TITLE OF UNIT: WHERE WILL I LIVE?
TIME ALLOCATION: 7 Lessons
YEAR GROUP: 9
NATIONAL CURRICULUM REFERENCES:
KEY THEMES: Sustainability, Interconnectivity, Inequality
CROSS-CURRICULAR LINKS: CITIZENSHIP, literacy
Learning Objectives:
Teaching / Learning Activities
LESSON 1
WHY IS CAMBRIDGE GROWING?
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To gain a general
introduction to the
enquiry.
To understand the
pressure on housing
in the SE
To understand the
influence of
London on its
hinterland.
To start to
understand regional
differences within
the UK.
To start to
understand the
effects of this
inequality on
Cambridgeshire
Year 9: Where will I live?
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Starter: Shocking photograph of a tramp sleeping rough in Cambridge. Ask the
question: What has this got to do with me? Talk about housing pressure etc.
Government statistics: we need 5 million more houses between 1995 & 2016.
Why? Why is there housing pressure in Cambridgeshire / Essex?
As a class, map where people have come from (up to the grandparent
generation, where known – why did they come here?).
- Students fill in information in a table on the board
- With a base map (of UK – if from abroad, draw arrows from offshore),
students then produce a map to show this information
Discuss and mind map key patterns (red) and reasons (black) on board.
Why are people here? Discussion of why students are living in the area. Link
onto parents / family – why did they move there? Link into FUTURE – where
will they end up in the future? Write a paragraph to summarise.
Conclusion: What are the effects of this pressure in Cambridgeshire / Essex?
Brainstorm positive and negative effects on the area. Link back to starter
photograph – why is the tramp sleeping rough? Bring in issue of terraced house
in Cambridge / Saffron Walden, London and Burnley.
1
Resources
Citizenship
R1 Photographs:
Tramp sleeping rough
Vocabulary:
R2 UK Base Map with
key cities (NC map?)
R3 Photographs:
Average terraced
house
Statistical information
from EEDA?
sprawl on the
periphery,
urban
corridors,
hopscotch
green belt
Assessment
Learning Objectives:
Teaching / Learning Activities
Resources
Citizenship
Assessment
LESSONS 2 – 5: IS CAMBOURNE SUSTAINABLE?
LESSON 2
WHAT MAKES A SETTLEMENT SUSTAINABLE?



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To understand the
different factors
which make a
settlement
sustainable.
To further explore
the term
'sustainable' to
understand what it
means.
To think about
which aspects of
sustainability are
more important in
communities.


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
Starter: Activity to recap pressures of housing in Cambridgeshire – on a small
base map of Cambridge / Saffron Walden city centre, annotate reasons why
people are moving into the city.
Brainstorm understanding of a sustainable community – what does it mean?
Summarise key points on the board and discuss.
Complete continuum diagram – what are the different aspects of sustainable
settlements. Give each pair sugar paper and cards. Students draw line
(continuum) on edge of paper – most to least sustainable. Pupils place cards
along as feel appropriate. Discuss meaning of word sustainable again. Redo for
more precise question e.g. social, environmental and economic sustainability.
Aspects of sustainability e.g. infrastructure (public / private transport, water
supply), employment, services (schools, shops etc), flood risk, environment,
social).
Glue slips down and annotate sugar paper to justify views OR collage views on
recording sheet. Put on wall display.
Conclusion: Set up homework task – print out a map of their local area (e.g.
Comberton, ward in Saffron Walden etc. - have some ready in case no internet
access). Annotate with detail on places / features that are sustainable, and those
which are not. More able students will pick up on social, economic and
environmental reasons for sustainability.
Small OS map of
Cambridge (a)
http://www.cambridge.gov.
uk/ccm/content/economicdevelopment/travel/cambrid
ge-city-centre-map.en
Saffron Walden (b)
http://www.streetmap.co.uk/
newmap.srf?x=554500&y=
238500&z=5&sv=554500,2
38500&st=4&mapp=newm
ap.srf&searchp=newsearch.
srf&ax=554500&ay=23850
0
Sugar paper
R5 Cards for
continuum diagram
with key headings on,
with 2 blank cards for
students' own ideas.
Backup maps of
Comberton.
http://www.hardy.dem
on.co.uk/comberton/m
ap/index.html
R7 Homework
Instruction sheet.
Year 9: Where will I live?
2
Print out a map of
your local area.
Annotate with
detail on places /
features that are
sustainable, and
those which are
not. More able
students will pick
up on social,
economic and
environmental
reasons for
sustainability.
Learning Objectives:
Teaching / Learning Activities
LESSON 3
HOW IS CAMBOURNE SUSTAINABLE?


To start to
understand the
process by which a
new housing
development is
planned.
To start to
understand the
conflict of interest
between different
groups when
planning a new
development.
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
Year 9: Where will I live?
Resources
Starter: Examine one key photograph of Cambourne (containing view of
building works, Morrisons and house). Students brainstorm at least 10 key
words to describe aspects of the photograph. Students then underline
sustainable aspects / descriptions. Introduce Cambourne, if necessary.
Lesson on the complexity of the planning application / approval process, with a
specific focus on Cambourne and how it is sustainable.
Students are in small groups. They move around to several 'bases' within the
classroom to find out information on:
- the generic planning and approval process;
- the Cambourne development plan;
- how Cambourne is sustainable;
- how Cambourne has been marketed.
NB. Resources at each base are differentiated to three levels – yellow sheets to
show basic information, pink to show more detailed information, blue to show
complex detail / copies of key documents etc.
Conclusion: Students complete quiet written reflection exercise on learning
points of the lesson – consider the following key questions: What were 3 of the
key ways that Cambourne was made sustainable? What are 3 problems that
have arisen in Cambourne? List 2 ways you think the planning process could
have been improved.
3
The teacher provided
Students with an A3
Laminated resource set
of Cambourne for each
school (maps on 2
scales and photograph
collages).
R9 Information Table
R10 Differentiated
resource packs.
Citizenship
Assessment
Learning Objectives:
Teaching / Learning Activities
LESSON 4
WHERE DID IT ALL GO WRONG?



To understand the
ways in which
Cambourne has
been made
sustainable.
To evaluate the
characteristics of
Cambourne which
make it less
sustainable.
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
Year 9: Where will I live?
Resources
Starter: Photograph matching activity. Students are given a set of laminated
photographs showing different house types in Cambourne, and a series of
stereotypical people plus descriptions. Students match who they think would
want to live in each area. Discuss.
Introduce mystery – a body has been found in this street in Cambourne. Refer
to A3 laminated maps – identify where the body was found etc.
Mystery Activity: Our task is to find out who is responsible for the death of
James.
Students undertake mystery activity looking at ways in which Cambourne is,
and isn't sustainable (including issues of sustainable communities, moving
people from other areas etc). James is a boy living in a house in Lower
Cambourne – he has been found dead and students think through the issues,
discussing who or what was responsible for his death. Suspects are a gang of
youths in Cambourne, himself – due to bullying / loneliness etc, housing
developers, traffic on roads, building site, drugs). Go through social,
economical and environmental issues associated with the new development.
Students first sort information into categories they believe are important (give
them free choice). Discuss categories, discuss meaning of key phrases or
categories etc.
Conclusion Activity: 'Body Outline' development compass rose – students
complete sheet identifying / summarising key factors contributing to James'
death under the headings Natural, Economic, Social and Who decides.
4
The teacher provided a
laminated photograph
set on housing in
Cambourne.
R12 Mystery Activity
Cards
R13 Body Outline
Development Compass
Rose (+ differentiated
version)
R14 Crime scene
investigation
instruction sheet.
Citizenship
Assessment
Complete a crime
scene
investigation
report of 500 –
1000 words,
summarising
mystery.
Learning Objectives:
Teaching / Learning Activities
LESSON 5
IS IT POSSIBLE TO MAKE DEVELOPMENTS SUSTAINABLE?



To understand how
a housing
development can be
made sustainable.
To know that the
issue of sustainable
housing is a
national one.
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Year 9: Where will I live?
Resources
Starter: Photograph of dilapidated terraced housing in Cambridge. Discuss
where this is. To what extent is this sustainable? Encourage them to think
further than environment (i.e. socially / economically sustainable), and fully
explain their views, using prior knowledge. DO NOT say where this is yet.
Photograph of CPO (Compulsory Purchase Order – comprehensive
redevelopment) project (Burnley Wood Development) in Burnley (DO NOT
say where this is). Area of two-bedroom, terraced housing being redeveloped.
Why was this done? What would the problems with that be? Who would
benefit? Who would suffer? To what extent is this sustainable?
Discuss concepts of redevelopment and regeneration.
Photograph analysis on the Nelson Development.
Discuss location of these photographs. Inform students that they are not in the
same city, but both cities have the SAME problems / issues to deal with.
Interconnectivity – how are we connected with / part of the same system as
Burnley?
- Locate Cambridge and Burnley on A4 map of England
- Note house prices of two houses shown in previous photos (2 derelict
houses in Cambridge and Burnley) – huge contrast. Mark onto map.
- Draw arrows to show links (cause and effect) between the two
settlements as a brainstorm.
- Ensure you discuss the fact that housing is a national problem, and that
the two places are not separate.
Plenary: Vocabulary revision exercise (redevelopment, regeneration, CPO etc).
5
R15 Photograph of
derelict housing in
Cambridge.
R16 Photograph of
Burnley Wood
Development in
Burnley.
R17 Photograph
analysis frame
A4 Map of England
http://www.ordnances
urvey.co.uk/oswebsite/
freefun/outlinemaps/
(Or see R2)
Citizenship
Assessment
Learning Objectives:
Teaching / Learning Activities
Resources
Citizenship
Assessment
LESSONS 6 – 7: WHERE WILL I LIVE IN THE FUTURE? A PLAN FOR NORTH STOWE.
LESSON 6
WHAT ARE PROBLEMS WITH BUILDING NORTH STOWE?



To start to explore
and understand the
conflict of interest
between different
groups when
planning a new
development.
To begin to
understand the
issues associated
with building a new
town.
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

Year 9: Where will I live?
Starter: Newspaper article about North Stowe. Each student has small extract of
article – they underline any references to environment, economy, social or
power using a key (colours). Make notes to explain references in the margin.
Discuss what the purpose of the plan is, from the information in the article.
Introduce the plan for building North Stowe using the North Stowe CD (NB. It
was created by developers so may be biased) - recap why such a place needs to
be built in Cambridgeshire.
Jigsaw group activity, such that students get some experience of the design
review process:
- Students take the role of either a planner, developer, existing resident
of a nearby village, environmental group or key workers (low income).
- In groups of planners, designers etc, students read through their
briefing packs and come up with a list of criteria for the development
of North Stowe- what is important for their group?
- Groups then jigsaw together and feed back each other’s ideas, member
of other groups fill in planning sheet
- Each group try to come up with a future plan for North Stowe,
following their chosen criteria.
- Complete planning sheets as they go along.
Plenary: Groups then present ideas, and then an overall plan to be agreed?
Sharing of plans for North Stowe.
6
Newspaper article
2a, 2b, 2c
about North Stowe
3a, 3b,
development
http://www.cambridge
shirehorizons.co.uk/ne
ws_det.asp?art_id=329
7&sec_id=461
R20 North Stowe CD
R20a Jigsaw
Information Packs
R21 Planning Sheets
Look at your own
village / town- do
you think it is
sustainable?
Pupils could use
photographs/news
paper cuttings etc
to answer the
question for
where they live.
Learning Objectives:
Teaching / Learning Activities
LESSON 7
HOW SHOULD NORTH STOWE BE DEVELOPED?




To be able to plan a
new sustainable
development.
To consider the
implications of new
housing
developments.
To be able to
produce an
annotated map
showing their own
development plan.
Year 9: Where will I live?
Resources
Starter: Your ideal village / perfect place - brainstorm what you would include
in any way you want (drawing / mind map / list etc). There are no constraints –
you can have anything you want.
 Discussion: How would this change as you got older – in your future? What
would be the factors that would prevent you from getting this?
 Pupils to plan for the development of North Stowe according to the decisions
made last lesson and their own thoughts and plans. This should comprise an
annotated base map showing the proposal, along with a short description /
explanation of 500 – 1000 words.
- Set up and start assessment task – proposal for the development
- Include details such as type of housing to be built, sustainability of the
community and the area, design in planning…
- Bring together the issues students (planners) should consider when
developing a new, sustainable community for development of North
Stowe.
 Plenary: Futures Frame: what would be the prediction for North Stowe
according to your plan? What would be the ideal future for North Stowe?
Futures Frame =current situation, preferred future, probable future, [actions
necessary to facilitate change].
7
R23 KAT assessment
sheet
R23a North Stowe
presentation
R24 Instruction sheet
for the task
R25 Futures frame
Citizenship
Assessment
2a, 2b, 3c,
Plan the
development of
North Stowe.
This should
comprise an
annotated base
map showing the
proposal, along
with a short
description /
explanation of
500 – 1000 words.