Activity Introduction

Quick summary: Students investigate which groups of people at their school should have a say about how the site they have identified at their school is redeveloped. Students begin by visiting the site at their school that they or the teacher has chosen for redevelopment. Students then think about which groups at their school should have a say about how this site is redeveloped and conduct interviews with representatives from these groups. At the end of this process, students will begin identifying the ways that their chosen site could be redeveloped.

Lesson developed in partnership with the UrbanGrowth NSW Development Corporation.

 

Learning intention: 

  • Students recognise how the wishes, needs and concerns of the community can be incorporated into plans for developing or renewing the places we live in.

 

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)
  • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
  • Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)

Year 6 HASS

  • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123)
  • Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)

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)

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. They identify the effects of these interconnections on the characteristics of places and environments, and develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions, and examine sources to identify different viewpoints. Students work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action.

Relevant parts of Year 6 HASS achievement standards: Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources, and examine sources to identify different perspectives. Students reflect on their learning to propose action in response to an issue or challenge.

Topics: Sustainability, Social Issues

Unit of work: The Bays – Year 5 to 6

Time required: 60 minutes.

Level of teacher scaffolding: Medium – lead students in discussions and site visit, oversee development of survey questions and surveys.

Resources required: Student Worksheet – one copy per student. Device capable of presenting a website to the class. Workbooks. Pens/pencils. Cameras or tablet (optional). A class set of Survey Design Tips (optional).  The Bays open survey (optional).

Digital technology opportunities:

Keywords: The Bays, urban renewal, survey, community, school.

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...

  • ... recognise how the desires, needs and concerns of the community can be incorporated into urban development or renewal plans through community consultation processes.

Success criteria: Students can…

  • … list a range of ways that members of a community (including students like themselves) can contribute to urban development and renewal plans.
  • ... rationalise why certain groups of people should be included in a community consultation.
  • … communicate in groups and class-wide activities.
  • … work collaboratively on a community survey.
  • … participate in role-play activities.

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

...
 
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Student Worksheet

Thought starter:

Think Pair Share

Work independently to add your answers to Column A of the table below.

Question Column A Column B
What are some ways that young people (like you!) get to have a say about the changes that happen in your community?
Why is it important that young people (like you!) get to have a say about the changes that happen in your community?

 

Once complete, team up with a classmate to share your answers, and add any changes or new ideas to Column B of the table.

Reflection

Work independently to answer the following questions:

  1. What was most interesting or surprising about asking your school community for ideas on development of your site?

  1. How might getting ideas for your site from your school community help improve the redevelopment of your site?

  1. What were the challenges in asking for ideas from your school community? How could these be addressed?

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