Assessment Task Sheet

Australian International Academy, Kellyville

NAME: _____________________________ NOTIFICATION DATE: 25/09/2019
YEAR LEVEL: 9 SUBJECT: Humanities (Geography) UNIT: Changing Places
TASK NAME: What do to with Barangaroo? DUE DATE: 21/10/2019

UNIT INFORMATION:
KEY CONCEPT: Time, place and space
RELATED CONCEPTS: Identity AND Patterns and Trends
GLOBAL CONTEXTS Fairness and Development
STATEMENT OF INQUIRY:
Geographical location as well as patterns and trends have impacted the fair access to resources

OUTLINE OF TASK

Goal – Create an Action Plan on Barangaroo about the social sustainability in an intercity suburb.
Role – As an Urban Town Planner for the local government of City of Sydney, your role is to write an
Action Plan on the environmental, social and economic sustainability of Barangaroo.
Audience – The report is for the New South Wales state government.
Scenario – The City of Sydney is trying to manage and plan Australia’s urban future. It is important that
strategies are implemented to promote a sustainable urban place.
Product – The creation of an Action Plan to the NSW Government regarding the sustainability of
Barangaroo and a presentation of geographical information.

TASK: Research how Barangaroo contributes to the creation of environmentally, socially and
economically sustainable urban places. You may work individually or in pairs ONLY.

Part A: Presentation - Criteria C (Communicating)

You must create a presentation on MS PowerPoint (equivalent) to present during the lesson. The
presentation must be 3-minutes with at least 11 slides (1 slide being a title).
 Find five (5) relevant geographical information about Barangaroo or the surrounding City of Sydney.
The geographical information must demonstrate five (5) different geographical tools. Use at least
two (2) slides per piece of geographical information.
 Include the geographical information. Outline the purpose of the geographical tool and the kind of
information that comes from this tool. Explain the information and how it relates to the
development of Barangaroo. Refer to the target audience and how the information can be used for
the Action Plan.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
Part B: Action Plan - Criteria B (Investigating)
As a Urban Town Planner of the City of Sydney, write an Action Plan to the NSW Government about the
development of Barangaroo with a focus on the Research Question.

Research Question
1. Create an open-ended question or statement about Barangaroo. For example: ‘Assess the
management strategies for Barangaroo’s sustainability’.
2. What is the investigation?
3. What are the aims of the investigation?

Action Plan
1. What is the spatial distribution of Barangaroo? Use facts and figures to describe Barangaroo.
2. What geographical information and tools did you need and why?
3. Define economic, social and environmental strategies. Give one (1) example of each strategy in
relation to how it made Barangaroo a more sustainable urban place.
4. Harvard-style Reference List.

Evaluation
1. Discuss the implication of future growth and sustainability of Barangaroo and the greater City of
Sydney.
2. Propose ways for individuals and communities to contribute to a sustainable urban future in
Barangaroo and the City of Sydney.
3. What were some issues that occurred during your research?
4. Reflect on how you could have minimised those issues and improve your action plan.

Use the template on the next page, the report should be at least four (4) pages and must include a
reference list.

NSW BOSTES Outcomes:

GE5-2 explains processes and influences that form and transform places and environments
GE5-3 analyses the effect of interactions and connections between people, places and environments
GE5-5 assesses management strategies for places and environments for their sustainability
GE5-7 acquires and processes geographical information by selecting and using appropriate and relevant
geographical tools for inquiry
GE5-8 communicates geographical information to a range of audiences using a variety of strategies

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
 Submission to NSW Government
Sustainability of Barangaroo
Research Question

[Just write down the research question]

Investigation
[Explain the investigation of the Research Question]

[Outline the aims of the investigation]

Action Plan

Spatial Distribution
[Explain the spatial distribution of Barangaroo – include a map, facts, figures]

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
 Submission to NSW Government
Sustainability of Barangaroo
Geographical Tools and Information
[this is the same content as the Presentation, just summarise it]

Economic, Social and Environmental Strategies

[define each and then give one example of each strategy. Link it to how it made
Barangaroo a more sustainable urban place]

Economic Strategy:

Example

Social Strategy:

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
 Submission to NSW Government
Sustainability of Barangaroo
Example

Environmental Strategy:

Example

Reference List
[use Harvard style reference for all of the information that you used for each
geographical tool/information and the economic, social and environmental strategies.
There should be at least 8 unless some double up]

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
 Submission to NSW Government
Sustainability of Barangaroo
Evaluation

Future of City of Sydney

[explain the implications of future growth and sustainability of Barangaroo and the
greater City of Sydney]

City of Sydney contributing to a Sustainable Urban Future

[propose three (3) ways for individuals and/or communities to contribute to a
sustainable urban future in Barangaroo and the City of Sydney]

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
 Submission to NSW Government
Sustainability of Barangaroo
Issues during Research
[outline at least three different and well thought issues that occurred during your
research]

Reflection
[how could those issues have minimised with an improved action plan]

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
Criterion B: Investigating
Maximum: 8
At the end of year 1, students should be able to:
i. explain the choice of a research question
ii. follow an action plan to explore a research question
iii. collect and record relevant information consistent with the research question
iv. reflect on the process and results of the investigation.
Achievement level Level descriptor
0 The student does not reach a standard
described by any of the descriptors below.
1–2 The student:
i. identifies a research question
ii. follows an action plan in a limited way to
explore a research question
iii. collects and records information, to a
limited extent
iv. with guidance, reflects on the research
process and results, to a limited extent.
3–4 The student:
i. describes the choice of a research question
ii. partially follows an action plan to explore a
research question
iii. uses a method or methods to collect and
record some relevant information
iv. with guidance, reflects on the research
process and results with some depth.
5–6 The student:
i. describes the choice of a research question in
detail
ii. mostly follows an action plan to explore a
research question
iii. uses method(s) to collect and record often
relevant information
iv. reflects on the research process and results.
7–8 The student:
i. explains the choice of a research question
ii. effectively follows an action plan to explore a
research question
iii. uses methods to collect and record
consistently relevant information
iv. thoroughly reflects on the research process
and results.
Australian International Academy, Kellyville Assessment Task Sheet
Understanding by Design, written by Grant Wiggins and Jay McTighe
Level descriptor
The student does not reach a standard described by
any of the descriptors below.
The student:
i. identifies a research question about Barangaroo
ii. follows an action plan in a limited way to explore a
research question about Barangaroo
iii. collects and records information about
Barangaroo’s urban sustainability, to a limited extent
iv. with guidance, reflects on the research process,
investigation and strategies and proposal, to a limited
extent.
The student:
i. describes the choice of a research question about
Barangaroo
ii. partially follows an action plan to explore a research
question about Barangaroo
iii. uses a method or methods to collect and record
some relevant information about spatial distribution,
geomorphic processes and/or responses to a disaster
iv. with guidance, reflects on the research process,
investigation and strategies and proposal, with some
depth.
The student:
i. describes a disaster that occurred in Australia in
detail
ii. mostly follows an action plan to explore a research
question about Barangaroo
iii. uses method(s) to collect and record often relevant
information about Barangaroo’s urban sustainability
iv. reflects on the research process, investigation and
strategies and proposal
The student:
i. explains a disaster that occurred in Australia
ii. effectively follows an action plan to explore a
research question about Barangaroo
iii. uses methods to collect and record consistently
relevant information about Barangaroo’s urban
sustainability
iv. thoroughly reflects on the research process,
investigation and strategies and proposal
Adapted from:
Criterion C: Communicating
Maximum: 8
At the end of year 1, students should be able to:

i. communicate information and ideas with clarity

ii. organize information and ideas effectively for the task
iii. list sources of information in a way that follows the task instructions.

Achievement level Level descriptor Level descriptor

0 The student does not reach a standard The student does not reach a standard described
described by any of the descriptors below. by any of the descriptors below.
1–2 The student: The student:
i. communicates information and ideas in a i. communicates geographical information and
style that is not always clear tools in a style that is not always clear
ii. organizes information and ideas in a limited ii. organizes geographical information about
way Barangaroo (or the City of Sydney) relating to
iii. inconsistently lists sources, not following sustainability in a limited way
the task instructions. iii. inconsistently lists the geographical
information and tools, not following the task
instructions
3–4 The student: The student:
i. communicates information and ideas in a way i. communicates geographical information and
that is somewhat clear tools in a style that is somewhat clear
ii. somewhat organizes information and ideas ii. somewhat organizes geographical information
iii. lists sources in a way that sometimes follows about Barangaroo (or the City of Sydney) relating
the task instructions. to urban sustainability
iii. lists the geographical information and tools in
a way that sometimes that follows the task
instructions.
5–6 The student: The student:
i. communicates information and ideas in a way i. communicates geographical information and
that is mostly clear tools in a style that is mostly clear
ii. mostly organizes information and ideas ii. mostly organizes five sources of geographical
iii. lists sources in a way that often follows the information about Barangaroo (or the City of
task instructions. Sydney) relating to urban sustainability
iii. lists the geographical information and tools in
a way that often follows the task instructions.

7–8 The student: The student:

i. communicates information and ideas in a way
that is completely clear
ii. completely organizes information and ideas
effectively
iii. lists sources in a way that always follows the
task instructions.
i. communicates geographical information and
tools in a style that is completely clear
ii. completely organizes five different sources of
geographical information about Barangaroo (or
the City of Sydney) relating to urban
sustainability effectively
iii. lists the geographical information and tools in
a way that always follows the task instructions.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe