Homelessness and human wellbeing 

This is the teacher notes page identifying the outcomes addressed in these lessons. Copy each lesson link and send it to your students. For printable versions of these materials log into the teacher information section of the Department of Education.

Introduction

The Australian Bureau of Statistics (ABS) defines homelessness as a state where a person does not have suitable accommodation alternatives and their current living arrangement: 

• is in a dwelling that is inadequate; 

• has no tenure, or if their initial tenure is short and not extendable; or 

• does not allow them to have control of, and access to space for social relations 

Overall, homeless means a loss of a sense of security, stability, privacy or safety, or the ability to control living space.  

In this series of lessons, we will explore what it means to be homeless and look at how common it is around Australia. We will then evaluate actions taken by governments, individuals and non-government organisations (NGOs) to try and improve the wellbeing of homeless. Finally, we will propose and justify one action that could be taken to reduce homelessness in older women in Australia. 

Learning intentions: 

• to understand what it means to be homeless 

• to understand which groups in society are most likely to become homeless and why this is the case 

• to evaluate the effectiveness of individual, government and NGO actions in response to homelessness. 

Success criteria:  

• to be able to apply all knowledge and understanding of homelessness to evaluate the effectiveness of actions to improve the wellbeing of people affected by homelessness. 

Syllabus content: 

Students: 

• investigate the reasons for and consequences of spatial variations in human wellbeing in Australia, for example: (ACHGK080)  

  1. • • identify differences in human wellbeing in Australia using a range of indicators GS  

       • examine reasons for and consequences of differences in human wellbeing for TWO groups of people in Australia eg cultural groups, unemployed, the aged, young people, people with disabilities VR  

       • analyse how human wellbeing is influenced by where people live in Australia. M 

Students:  

• investigate initiatives to improve human wellbeing in Australia and other countries, for example: (ACHGK081)  

• evaluate initiatives by governments and non-government organisations to reduce spatial variations in human wellbeing  

• discuss the role individuals play in improving human wellbeing  

• propose action by governments, organisations or individuals to improve the wellbeing of ONE group in Australia.  

Outcomes:  

A student: 

• analyses differences in human wellbeing and ways to improve human wellbeing GE5-6 

• acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-7 

• communicates geographical information to a range of audiences using a variety of strategies GE5-8  

1. Causes of homelessness

In this lesson, students will use 2016 ABS (Australian Bureau of Statistics); Specialist Homelessness Services (SHS) data; and ABC articles to investigate what it means to be homeless and explore the main causes of homelessness in Australia.  

Content: 

Students: 

• investigate the reasons for and consequences of spatial variations in human wellbeing in Australia, for example: (ACHGK080)  

• identify differences in human wellbeing in Australia using a range of indicators GS  

• examine reasons for and consequences of differences in human wellbeing for TWO groups of people in Australia eg cultural groups, unemployed, the aged, young people, people with disabilities VR  

• analyse how human wellbeing is influenced by where people live in Australia. M 

Outcomes:  

• analyses differences in human wellbeing and ways to improve human wellbeing GE5-6 

• acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-7 

2. Types of homelessness

In the 2021 street count of all people sleeping rough in the streets in February 2021 there were 1,141 people identified.(Source – ‘NSW Communities and Justice ‘NSW Statewide Street Count 2021’).  It is very important to understand that not all homeless are sleeping rough on the streets. These people are actually only a very small percentage of the total of homeless people in NSW. In this lesson, students will explore the different types of homelessness in Australia and NSW. 

Content: 

Students: 

• investigate the reasons for and consequences of spatial variations in human wellbeing in Australia, for example: (ACHGK080)  

• identify differences in human wellbeing in Australia using a range of indicators GS  

• examine reasons for and consequences of differences in human wellbeing for TWO groups of people in Australia eg cultural groups, unemployed, the aged, young people, people with disabilities VR  

• analyse how human wellbeing is influenced by where people live in Australia. M 

Outcomes:  

A student: 

• analyses differences in human wellbeing and ways to improve human wellbeing GE5-6  

• acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-7 

3. Older women and homelessness

One of the fastest groups of homeless people in Australia are older women. The reasons for this are varied but often include increasing rents, unemployment, single parenting and low rates of savings and superannuation. In this lesson, students will explore reasons why this group is growing and research possible solutions to this category of homelessness. 

Content: 

Students: 

• investigate the reasons for and consequences of spatial variations in human wellbeing in Australia, for example: (ACHGK080)  

• identify differences in human wellbeing in Australia using a range of indicators GS  

• examine reasons for and consequences of differences in human wellbeing for TWO groups of people in Australia eg cultural groups, unemployed, the aged, young people, people with disabilities VR  

• analyse how human wellbeing is influenced by where people live in Australia. M 

Students:  

• investigate initiatives to improve human wellbeing in Australia and other countries, for example: (ACHGK081)  

• evaluate initiatives by governments and non-government organisations to reduce spatial variations in human wellbeing  

• discuss of the role individuals play in improving human wellbeing  

• propose action by governments, organisations or individuals to improve the wellbeing of ONE group in Australia.  

Outcomes: 

A student:  

•  analyses differences in human wellbeing and ways to improve human wellbeing GE5-6 

• acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-7 

• communicates geographical information to a range of audiences using a variety of strategies GE5-8