Activity Introduction

Quick summary: In this lesson students create a masterplan that could be used in their local area. Students will begin by analysing a masterplan from The Bays, Sydney and will then create their own masterplan for a proposed urban development or renewal project that includes maps, drawings and an informative letter. Finally, students are asked to reflect on their group and personal learnings. 

If you have completes the whole unit, this lesson offers opportunities for students consolidate their learning from previous lessons. 

Lesson developed in partnership with the UrbanGrowth NSW Development Corporation.

 

Learning intention:

  • Students are able to consolidate and communicate their final ideas about an urban development or renewal project.

21st century skills:

Australian Curriculum Mapping

Content descriptions:

Year 5 HASS

  • The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
  • Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Year 6 HASS

  • Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

Year 5 English

  • Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

Year 6 English

  • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

Syllabus outcomes: Stage 3 – Geography

Students will:

  • explain interactions and connections between people, places and environments (GE3-2)
  • compare and contrast influences on the management of places and environments (GE3-3)
  • acquire, process and communicate geographical information using geographical tools for inquiry (GE3-4)

Stage 3 – English:

Students will:

  • compose, edit and present well-structured and coherent texts (EN3-2A)

General capabilities: Critical and creative thinking

Cross-curriculum priority: Sustainability OI.8.

Relevant parts of Year 5 HASS achievement standards: Students identify and describe the interconnections between people and the human and environmental characteristics of places. Students sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Relevant parts of Year 6 HASS achievement standards: Students organise and represent data in a range of formats, including large and small-scale maps, using appropriate conventions. They reflect on their learning to propose action in response to an issue or challenge. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

Relevant parts of Year 5 English achievement standards: Students create imaginative, informative and persuasive texts for different purposes and audiences.

Relevant parts of Year 5 English achievement standards: Students create detailed texts elaborating on key ideas for a range of purposes and audiences. 

Topics: Sustainability, Social Issues

Unit of work: The Bays – Year 5 to 6

Time required: 95+ minutes.

Level of teacher scaffolding: Medium – assist students with creating elements of masterplans.

Resources required: Student Worksheet – one copy per student. Device capable of presenting a website to the class. Access to Sample Letter, to be projected for the class. Class set of BOLTSS Map Conventions (optional). Class set of Letter Writing Tips (optional). 

Keywords: The Bays, urban development, masterplan, map, letter, reflection.

All photo images in this lesson are licensed to UrbanGrowthNSW.

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...

  • ... consolidate and communicate their final ideas about an urban development or renewal project.

Success criteria: Students can…

  • … analyse and create a masterplan.
  • … create annotated maps.
  • … write an informative letter.
  • … create annotated drawings.
  • … communicate their ideas to a varied audience.

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, councils, government and industry, as well as the exciting concepts from the Ca

...
 
- or - to view worksheets

Student Worksheet

Thought starter: “A goal without a plan is just a wish” – Antoine de Saint-Exupéry

Creating A Masterplan

You now have enough information to bring together all the information you have gathered to create a masterplan that will be used to share your ideas for the development of your site, as well as inform the school community of this project. Your masterplan will include:

  • A map of the site in the context of the surrounding areas
  • A map of how the site could look after the site has been renewed
  • A letter to the school community that describes the plan
  • A drawing of your idea
  • Any other information that will support your idea

You will be compiling this information into an E-Portfolio, for example on WikiSpaces or GoogleSites.

Map creation

Your masterplan will need to include two maps:

Map 1. You will need to create a map of your site that shows where the site is in the context of surrounding areas. You can use Scribble Maps to create your map, and you should annotate your

...
 
- 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.