Western Sydney airport and liveability
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Introduction
Students investigate the social, economic, and environmental impacts of the Western Sydney airport development on the area of Badgerys Creek. They consider how the development will affect different stakeholders and the liveability of the Badgerys Creek region.
This activity focuses on the geographical concepts of place, space and interconnection.
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.
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
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)
The cultural connectedness of people to places and how this influences their identity, sense of belonging and perceptions of a place, in particular the cultural connectedness of First Nations Australians to Country/Place. (AC9HG7K07)
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
Collect, organise and represent data and information from primary research methods, including fieldwork and secondary research materials, using geospatial technologies and digital tools as appropriate. (AC9HG7S02)
Interpret and analyse geographical data and information to identify similarities and differences, explain patterns and trends and infer relationships. (AC9HG7S03)
Draw conclusions based on the analysis of the data and information. (AC9HG7S04)
Create descriptions, explanations and responses, using geographical knowledge and methods, concepts, terms and reference sources. (AC9HG7S06)
Teacher resources
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Badgerys Creek role cards
Student learning resources
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Sydney: A metropolis of three cities
Western Sydney airport and liveablity
Western Sydney Airport and liveablity
Writing paragraphs in Geography
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. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.
Part A: Investigating
- As a class, read the explainer.
Alternately, students read the explainer individually or in pairs and depending on their level of readiness, either use the reading for meaning strategy or take notes using the Cornell note taking system.
- Students complete the worksheet. They will need to refer to the explainer and source A (and internet research if required).
Part B: Identifying different perspectives
- As a class, read through source B and explain any terms or definitions students are unfamiliar with, including the meaning of the maps.
- Organise the class into 6 groups.
- Give each group one role card.
- Students refer to source B and their completed worksheet to discuss how the Western Sydney Airport (WSA) will affect liveability of the area from the perspective of the people on their role card.
- The following questions might be used to prompt their thinking:
- Which aspects of liveability will be affected by the WSA?
- How will these changes improve liveability of the area for the group of people?
- How will these changes detract from the liveability of the area for the group of people?
- Each group presents their views (from the perspective of the people they are representing) to the class.
- The class discusses the effects of the decision on different stakeholders, any differences they identified and the reasons for these differences.
Part C: Communicating
- Explicitly teach students how paragraphs are structured or refer students to Writing paragraphs in Geography – Model.
- Students write a paragraph explaining the impact of the Western Sydney airport on the liveability of the area of Badgerys Creek.