Improving the liveability of Campbelltown
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Introduction
Students examine the Billabong Parklands Project as an example of all 3 levels of government working together to improve liveability. They assess the social, economic, and environmental benefits of the project and consider the views of different stakeholders. Students use this learning to redesign an open space in their neighbourhood that would improve liveability for residents, taking into account the views of different stakeholders.
This activity focuses on the geographical concepts of place, space, environment and sustainability.
Achievement standard
By the end of Year 7, students describe how the characteristics of places are perceived and valued differently by people. They describe the importance of environments to people. They describe the features of a distribution. They explain the interconnections between people and places and environments, and describe how these interconnections change places or environments. Students describe a response or strategy to address a geographical phenomenon or challenge.
Students develop questions about a geographical phenomenon or challenge. They collect, organise and represent relevant data and information, using primary research methods and secondary research materials. They identify similarities and differences, and describe patterns in data and information. They draw conclusions about the impact of the geographical phenomenon or challenge on people, places and environments. They develop a strategy for action. Students use geographical knowledge, concepts, terms and relevant findings from sources to create descriptions, explanations and responses.
Content descriptions
Geographical Knowledge and Understanding
Factors that influence the decisions people make about where to live, including perceptions of the liveability of places and the influence of environmental quality. (AC9HG7K05)
The location and distribution of services and facilities, and implications for liveability of places. (AC9HG7K06)
Strategies used to enhance the liveability of a place, including for young people, the aged or those with disability, drawing on studies such as those from Australia or Europe. (AC9HG7K08)
Geographical Inquiry and Skills
Draw conclusions based on the analysis of the data and information. (AC9HG7S04)
Identify a strategy for action in relation to environmental, economic, social or other factors, and explain potential impacts. (AC9HG7S05)
Create descriptions, explanations and responses, using geographical knowledge and methods, concepts, terms and reference sources. (AC9HG7S06)
Teacher resources
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Campbelltown role cards
Placemat template
Student learning resources
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Improving the liveability of Campbelltown
Writing paragraphs in Geography
Billabong Parklands Project – Concept video
Suggested activity sequence
This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group.
Part A: Introducing the Billabong Parklands Project
- As a class, read the background on the worksheet
- Students complete part 1 of the worksheet. They will need to view the concept video.
- Use a grouping strategy to organise students into groups of 3 or 4.
Groups complete part 2 of the worksheet. Students will be required to individually write a paragraph.
Refer students to Writing paragraphs in Geography – Model.
- As a class, discuss the short- and long-term benefits of the Billabong project to the liveability of Campbelltown.
Part B: Identifying perspectives
- Organise the class into 6 groups.
- Explain to students that they will role play a consultation meeting with the Council to discuss the proposed design of the Billabong project. Each group will represent a different stakeholder at the meeting.
- Provide each group with a different role play card and a placemat template.
- Each student in the group thinks about the perspective of the people on their role card on the design of the Billabong Project.
- The following questions might be used to prompt their thinking:
- How do they feel about the design?
- Which aspects of the design are problematic for them and why?
- Which aspects of the design suit their particular needs and why?
- Each student writes their ideas/answers in a section of the placemat template and shares their ideas with their group.
- The group summarises its ideas and writes in the middle section of the placemat template.
- Each group presents their views (from the perspective of the people they are representing) to the class (consultation meeting with council).
- The class discusses the effects of the decision on different stakeholders, any differences they identify and the reasons for their differences.
Part C: Designing
Using the learning from the Campbelltown Billabong project, groups redesign an open space in their neighbourhood that would improve the liveability of residents and consider the different perspectives that different groups of residents may have.