A resource for teaching and learning about consuming planet earth

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F2 Social sustainability and problem gambling Exercise 1 – Defining social sustainability Form a small group and complete the following activities There is no one definition of social sustainability. At its most basic level its meaning tries to capture what it is that makes a community healthy and livable now and also in the future. One way of expressing social sustainability is through the concepts of: Equity – equal opportunities for all community members e.g. providing a pre-school dental service free to all members of the community Diversity – valuing different cultures e.g. supporting a range of festivals. Interconnectedness – things in place that link people e.g. youth clubs. Quality of life – fostering material and non-material well-being e.g. providing lollypop people at crossings to help foster a sense of safety. a) With your group, brainstorm other examples of equity, diversity, interconnectedness and quality of life that are found in your local community. Equity Diversity Interconnectedness Quality of life b) Below are some examples of consequences that may arise out of problem gambling for some problem gamblers. They may impact not only on the personal health of the gambler but community health too. For each consequence, write down whether your group thinks equity, diversity, interconnectedness or quality of life would be most affected and why. Rigging a local soccer game to pay back gambling debts Stealing to get money for gambling Dropping out of local clubs to get more time to gamble on the poker machines Distressing members of their family and friends Going into debt that gambler is unable to pay back GAMBLER’S HELP LINE 86 1800 858 858 www.problemgambling.vic.gov.au
CONTINUED F2 Social sustainability and problem gambling Exercise 2 – Missing Links a) Sometimes a community weak in social sustainability can contribute to problem gambling. The table below shows some wants that people are trying to satisfy when gambling and things lacking in the local community that may have contributed to choosing gambling. Match the want with what is lacking. Want What is lacking in the community Entertainment Activities that cater for all ages Get some money Clubs for people with similar interests Loneliness A variety of events Having fun with the family A variety of jobs Exercise 3 – Improving social sustainability Work with a partner on this exercise a) Imagine that your local council is looking for ideas on how to improve your local community. Write down at least four ideas that could improve the social sustainability of your community. They should be specific ideas relevant to your community e.g. if you think there should be more multi-age activities, then think of some specific kinds of activities that could be done in your area b) Draft a letter to your council stating your ideas, explaining what the problem is in the community that this idea would help solve and outlining what needs to happen for the idea to work. Share your ideas with the rest of the class GAMBLER’S HELP LINE 87 1800 858 858 www.problemgambling.vic.gov.au
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A resource for teaching and learnin
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Contents 4 Message from the Ministe
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Victorian Essential Learning Standa
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Victorian Essential Learning Standa
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Links to Victorian Certificate of A
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The Thinking Curriculum Multiple in
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A SECTION A Consuming the planet Ai
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ACONTINUED SECTION A Consuming the
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CONTINUED A1 World population growt
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CONTINUED A2 It’s not just number
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CONTINUED A2 It’s not just number
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CONTINUED A3 Treading lightly in th
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CONTINUED A2 Consuming the planet 1
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CONTINUED A2 A Consuming the planet
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B SECTION B Buy ‘green’, save m
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BCONTINUED SECTION B Buy ‘green
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CONTINUED B1 Calculating utility co
Page 36 and 37: CONTINUED B3 Reducing the waste Exe
Page 38 and 39: CONTINUED B3 Reducing the waste Exe
Page 40 and 41: CONTINUED B4 Making sense of energy
Page 42 and 43: CONTINUED B4 Making sense of energy
Page 44 and 45: CONTINUED B5 How sustainable is my
Page 46 and 47: CONTINUED B Buy ‘green’, save m
Page 48 and 49: C SECTION C The real cost of food A
Page 50 and 51: CONTINUED C SECTION C The real cost
Page 52 and 53: CONTINUED C1 My food footprint You
Page 54 and 55: CONTINUED C3 Water - tap or bottled
Page 56 and 57: CONTINUED C4 Exploring new options
Page 58 and 59: CONTINUED C The real cost of food 5
Page 60 and 61: D SECTION D Smarter transport optio
Page 62 and 63: DCONTINUED Smarter transport option
Page 64 and 65: CONTINUED D1 Getting around 7. Calc
Page 66 and 67: D3 Consuming fuel Exercise 1 - Labe
Page 68 and 69: DCONTINUED Smarter transport option
Page 70 and 71: ECONTINUED SECTION E A consuming cu
Page 72 and 73: CONTINUED E1 What do I want? Exerci
Page 74 and 75: CONTINUED E2 Why do I want what I w
Page 76 and 77: CONTINUED E3 What is it really goin
Page 78 and 79: CONTINUED E3 What is it really goin
Page 80 and 81: F SECTION F Wealth, consumption and
Page 82 and 83: FCONTINUED SECTION F Wealth, consum
Page 84 and 85: CONTINUED F1 Is happiness about hav
Page 88 and 89: Resource book evaluation sheet Cons
Page 90: Consumer Affairs Victoria’s resou
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A resource for teaching and learning about consuming planet earth

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