Peace Park development A community protest was held on 30 May 2022 to protest the development of a parcel of land adjacent to Peace Park. The event included guest speakers and was attended by local politicians. 30 Trevenar Street Ashbury is a rectangular parcel of land, of 6,688 sq metres located in the bottom south-west section of Peace Park. The parcel of land was originally owned by the state government, but was given to Ausgrid. When Ausgrid decided to sell the parcel of land Canterbury Council made recommendations that the land be rezoned to open space. The land is currently zoned R2 Residential, but both the former owners and real estate agent had been informed that the local council intended to rezone it to RE1 Public Recreation. The land was sold to a property developer. Click to view the Protect Our Peace Park website Canterbury racecourse redevelopment A number of community groups have emerged to communicate community concerns regarding the development of Canterbury Racecourse. These include: Canterbury Racecourse Action Group Canterbury Racecourse Action Group - submission to Parliament SydbankAlliance - The battle to save Canterbury Racecourse as open space Canterbury Park Racecourse - Jo Haylen MP Chubb and Tyres4U redevelopment
The Ashbury Community Group was formed in 2015 as a way for local residents to engage with council regarding the Chubb and Tyres4U site rezoning. The group conducted door knocking, hosted regular community meetings, met with council and disseminated information to the community. Click to view the Ashbury Community Group website.
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The following changes are currently taking place, or have been proposed or discussed in the past 12 months or so: - the development of the Canterbury Racecourse Masterplan - the moratorium on development of the racecourse has recently expired, the existing racecourse car park is likely to be decommissioned, - heritage restrictions of Ashbury are being reviewed, - the intersection of Milton street and Georges River road is being upgraded, - the Sydenham to Bankstown Urban Renewal Corridor is being developed. - substantial high-rise housing development along Canterbury road 1. Deindustrialisation and development - Chubb and Tyre4U A large area of land that was formerly light industrial on 149-163 Milton street Ashbury has been demolished and rezoned for six-storey apartments, The site was the former location of Chubb Security and Tyres4U. Read about the basic facts of the development here: Ashbury Community Group View the Planning Proposal here: Canterbury-Bankstown Planning Proposal 149-163 Milton St, Ashbury View how the site was advertised here: Prestigious Inner West development sites hit the market. 2. Sale of Sydney Water land and development Housing development has been proposed for a section of the land owned by Sydney Water as part of the Ashfield Reservoir. Access the Planning Proposal here: Canterbury-Bankstown Council Planning Proposals 165-169 Holden St, Ashbury Read the Heritage Impact statement here: Ashfield Reservoir Heritage Impact 3. Sale of Ausgrid land and development along fringe of Peace Park - 30 Trevenar st, Ashbury A strip of land previously owned by Ausgrid has recently been sold to a property developer. The land abuts Peace Park and has been open space for an extended period of time. Read about the Mayor's response to the sale of Ausgrid land Canterbury-Bankstown Council - Save Our Park Read about the sale of the site: Real Commercial - Sale of 30 Trevenar st, Ashbury 4. Proposed rezoning of Canterbury Racecourse carpark An application was made to have Area "6A" rezoned. This area of land is used as an overflow carpark when race meetings are on. The application for rezoning was later withdrawn, and it is likely to be considered as part of the Canterbury Racecourse Masterplan (see 5) a5. Canterbury Racecourse Masterplan Recent new indicates that Canterbury Racecourse is likely to be sold to make way for a large housing development. Sydney's Canterbury racecourse could be the city's next major apartment development. High-rise apartments on the cards for Canterbury racecourse. Australian Turf Club confirms plans to redevelop parcel of land at Canterbury Racecourse, but racing to continue. Canterbury racecourse rezoning a "one-off opportunity" turf club chairman says. The future of Canterbury Racecourse - Turfmate Mirvac wins right to develop Australian Turf Club's Canterbury Park racecourse land. Sydney's Canterbury racecourse could be the city's next major apartment development. "It's like a DMZ": Car park DA prompts development fears for Canterbury racecourse. Fears as developers eye-up Canterbury Park racecourse. High rise apartments on the cards for Canterbury Racecourse. ATC forms development partnership with Canterbury Park Sydenham to Bankstown Urban Renewal Corridor
LocationLocation: - inner west of Sydney - part of City of Canterbury-Bankstown Local Government Area - 10 km south-west of Sydney CBD CharacterThe suburb of Ashbury mostly developed from the 1870s to the 1840s. Over 200 items in this area are Heritage listed and most of the suburb, and part of Croydon Park are included in the Ashbury Heritage Conservation Area. It is thought that parts of Hurlstone Park will also be incorporated into the AHCA. An "item" could be a house, commercial site, factory, monument, etc. The suburb, including its streetscapes, layout and architecture is considered locally significant and was managed under a Canterbury Council Local Environment Plan No 138 (2012), but since the amalgamation for Canterbury and Bankstown Councils it is now covered under a more general Heritage Guide which is still in draft form.
Ashbury developed over time through the sale and development of different "estates". Some of these are: Queen Grove's Estate (1913), Wattle Hill (1914-1916), Goodlet Estate (1919-1925), Ashfield Heights Estate (1880 - 1920), Trevenar Estate (1922), Hill Top Estate (1924). Sometimes a gem just falls into your lap. While cleaning out my parents house to move we came across this picture book in amongst some family memorabilia. My grandfather was born in the early 1920s, so we think it must have belonged to one of his older brothers or sisters. This book is part of the Father Tuck's "Patriotic Series" and appears to have been published in 1917. It provides descriptions of various roles within the British Army with beautiful illustrations accompanying it. Activities:
- Outline the evidence there is to indicate a rough date of publication. - Identify the demographic group ( this might be age, gender, ethnicity, etc) this book is targeted at. - What do you think of the illustrations? Describe the purpose of the illustrations. - This picture book could have a number of different purposes. Discuss the purposes of the picture book and provide examples/phrases in the book that provide evidence of these purposes. - Identify any words, phrases or concepts that are out-dated or no longer in use. As a family we are lucky that my Pop audio recorded some of his life story including his experiences in PNG during WWII. The video below is an excerpt of these recordings with some photographs taken at the time of him, some of his fellow soldiers and family members. In the lead up to ANZAC Day this year, a number of organisations have shared some great resources. The Poppy Field Project has released an interactive infographic which shows war fatalities in the 20th century using different sized poppies. Information can be interrogated by continent, by sorting by size of conflict, and by displaying particular time periods. Click to view the Poppy Field Interactive SBS OnDemand is airing "From paradise to Hell": First Nations ANZACs and the fight to honour them. You can read more about it here:
'From paradise to hell': First Nations ANZACs and the fight to honour them View the show on SBS OnDemand Some other places to look for some great resources: Teachstarter have a great collection of Thoughtful ANZAC Day activities and resources. The ANZAC Portal from the Department of Veterans' Affairs. Resources from the Australian War Memorial The NSW Department of Education ANZAC resources
A previous post written in 2014 described the impact that tourism was having on Venice. You can read this post here:
Tourism - Are we loving Venice to death? Part 1 The COVID-19 pandemic, and it's impact on global tourism since that post has resulted in a new range of impacts and an opportunity for reassessing the nature of tourism on the island. The pandemic has resulted in months of empty shops, restaurants and hotels. As Venice begins to open with some slight changes (more takeaways, outdoor dining, etc) a broader review of tourism on the island must be considered. The over tourism being experienced prior to the pandemic was pushing residents out due to rising house prices, grocery stores were being replaced with souvenir shops and accommodation was being replaced with Airbnbs. Large cruise ships were bringing in tourists who were only on Venice for day trips resulting in them rushing around to the see the main sights, congregating in concentrated areas, and economic benefits not being shared by the wider community. The pandemic has provided an opportunity for residents to reclaim the city, to try to make tourism more sustainable and diverse. Some of the suggestions being considered are limited access to attractions by introducing quotas and booking, and more regulation of tourist flows. Concerns have been raised regarding the development of a Canterbury Racecourse Masterplan by Canterbury-Bankstown Council, with claims that at this early stage of planning, successive steps have been put in place to limit consultation. The Council has recently held a Community Voice Panel, and is due to hold another on 24 March. Local residents had to apply to be part of this process and were required to address the following criteria:
Issues raised about the consultation process include: - late notification of acceptance onto the panel, - advertising one set of dates and then changing the session to other dates, - running the sessions remotely and simultaneously using multiple sources of technology making it difficult for some sections of community to participate (e.g. elderly residents) - leading conversations away from discussions about conservation - not consulting traditional owners or elders - requiring participants to sign a non-disclosure statement to attend one of the sessions. Residents are concerned that strategies in this round of consultation have effectively limited consultation, and tried to ensure that further communication about the process is limited to exclude anyone beyond the original group. The development of the Canterbury Racecourse Masterplan comes at a time when the moratorium on development of the racecourse has recently expired, the existing racecourse car park is likely to be decommissioned, heritage restrictions of Ashbury are being reviewed, former light industrial land on Milton street Ashbury has been demolished and rezoned for six-storey apartments, the intersection of Milton street and Georges River road is being upgraded, and the Sydenham to Bankstown Urban Renewal Corridor is being developed. There has already been recent, substantial high-rise housing development along Canterbury road, some of which breached the council’s own development controls at the time. For further information about Canterbury Park racecourse, refer to the following:
Canterbury Park racecourse - The Dictionary of Sydney Canterbury Racecourse - State Heritage Inventory Listing What is crisis teaching? Crisis teaching involves implementing a rapid change to lesson delivery methods to meet a short-term educational need in a time of crisis. As we head into Week 1 of Term 3, many students and teachers have been in some form of lockdown or isolation for around 4 weeks. The prospect of maintaining quality teaching and learning while looking after our own mental and physical health during the COVID pandemic is a challenge at best. Most schools have had to begin the process of teaching remotely for a fortnight prior to school holidays due to parents choosing to keep students at home. This unprecedented rush for remote learning has meant that schools have had to make decisions about how to quickly flip their teaching instruction to a new format, all at a time when most teachers are stressed and exhausted as a result of what's happening in the community and the world more broadly. As we begin Term 3, we head into a fairly uncertain term with the prospect of a longer period of remote learning. Schools will make decisions about how to deliver remote learning - paper work booklets picked up or posted home, video conferencing sessions, online learning, one on one phone calls, or a combination. At this time it is a good opportunity to review some key principles of E-Learning for those schools who will deliver online learning.. Hints and Tips for Online Learning Design for the long-term – It is likely that we will be teaching online for most of this term. When designing your resources, plan in such a way that you can reuse the items in coming years, rather than just for this experience. Use and reuse existing resources as much as possible. If you choose to prerecord sections of your lessons these could be useful in the long term - if the session provides overviews of concepts, skills or processes then you may choose to use them again, but if the prerecorded session is describing to students what activities you want them to complete, or include information that is specific to particular students or this particular time, then you are unlikely to use them again. Focus on engagement – While it is important to cover course content, ensure that your teaching allows for collaboration, social interaction, group and independent work. In doing so, you may choose to use a variety of technology tools and limit text based presentation/resources to improve engagement by using audio visual enhancement – images, graphics, video production. Overestimate timing – both the time to create online resources and the time for students to complete work online are likely to be longer than you initially anticipate. Be realistic about the time required for students to complete tasks and ensure that your expectations are appropriate and fair. Manage your time (and your students') - Find ways to manage your time effectively. This may include locking out time for online engagement – e.g. timetable, or locking out time for resource development. Use an online calendar as part of your teaching and learning – planning, scheduling posts, etc. If you receive a number of queries from students, consider using public posts to address issues in case other students are also considering asking the same thing. Save time by sharing resources with your colleagues, and using online resources rather than creating everything from scratch - websites, online journals, digital libraries, eBooks. Communicate clearly with students about what is required - Be clear about what work needs to be submitted, when, and how. Provide checklists for students – what is required to be finished each week? Provide overviews of structure and content. While the tone of communication in online platforms needs to be appropriate for teacher student interactions, it should be relatively personal and conversational so that it is easy to understand for students, encourages social interaction and is engaging. Digital organisation - set up systems for file management (both for the faculty/teacher and the students). It will be a lot easier if you can find what you need easily. Set up systems of folders, processes for submission to allow easier online marking. Ensure that you Google Classroom (or any other program) is easy to navigate and that students can easily find resources (e.g. you may choose to use (banners, menus, maps, inventories, clear directions). Learning and support - Provide opportunities for students to practice/rehearse skills, scaffold to support learning and assessment and incorporate peer feedback/assessment and self-assessment to edit. Online Learning Models Models of online or remote learning can provide a cycle or rhythm to follow or just a combination of different types of lesson delivery. Examples include combinations of : - direction instruction - collaborative learning - guided instruction, and - independent learning How does this differ from how you teach online? Do you like the model? what are the advantages and disadvantages of the model? Do you have a rhythm or routine in the way you do your lessons (e.g. one lesson direction instruction, one lesson group work, one lesson research....etc)? How might a model like this assist you when some students are at school and some students are at home? Residential areas
Stormwater pollution from urban areas Natural areas generally have the capacity to absorb large amounts of rainfall before runoff occurs. The absorbed water is retained as groundwater or drains into breeks and rivers over time, maintaining stream flow. When such areas area developed for residential and industrial uses, large areas previously able to absorb water are covered by impervious footpaths, roads and roofs. As runoff (stormwater) drains into the river system, it picks up a variety of pollutants and litter from urban areas. Sewerage system overflows Most water that enters our homes leaves as sewage, including effluent from flushing toilets and the water that goes down the drain from washing clothes, showering, preparing food, etc. Sewerage can include food scraps, oils, grease, paints, pesticides, solvents and preservatives. Sewerage is managed by Sydney Water. Sometimes sewers can overflow, and affect a number of freshwater creeks, particularly in the upper and central Georges River. The overflows can result in algal blooms, weed infestations, and fish kills. Impacts of developments Development along the shore of the river can cause a number of problems. Wave action on the foreshores of Botany Bay; and the threat to remnant vegetation along foreshore areas are significant. Sediment and erosion due to runoff from urban subdivisions are also a major problem. Recreation use Marine vessels discharge into the river and Botany Bay (including ballast water) and cause erosion on the banks. Jet skis and speed boats increase rates of erosion of river banks. Landfill areas There is inadequate management of leachate from existing and former landfill areas (rubbish dumps). Rural and agricultural use Runoff Agricultural runoff contains effluent from cattle and sheep, as well as any fertiliser or pesticides that have been used on the property. Traces of effluent contains high levels of nutrients such as phosphorous, and this can cause excessive growth of some aquatic weeds. Many native plants are not able to cope with the excess nutrients and are also killed. Pesticides can enter the food chain through bioaccumulation. The pesticides enter the waterway as runoff, are then absorbed by fish which are then eaten by other organisms. The poisons build up in larger animals causing death. Land clearing Land clearing destroys the habitat of native fauna and flora. The removal of vegetation exposes the soils to the actions of wind and water and makes it susceptible to erosion. Land clearing also reduces biodiversity. There are fewer species of plants, and as a result few species of animals will be attracted to the area. This can result in large scale pest infestations, and greater susceptibility to disease. Algal blooms Eutrophication can occur as a result of fertilisers in runoff. Blue-green algae (the common name given to several species of algae) can create scums on the surface of rivers. The toxins produced by the algae can be poisonous to humans and other animals. As it decomposes the algae uses oxygen which results in fish kills. Mining and Industrial Land use Industrial discharges In Botany Bay, the historic industrial discharges into the bay resulted in contamination of sediment on the bay floor. Industrial discharges can also result in fish kills, bioaccumulation or contamination of water and sediment. Mining induced subsidence Mining can result in the cracking of river beds, partial loss of surface flows, decline in water quality, release of gas reserves from underlying strata and increased rates of cliff-top collapse. Dredging Removing sand or other sediments from the floor of a bay or river can alter the river morphology (flow), and disturb floor dwelling aquatic species. |
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