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 geographical processes that influence the characteristics of places and how the characteristics of places are perceived and valued differently. They explain interconnections between people and places and environments and describe how these interconnections change places and environments. They describe alternative strategies to a geographical challenge referring to environmental, economic and social factors.
Students identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary sources to locate useful information and data. 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 interpret and analyse geographical maps, data and other information to propose simple explanations for spatial distributions, patterns, trends and relationships, and draw conclusions. Students present findings and arguments using relevant geographical terminology and digital technologies in a range of communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and describe the expected effects of their proposal.
Content descriptions
Geographical Knowledge and Understanding
The influence of social connectedness and community identity on the liveability of places (ACHGK046).
Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047).
Geographical Inquiry and Skills
Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052).
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).
Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054).
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.