cities. Concept for the different Students will be able to need to look beyond simply is for its green credentials. of liveability. information types. describe and evaluate environmental issues. View details of the proposal to Contemporary different methods used to Students to research different make London the first . opportunities create more sustainable strategies adopted by cities to and challenges cities. become more sustainable. There is A good article on greening London in developing lots going on in London but other by Fitch can be found in more well-documented cities include Geographical magazine, May sustainable Curitiba, Freiburg and Singapore. 2016 entitled walk in the park.’ ‘A cities. See also the by a consortium of Strategies for Extension: Why does liveability environmental organisations. developing mean different things to different Research the construction of the more people? Students could research London garden bridge. For more sustainable and evaluate the Global liveability information and useful video cities. rankings. clips, go to . The 2015 rankings can be found at Extension 2: Discuss the issue or The RHS are running a campaign urban resilience. What does it to encourage people to up mean? Why are cities increasingly urban areas. For more considering resilience? Go to . information, go to: Examples include Rotterdam’s 2016 Resilience strategy by Jaime Lerner, former Mayor of Curitiba. Watch (two parts). Week 10 Case development Collect, analyse and Students will have time to Students to collect (primary and) Data is readily available for most this could be left to interpret a range of build up their two secondary data to produce two cities in some form or another. – the end or built up qualitative and contrasting place studies to contrasting case studies. For census data and social and over the course of the quantitative data from illustrate and analyse the Particular attention should be given economic characteristics of places topic. a range of primary and key themes set out in the to: in the UK, go to: Students are expected secondary sources specification. patterns of economic and to study two social well-being and and provide interactive contrasting urban visualisation of census data.
cities. Concept of liveability. Contemporary opportunities and challenges in developing more sustainable cities. Strategies for developing more sustainable cities. for the different information types. Students will be able to describe and evaluate different methods used to create more sustainable cities. need to look beyond simply environmental issues. Students to research different strategies adopted by cities to become more sustainable. There is lots going on in London but other well-documented cities include Curitiba, Freiburg and Singapore. Extension: Why does liveability mean different things to different people? Students could research and evaluate the Global liveability rankings. The 2015 rankings can be found at Extension 2: Discuss the issue or urban resilience. What does it mean? Why are cities increasingly considering resilience? Go to . Examples include Rotterdam’s 2016 Resilience strategy is for its green credentials. View details of the proposal to make London the first . A good article on greening London by Fitch can be found in Geographical magazine, May 2016 entitled ‘A walk in the park.’ See also the by a consortium of environmental organisations. Research the construction of the London garden bridge. For more information and useful video clips, go to . The RHS are running a campaign to encourage people to up urban areas. For more information, go to: by Jaime Lerner, former Mayor of Curitiba. Watch (two parts). Week 10 Case development – this could be left to the end or built up over the course of the topic. Students are expected to study two contrasting urban Collect, analyse and interpret a range of qualitative and quantitative data from a range of primary and secondary sources Students will have time to build up their two contrasting place studies to illustrate and analyse the key themes set out in the specification. Students to collect (primary and) secondary data to produce two contrasting case studies. Particular attention should be given to: patterns of economic and social well-being and Data is readily available for most cities in some form or another. For census data and social and economic characteristics of places in the UK, go to: and provide interactive visualisation of census data.
AQA-70372-SOW-HG-CUE.DOCX