The unit is divided into three sections:


The THINK section is teacher-led, with students responding to key questions and undertaking a physical activity to test their perception of communicating important information without visual cues.


In the VIEW section students watch a short introductory documentary about geographic isolation in the Australian inland. They then watch a recorded testimonial from a Victorian doctor on making the switch to telehealth during the COVID-19 pandemic.


In the RESPOND section students work in small groups to respond to a primary source. Using visual or text-based prompts, students will research a technology, invention or strategy used by the Royal Flying Doctor Service of Australia to combat the disadvantage of geographic isolation when providing health services to people living and working in the Australian inland.


This unit of work is aligned to the following curriculum standards.

Level 5-6


Historical Knowledge
Australia as a Nation

Significant contributions of individuals and groups, including Aboriginal and Torres Strait Islander peoples and migrants, to changing Australian society (VCHHK096)


Historical Concepts and Skills
Historical Significance
Explain the significance of an event and an individual or group that influenced change in the Australian colonies and in Australian society since Federation (VCHHC087)

Level 5-6


Personal, Social and Community Health
Being healthy, safe and active

Investigate community resources and strategies to seek help about health, safety and wellbeing (VCHPEP107)
Plan and practise strategies to promote health, safety and wellbeing (VCHPEP108)


Communicating and interacting for health and wellbeing
Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (VCHPEP111)