Activity Introduction

Quick summary: Students create a liveability assessment tool. They begin by investigating liveability and how factors of liveability can be divided into physical, social and cultural categories. Students then apply these categories to the liveability factors used in the example of The Bays. Students will then create a liveability assessment tool to determine how liveable an area is for young people like themselves, and create an infographic or poster about their tool to share with the class.

Lesson developed in partnership with the UrbanGrowth NSW Development Corporation.

 

Learning intentions:

  • Students analyse and apply factors of liveability.
  • Students create a tool to assess liveability.

21st century skills:

Australian Curriculum Mapping

Content descriptions:

Year 7 Geography

  • Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
  • Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts (ACHGS047)
  • Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS049)
  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)

Year 8 Geography

  • Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts (ACHGS055)
  • Represent data in a range of appropriate forms, for example, climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS057)
  • Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061)

Syllabus outcomes: Stage 4 Geography

Students will:

  • locate and describe the diverse features and characteristics of a range of places and environments (GE4-1)
  • examine perspectives of people and organisations on a range of geographical issues (GE4-4)
  • explain differences in human wellbeing (GE4-6)
  • acquire and process geographical information by selecting and using geographical tools for inquiry (GE4-7)
  • communicate geographical information using a variety of strategies (GE4-8)

General capabilities: Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.5.

Relevant parts of Year 7 Geography achievement standards: Students describe how the characteristics of places are perceived and valued differently. They identify geographically significant questions to frame an inquiry, record and represent data and the location and distribution of geographical phenomena in a range of forms. They present findings and arguments using relevant geographical terminology and digital technologies in a range of communication forms.

Relevant parts of Year 8 Geography achievement standards: Students identify geographically significant questions from observations to frame an inquiry. They represent data and the location and distribution of geographical phenomena in a range of appropriate digital and non-digital forms. Students present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of appropriate communication forms.

Topics: Sustainability, Social issues.

Unit of work: The Bays – Year 7 to 8.

Time required: 60 minutes.

Level of teacher scaffolding: Medium – lead students in class discussions and oversee activities.

Resources required: Student Worksheet – one copy per student. Liveability Worksheet – one copy per student. Device capable of presenting a website to the class. Butcher’s paper. Marker pens. Brainwriting Sheet. A class set of the SEE THINK WONDER Thinking Routine (optional). Access to the Liveability Factors Factsheet to be projected for the class (or one copy per group). A class set or equipment to project the Liveability Assessment Tools_Samples for the class. A class set of the Infographic Assessment Rubric.

Keywords: The Bays, liveability, liveability assessment tool, infographic.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions: Students will...

  • ... analyse and apply factors of liveability.
  • ... create a tool to assess liveability.

Success criteria: Students can…

  • ... define liveability in their own words.
  • ... identify social, cultural and physical aspects of liveability.
  • ... create a tool for assessing liveability.
  • ... work in groups.
  • ... participate in group brainstorm.
  • ... create a poster or an infographic.

Teacher content information: Sitting just two kilometres west of the Sydney CBD, The Bays comprises 5.5 kilometres of harbour front, 95 hectares of largely government-owned land and 94 hectares of waterways in Sydney Harbour. Over the next 20 to 30 years The Bays will be renewed into a bustling hub of enterprise, activity and beautiful spaces. Located within the iconic Sydney Harbour, the area will be enjoyed by Sydneysiders and the global community alike.

The Transformation Plan was informed by feedback received from Sydneysiders, coun

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Student Worksheet

Thought starter: What would you do to improve the liveability of the street you live on?

Reflection

Work independently to answer the following questions:

1. Do you think assessing liveability using a tool like the one you created in this lesson is a useful way of finding out if people will be happy or satisfied with a proposed urban development project? Why or why not?

 

2. What is still unclear to you about liveability?

3. What challenges did you have in this lesson and how did you overcome them?

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