009 - The Future?

Debatable Question

Can one cities solution to urban growth ever be transferred successfully to another one?

Conceptual Question
Urban development can create powerful hubs of economic growth but can this ever be beneficial to all stakeholders in a city?

Taken From: http://ming3d.com/DAAP/ARCH8001SP16/2016/01/13/what-is-the-next-future-city/
Taken From: http://ming3d.com/DAAP/ARCH8001SP16/2016/01/13/what-is-the-next-future-city/

Key Terminology
  • Hubs and nodes
  • Stakeholder
Define the words above by using the useful links below.

Useful Links

Activity One - Planning for the Future

Your task is to make improvements to the city you have just investigated. The improvements can be very much futures thinking so therefore the schemes can be aspirational. You will be designing a set of plans in the form of a paper for the government of that country to convince them to invest and make changes to your chosen city. You will be using LucidPress to write up the plans. This is going to be your final assignment for this unit and therefore you need to consider what you have learnt so far to complete the task. You will also be assessed using almost all of the criteria so make sure you read the requirements carefully. 

Content - what to include:


Year 11 Future Cities Poject


How will my work be presented?

  • You will be using Lucidpress to organise and present your decisions. The piece is going to be persuasive so you do need to consider what the report looks like. Visuals will help draw the reader in.

How will my work be assessed?

  • This assignment is going to be assessed using all four of the I&S criteria although not all the strands will be focused on.

How will I be assessed?

Criterion A: Knowing and Understanding

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   uses limited relevant terminology

ii.  demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or examples.


3–4

i.   uses some terminology accurately and appropriately

ii.  demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples.


5–6

i.   uses a range of terminology accurately and appropriately

ii.  demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples.


7–8

i.   consistently uses a wide range of terminology effectively

ii.  demonstrates detailed knowledge and understanding of content and concepts through thorough, accurate descriptions, explanations and examples.


Criterion B: Investigating

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.



1–2

i.   formulates a research question that is clear or focused and describes its relevance

ii.  formulates a limited action plan to investigate a research question or does not follow a plan

iii. collects and records limited information, not always consistent with the research question

iv. makes a limited evaluation of the process and results of the investigation.



3–4

i.   formulates a research question that is clear and focused and describes its relevance in detail

ii.  formulates and somewhat follows a partial action plan to investigate a research question

iii. uses a method(s) to collect and records mostly relevant information

iv. evaluates some aspects of the process and results of the investigation.



5–6

i.   formulates a clear and focused research question and explains its relevance

ii.  formulates and follows a substantial action plan to investigate a research question

iii. uses methods to collect and record appropriate, relevant information

iv. evaluates the process and results of the investigation.




7–8

i.   formulates a clear and focused research question and justifies its relevance

ii.  formulates and effectively follows a comprehensive action plan to investigate a research question

iii. uses research methods to collect and record appropriate, varied and relevant information

iv. thoroughly evaluates the investigation process and results.




Criterion C: Communicating

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.



1–2

i.   communicates information and ideas in a limited way, using a style that is limited  in its appropriateness to the audience and purpose

ii.  structures information and ideas according to the specific format in a limited way

iii. documents sources of information in a limited way.



3–4

i.   communicates information and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose

ii.  structures information and ideas in a way that is somewhat appropriate to the specified format

iii. sometimes documents sources of information using a recognized convention



5–6

i.   communicates information and ideas accurately by using a style that is mostly appropriate to the audience and purpose

ii.  structures information and ideas in a way that is mostly appropriate to the specified format

iii. often documents sources of information using a recognized convention



7–8

i.   communicates information and ideas effectively and accurately by using a style that is completely appropriate to the audience and purpose

ii.  structures information and ideas in a way that is completely appropriate to the specified format

iii. consistently documents sources of information using a recognized convention.


Criterion D: Thinking Critically

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors below.


1–2

i.   analyses concepts, issues, models, visual representation and/or theories to a limited extent

ii.  summarises information to a limited extent to make arguments


3–4

i.   analyses concepts, issues, models, visual representation and/or theories

ii.  summarises information to make arguments


5–6

i.   discusses concepts, issues, models, visual representation and/or theories

ii.  synthesizes information to make valid arguments


7–8

i.   completes a detailed discussion of concepts, issues, models, visual representation and/or theories

ii.  synthesizes information to make valid, well-supported arguments