Activity Introduction

Quick summary: Students consider how to improve liveability for young people. Students begin by using a liveability assessment tool to analyse how The Bays addresses the liveability criteria that is considered important to their community. Students then work in groups to identify a site in their community where they think liveability for young people could be improved. In their groups, students then work to create a poster that includes a map of the site and recommendations for improving the site. Groups present their poster to the class for feedback.

Lesson developed in partnership with the UrbanGrowth NSW Development Corporation.

 

Learning intentions:

  • Students will locate the liveability factors using a real-world example. 
  • Students will identify opportunities for improving liveability in their community/school. 
  • Students will communicate their concepts of improved 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)
  • 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 groups through poster making activity.

Resources required: Student Worksheet – one copy per student. Device capable of presenting a website to the class. Internet access. Liveability Question. Enough copies of the Liveability Assessment Tool for small group work, or the Liveability Assessment Tool created by students in this lesson. Access to the Liveability Factors Factsheet or project for the class. Poster making materials.

Keywords: The Bays, Sydney, liveability, assessment, improvement, young people, community.

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...

  • ... locate the liveability factors using a real-world example. 
  • ... identify opportunities for improving liveability in their community/school. 
  • ... communicate their concepts of improved liveability.

Success criteria: Students can…

  • ... analyse liveability and apply their understanding to suggest improvements to liveability.
  • ... use, create and annotate maps.
  • ... create a poster to communicate their plans.
  • ... 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 spaces. Located within the iconic Sydney Harbour, the area will be enjoyed by Sydneysiders and the global community alike.

The Transform

...
 
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Student Worksheet

Thought starter: How might the liveability of your area be improved for other age groups in your community?

Destinations

Your group has been assigned one of The Bays' 'Destinations'. Working in your group, navigate to the 'Destinations' tab on The Bays website (http://thebayssydney.nsw.gov.au/) and find the destination you have been assigned. Read through the information provided about your destination.

You will now need to use your Liveability Assessment Tool to :

  1. determine what aspects of liveability have been addressed in the description of the proposed changes for your destination, and
  2. identify where there are opportunities to improve the liveability of your destination.

Use the following questions to guide your analysis (NOTE: you should work in your groups to discuss the answers to these questions, however, each student needs to write their own answers to these questions in their own words):

Question My answer
The Bays Destination we are analysing is:
...
 
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