consider to be necessary. Ensure that students have developed and included supporting arguments for their requests.
  • Discuss the local council’s commitment to youth participation in celebrations, eg Australia Day celebrations, Reconciliation.

Lesson 5
Interdependence of Communities – How are Communities Similar and Different?
  • Jointly investigate a different type of community (eg a community identified in Learning Sequence 1) and record the gathered information on a retrieval chart.
  • Jointly compare this community with the local community, noting their respective locations, resources and facilities.
  • Jointly identify communities that supply goods or services to the local community, and those which might receive goods or services from the local community.
  • Have students draw diagrams to show the flow of goods and services between the local community and other communities.
  • Discuss other ways in which communities depend on and cooperate with each other, eg disaster relief. Ask students to find media examples.

Lesson 6
Community Citizenship – How can we be cooperative Community Members?
  • Review information gathered from the local council about the roles and responsibilities of community members, and jointly study media articles collected.
  • Discuss what would happen if people did not: cooperate when using community facilities or services; volunteer to help with community projects; participate in community decision-making.
  • Ask students to identify ways in which they can be responsible, cooperative community members.
  • Have students prepare a presentation on an issue they feel is important to the local community. The presentation could be given to parents and other community members, including councillors. It might include video clips, slides and/or charts about the local community, aspects that the students value about the community and suggestions for improving the community.