Places People Want
Taking it further - Activity 5
Place-making
Place-making is gaining currency as the term used to describe assessment and decision-making about the built environment. This includes a negotiation between stakeholders with a variety of expectations of how we want to live, work and play.
A useful tool for evaluating the urban environment is 'Placecheck'. This structured sequence of questions has been devised for use with community groups, however the first two parts are equally valid for use with young people. It is usually applied with the practical experience of an organised walkabout. The version presented here is in Word format to allow the answers to be more easily recorded.
Download Parts A and B of Placecheck in a PowerPoint which allows both a presentation and a structure for collaborative completion of a 'Placecheck'. Part C is at a higher level of detail and would require selection and much more teacher guidance.
Choose the Word or PowerPoint version to create an initial response to your own community.
Which Places Work? is an online teaching resource developed by CABE. It introduces the principles of DQI (design quality indicators) which are usually applied to a specific building or groups of buildings. It shows an example based on a school and produces a diagrammatic output from a series of multi-choice questions.
Where would you most effectively include these tools in a scheme of work?
Review the possible use of digital tools mentioned so far. These have included online mapping and use of photographs. Is there scope for use of PDA (personal digital assistants) and GPS (global positioning systems)?
Summary
We have considered a little about pedagogy, or approaches to teaching and learning, and looked specifically at the use of photographs for understanding the meaning of communities. This was followed by an exploration of place-making and tools used in the community and possible use in the classroom. You will have evaluated the appropriateness of using these techniques as part of fieldwork at either Key Stage 3 or GCSE.
Now go to Taking it further Part 2
Place-making is gaining currency as the term used to describe assessment and decision-making about the built environment. This includes a negotiation between stakeholders with a variety of expectations of how we want to live, work and play.
A useful tool for evaluating the urban environment is 'Placecheck'. This structured sequence of questions has been devised for use with community groups, however the first two parts are equally valid for use with young people. It is usually applied with the practical experience of an organised walkabout. The version presented here is in Word format to allow the answers to be more easily recorded.
Download Parts A and B of Placecheck in a PowerPoint which allows both a presentation and a structure for collaborative completion of a 'Placecheck'. Part C is at a higher level of detail and would require selection and much more teacher guidance.
Choose the Word or PowerPoint version to create an initial response to your own community.
Which Places Work? is an online teaching resource developed by CABE. It introduces the principles of DQI (design quality indicators) which are usually applied to a specific building or groups of buildings. It shows an example based on a school and produces a diagrammatic output from a series of multi-choice questions.
Where would you most effectively include these tools in a scheme of work?
Review the possible use of digital tools mentioned so far. These have included online mapping and use of photographs. Is there scope for use of PDA (personal digital assistants) and GPS (global positioning systems)?
Summary
We have considered a little about pedagogy, or approaches to teaching and learning, and looked specifically at the use of photographs for understanding the meaning of communities. This was followed by an exploration of place-making and tools used in the community and possible use in the classroom. You will have evaluated the appropriateness of using these techniques as part of fieldwork at either Key Stage 3 or GCSE.
Now go to Taking it further Part 2
Activity Resources
Course Contents
Activity 1
What is a sustainable community?
Activity 2
Sustainable schools and local well-being
Activity 3
Learning outside the classroom
Taking it Further
The geography of personal experience
Skills for sustainable communities
Activity 4
Image as inspiration
Active strategies for using photographs
Activity 5
Place-making
Activity 6
The Egan Review: Generic skills
Careers: Sustainable communities in practice
Activity 7
Optimism and happiness
Timelines for probable and preferable futures
In Conclusion
The landscape of risk
Unit review
Activity 8
Safety and risk in our daily lives
Activity 9
Thinking about assessment
Developing Your Thinking
Your learning journey
Professional recognition