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NSW Syllabuses

Geography K–10 - Life Skills Human Wellbeing – Life Skills


A student:

  • GELS-1

    recognises features and characteristics of places and environments

  • GELS-2

    demonstrates an understanding that places and environments change

  • GELS-3

    explores interactions and connections between people, places and environments

  • GELS-5

    explores management of places and environments

  • GELS-6

    investigates differences in human wellbeing

  • GELS-7

    collects and uses geographical information for inquiry

  • GELS-8

    communicates geographical information

Related Stage 4/5 outcomes: GE4-1, GE4-2, GE4-3, GE4-5, GE4-6, GE4-7, GE4-8, GE5-1, GE5-2, GE5-3, GE5-5, GE5-6, GE5-7, GE5-8

  • Key inquiry questions

  • What is human wellbeing?
  • What are the indicators of human wellbeing and how can it be measured?
  • Why does human wellbeing vary for people in different places?
  • What is being done to improve human wellbeing?
  • Content focus

  • Students examine the nature of, and differences in, human wellbeing in relation to self, within Australia and between two other countries. Students investigate indicators of human wellbeing and how wellbeing can be measured. They investigate strategies to improve their own wellbeing and the wellbeing of others. Students explore how the development of places may affect human wellbeing.
  • Geographical concepts, skills and tools

  • Content including knowledge, understanding, concepts, skills and tools should be integrated to provide meaningful learning experiences for students. Refer to the Overview of teaching and learning.
  • Content

  • Human wellbeing 
  • Students:
  • identify factors that they like and dislike about where they live
  • identify factors that have a positive and negative impact on their life
  • examine broad indicators of human wellbeing eg feeling good about yourself, feeling fulfilled, a sense of happiness, health, safety PSC
  • compare the human wellbeing of people within Australia including Aboriginal and Torres Strait Islander Peoples eg gender, age, location, life expectancy, education level, income, access to services GS AHCEUDD
  • share ideas as to why differences in human wellbeing exist within Australia CCTIUDD
  • Human wellbeing and development
  • Students:
  • examine differences in the human wellbeing of TWO countries eg Japan and India VR AIUDD
  • identify reasons for the differences in human wellbeing between the two countries eg access to services, fresh water, food, housing M CCTL
  • share ideas about the effect that the development of place has on human wellbeing eg in relation to their own town/city IU
  • Improving human wellbeing
  • Students:
  • share ideas about improving human wellbeing in a familiar place eg school, community
  • investigate strategies to improve human wellbeing in Australia, including the wellbeing of Aboriginal and Torres Strait Islander Peoples eg access to education, access to affordable health, access to housing AHC
  • investigate strategies to improve human wellbeing in at least ONE other country AIUDD