Activity Introduction

Quick summary: Students investigate international examples of urban development. Students begin the lesson by clarifying their understanding of liveability, work in groups to analyse a range of international examples of urban development and assess the liveability of these examples using a liveability assessment tool. Students then present their information to other groups using the Jigsaw method. Finally, students are asked to think about how features of these international examples could be used to improve liveability in their local area.

Lesson developed in partnership with the UrbanGrowth NSW Development Corporation.

 

Learning intention:

  • Students will revise their understanding of liveability factors.
  • Students will critique international examples of urban development using their understanding of liveability. 
  • Students will use international examples of urban development to improve liveability in local contexts.

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)
  • Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)
  • Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS050)
  • 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

  • Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS058)
  • 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)
  • describe processes and influences that form and transform places and environments (GE4-2)
  • explain how interactions and connections between people, places and environments result in change (GE4-3)
  • examine perspectives of people and organisations on a range of geographical issues (GE4-4)
  • discuss management of places and environments for their sustainability (GE4-5)
  • 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 explain interconnections between people and places and environments and describe alternative strategies to a geographical challenge referring to environmental, economic and social factors. They record and represent data and the location and distribution of geographical phenomena in a range of forms, including large-scale and small-scale maps that conform to cartographic conventions. 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 select, record and represent data and the location and distribution of geographical phenomena in a range of appropriate digital and non-digital forms, including maps at different scales that conform to cartographic conventions. 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 discussions and guide them through Jigsaw activity and through embedding international examples in local contexts.

Resources required: Student Worksheet – one copy per student. Device capable of presenting a website to the class. A class set of the Liveability Assessment Tool and the Presentation Assessment Rubric. A class set of the BOLTSS Map Conventions (optional). A teacher copy of the following activity differentiation option that applies to you:

Keywords: The Bays, international examples, local community, young people, liveability, jigsaw.

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...

  • ... revise their understanding of liveability factors.
  • ... critique international examples of urban development using their understanding of liveability. 
  • ... are able to use international examples of urban development to improve liveability in local contexts.

Success criteria: Students can…

  • ... identify factors of liveability.
  • ... analyse international examples of urban development.
  • ... undertake research online.
  • ... create a map that conforms to BOLTSS conventions.
  • ... create a presentation.
  • ... share information through a Jigsaw format.
  • ... work collaboratively.

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

...
 
- or - to view worksheets

Student Worksheet

Thought starter: In what ways are you influenced by what is happening in other parts of the world?

Exploring International Examples Of Urban Development And Liveability

Work in groups to look at an international example of urban development and assess the liveability of this example using a liveability assessment tool.

Your teacher will assign an example to your group and each group needs to undertake research into this example in order to answer (NOTE: you should work in your groups to discuss your answers, however each student needs to write their own answers in their own words):

1. What is the name of this project and where is it located?

2. Why is this area being developed?

3. What are the key features of its development? What will the project include?

4. What aspects of liveability are being addressed through this urban development project? How are they being addressed? TIP: Access the Liveability Assessment Tool you created in the previous lesson, or ask your teacher

...
 
- or - to view worksheets

Leave your Feedback

We appreciate your feedback. Let us know what you like or don't like about this activity:

Sorry. You must be logged in to view this form.