The aim of this series of lessons is to allow students to apply their understanding of Liveability to a city design task. Students work in groups of 2-3 to design a small town, as the activity progresses they will reflect on what they have learnt in the Place and Liveability topic and apply it to their town.
Phase 1: Design your town
The first phase of this task involves designing the layout of the town. This will involve the initial road layout, agricultural land uses, some initial commercial land uses, power supply, and water storage. Provide some student choices so that you can provide a few variations in the first round of feedback. Provide students with a base page ( it may or may not have some geographical features on it such as mountains, coastline, rivers, etc). Also provide students with some blank, coloured pieces of paper, or you can copy the templates onto coloured paper - green (agricultural land), blue (water storage), pink (commercial), red (power supply), grey (roads).
This is an opportunity to provide some initial feedback to ensure the students get the basics right. Design the feedback so that it refers to the students as though they are members of the local council. For example, “The roads in your town don’t meet the requirements set out by the state government. You have been asked to resurface and redesign your roads. You need to complete this job before anyone moves into your town.”
Phase 2: Moving in...
In the second phase of the task, students design the residential layout and density of the town. By placing a relatively small limit on the number of dwellings students have to focus on the layout of the town in the initial phases.
Town plan scenarios
Provide students with some scenarios that will allow them to start to think about the liveability of their towns. By this stage some of the groups' conversations will have already addressed aspects of liveability, but they may not have actually considered in much depth. Students are required to write a brief description of how they addressed each scenario.
Phase 3: Enhancing liveability
Students will need to respond to the scenarios above, and should have started to consider some of the additional needs of a community. As a class discuss the content related to liveability that you have already covered in class, and then provide students with time to make changes to their town plan.
Phase 3: Liveability
Students spend some time reviewing their towns and providing initiatives and strategies to make their town more liveable. They also need to address the scenarios provided by the teacher.
Students need to write a description of how their town addresses different aspects of sustainability.
Students rotate around to visit other groups' town. They provide feedback on the liveability of each town and make suggestion on how to improve liveability for each town.
Next... refer to Designing a Liveable City - Part 2.
The nature of shelter
Shelter - Hot Topics. View...
Legal Studies - blog - Shelter. View...
Housing glossary. View...
An overview of the Shelter topic can be found on the legalstudies-notes.blogspot site. Read more...
Shelter NSW. View...
Legal remedies and protection associated with securing shelter
Redfern squatter seeks to take possession of terrace using arcane law.
The Australian Human Rights Commission has a very detailed webpage on shelter, homelessness and human rights. Read more...
Protection for Boarders and Lodgers. PPT on slide share from Legal Studies - The Apps. View...
What is Torrens Title?
Contemporary issues associated with shelter
Housing stress and the mental health and wellbeing of families
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Australia's lost generation of buyers
Negative gearing fail
ACOSS deputy Tessa Boyd-Caine says social services at crisis point
Improving Housing Affordability in NSW
Australia does not have a housing shortage, but it has an affordable well-located housing shortage
Disparate groups slam Australia's housing affordability
National Housing Supply Council - Chapter 5 - Affordability
Housing Affordability Briefing Paper
Amsterdam to expel nuisance neighbours
More homeless despite $1 billion funding
Homelessness costs taxpayers 'millions'
Homelessness target under pressure
Housing, homelessness and human rights
Children and young people at risk of social exclusion: links between homelessness, child protection and juvenile justice
Hungary must retract law that makes homelessness a crime – UN experts
UN to test flat-pack shelters by IKEA
Deputy Principal at a Sydney high school. Coordinating author of the Geoactive text book series.