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Introduction
Where will you be living in 2023? What kind of housing will you live in? House? Flat? High-tech apartment? Old terrace? Urban? Rural?
This citizenship and geography resource for key stage 3 and 4 students seeks to engage students in an informed debate about the housing of tomorrow.
Housing is a major issue in everyone’s life. In the UK at present there is talk of a housing crisis and an urgent need for hundreds of thousands of new homes to be built. This situation has led to calls for a national debate on the future of housing in the country, a debate which is now underway.
For a number of years housing has been moving up the agenda at local, regional and national levels.
One of the key questions facing today’s young people must be ‘where will I live?’
There are crucial decisions to be made about the housing of the future:
■ How much new housing is needed?■ Where will this housing be built?■ What types of housing should we aim for?■ How will homes be designed?■ Who will build them?■ How can we ensure that new housing will meet the needs of future
generations?■ What should be done with the existing housing stock?
The aim of this resource is to:
■ help key stage 3 and 4 students understand the main issues relating to UK housing
■ engage students in an informed debate about the housing of tomorrow■ present a number of scenarios for housing of the future■ support an educational project, linked to the national curriculum, which
effectively resources citizenship and geography at key stage 3 and 4.
The resource is flexible, and can be used in a number of ways within the classroom. It contains printable teaching materials, examples of students debates, other illustrated reports on ground-breaking housing developments in the UK, teacher’s notes, a glossary and curriculum information.
Living futures: my home
Contents
Living futures: my home Instructions for students 3
The six scenarios 4
CABE criteria Activity sheet for assessing scenarios 17
BedZED report 18
Poundbury report 19
School focus groups 20
Discussion points 22
Thinking about housing checklists 23
Hints and advice 24Curriculum links 27Organising a classroom debate 30
Glossary 33Further sources of information 34
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Living futures: my homeInstructions for students
1 Read the six scenarios. The core of this resource is made up of six scenarios for UK housing in 2023. These are visions of the future, written by six different students: John, Mary, Harki, Eva, Yingsen and Cody.
2 Weigh up the pros and cons of the six scenarios. Which is best? Why? Which is the most likely to happen?
3 Judge one in detail. To help you do this, there is a set of scenario criteria (a page of questions) with space to make notes.
4 Find out more about the issues by exploring the illustrated reports on two real ground-breaking housing developments in Britain: BedZED and Poundbury.
5 Discuss discuss discuss! Hold a classroom debate about the housing of the future.
This could be based on any of the following:
■ the six scenarios■ a set of eight key questions about housing■ Thinking about housing checklists■ the signposts resources: BedZED and
Poundbury or the three school focus groups.
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Six scenarios for UK housing in 2023It is not easy to imagine what the housing of the future may be like. There are a lot of things to think about:
Where will the homes be built?Who will build them?Who will pay for them to be built?What will the housing look like?Who will it be for?
Six students, John, Mary, Harki, Eva, Yingsen and Cody have been working on these questions and have each come up with an exciting vision, or scenario, of what they think the housing of 2023 will be like.
You need to read these six scenarios carefully, weighing them up as you do so.
What are scenarios?A scenario is a possible set of events. The six housing scenarios in this project are possible future developments in housing. These are more than just plans or designs, they are visions which include:
■ details of a range of different housing■ how people will live in these newly built communities■ aims and principles which guide the building,
for instance how green the houses will be■ where transport fits in■ who the housing is for■ community facilities such as shops, and open spaces■ whether developments are just residential or include work units.
Why this project uses scenariosScenarios help us to think about the future: they present a picture which can be discussed, weighed up, ‘taken apart’ and probably improved. Scenarios present ideas, they suggest what might happen and how, and they help us to consider aspects we might never have thought of. None of the six housing scenarios in Living futures: my home is perfect – they all have pros and cons (advantages and disadvantages) – it’s up to you to discover these.
A better scenario?The aim of this project is to help you to learn about housing so that you can put forward your own views about the kinds of places we should live in in the future. Here’s your challenge: can you come up with a better housing scenario for 2023 than John, Mary, Harki, Yingsen, Eva and Cody?
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John’s scenario
New towns all over the country with lots of space
Key features
■ major new developments on greenfield sites
■ low density housing: large building plots
■ car access and parking a priority.
Summary
Large new towns have been built in the countryside across the UK. Planners and architects have been allowed to give the people the homes they want, resulting in many estates of similar detached houses with gardens and garages.
Details of developments■ new towns built in rural areas outside cities■ mainly private homes■ little regard given to communal open spaces and local facilities■ housing only built to meet demand – no offices, shops or commercial
building■ poor public transport encourages high car use.
Government interventionLow level: investment mainly from private companies and developers.
PlanningLocal authorities prevent NIMBYs from stopping the creation of much needed new homes. Many people opposed to the loss of countryside to ‘urban sprawl’.
Design: types of houses■ mix of traditional detached and semi-detached two-storey houses and
bungalows■ all developments include large ‘executive’ homes for wealthy buyers■ a limited number of cheap affordable units built to lower specifications
and situated in separate zones■ houses built around new road layouts■ unimaginative house design: large estates of ‘brick boxes’.
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John’s scenarioWhat’s it like to live there?
Professional couple“Living here we can escape from our city centre jobs. There is room for two cars and we like the big rooms for entertaining.”
Student “I want to live in the city near my college and the clubs and bars. I can’t afford any of the houses in these new towns anyway.”
Elderly woman“My sheltered bungalow is nice and safe but it’s miles to the nearest shops and there’s no park or anything. Where are the buses?”
Family with kids”We didn’t want to live in the city – we like our suburban detached home here. The garden is great for the kids.”
All pics © Alys Tomlinson. Posed by models 6
Mary’s scenario
A high-tech, totally wired future with home offices and electric car ports
Key features
■ high tech urban living spaces to allow people to work from home
■ built-in ICT access a central feature
■ prefabrication processes allow for ultra-quick building – homes are factory made.
Summary
New advances in construction techniques have been used to build houses designed for maximum flexibility of use and lifestyle. There is a micro-office space integrated into each unit to allow for home-working, and all new homes feature maximum cable connectivity plus wireless facilities in every room.
Details of developments■ new housing built in cities and large towns■ compact apartments built above electric car ports■ designs include communication ports for intelligent appliances■ standard designs and mass production make prices cheap■ developments are a mixture of affordable rented social housing and
private units for sale.
Government interventionMedium level: some public money invested, especially for ICT connectivity.
PlanningLocal authorities encourage plans for high-tech developments to encourage new buyers and boost local business.
Design: types of houses■ typical building is 5-storey■ large open rooms to allow different internal layouts■ flexible box construction with bright coloured, textured acrylic
exterior cladding■ some internal walls movable■ ICT access wired into every room■ low cost compensates for dull uniform approach to building.
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Mary’s scenarioWhat’s it like to live there?
Single parent“My two bedroom apartment is small and dull
– all the buildings are the same. It’s also lonely here with a baby – I don’t see much of the neighbours.”
ICT consultant “This place is perfect for me – I can work at home using the satellite broadband connection, and it’s good value.”
Teen skater“There are no skate parks near here, only offices and shops, so it’s boring for me. At least I have my own room and there’s cable TV and stuff.”
Retired gardener“My old terraced house was knocked down to build these places. At least they’re warm, cheap and not damp like my old place. I do miss a back garden though.”
All pics © Alys Tomlinson. Posed by models 8
Harki’s scenario
New amenities, transport links and high-rise city homes galore
Key features
■ large-scale rebuilding of urban areas throughout the country
■ brownfield developments include projects to create jobs alongside houses
■ good public transport links.
Summary
Massive government investment has allowed for huge amounts of house building, particularly where demand is greatest. Existing run-down areas of cities have been rebuilt or improved, along with pockets of fashionable new developments. Larger projects include offices, shops, schools and other facilities. All developments feature a high percentage of affordable low cost housing.
Details of developments■ all developments on brownfield sites in urban areas■ high density housing with blocks of tall buildings■ a mixture of identical low cost units and private homes■ larger developments include offices, shops, nurseries, clinics, mini sports
centres etc to create employment and provide community facilities■ buses, trains and amenities within walking distance.
Government interventionVery high level: vast amounts of public money targeted at rebuilding unused city areas and to create new public buildings alongside housing.
PlanningPlanning strictly controlled to ensure only high-density house building and use of prime brownfield sites.
Design: types of houses■ building companies/developers challenged to come up with new ideas
to make homes both economic and attractive – only best ideas will win contracts
■ most new housing in apartment blocks of eight storeys or more■ top architects employed to create showpiece city developments to be
built alongside ‘ordinary’ homes■ green open areas to be included in every project■ typical house has good insulation, balcony, anti-crime devices such as
CCTV, lift access, air conditioning but no car parking space.
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Harki’s scenarioWhat’s it like to live there?
Young couple“We’re pleased we’ve got a flat to rent but really we want to buy a place of our own. We can’t afford the private apartments though, and the area is a sea of concrete anyway.”
Unemployed man“I’ve just moved here and I think all this new housing is a good thing. I’ve heard there are loads of jobs on building sites, and I can get around OK by bus.”
Businesswoman“These new homes are good for business – there are lots more people about spending money and I have excellent new low rent offices built with government grants. I also love the view from my fashionable apartment. “
Local historian“Several important old buildings were torn down to build these ugly new housing blocks. This is cultural vandalism – the city has been ruined!”
All pics © Alys Tomlinson. Posed by models 10
Eva’s scenario
Green, clean energy efficient units with convertible roofs for summer fun
Key features
■ clusters of environmentally friendly houses built around community facilities
■ sustainable living is number one priority
■ focus on walking and good public transport access; car use discouraged.
Summary
2023 finally sees widespread sustainable housing. New urban developments consist of green microvillages with radical new homes built for energy efficiency. Buildings blend in with existing environments and incorporate the latest developments in technology to reduce carbon emissions.
Details of developments■ medium density city sites plus smaller-scale town infill schemes■ green construction policy: use of renewable and recycled materials■ houses built to allow for climate change: hot summers and wet winters■ gardens with mini-allotments provided■ all larger projects feature open spaces with parks, playgrounds, water
features and extensive tree planting■ communal hall provided for every 200 dwellings■ small work units built to encourage local employment.
Government interventionHigh level: environmental policies with strict building rules to cut pollution, reduce energy consumption and create attractive, sustainable communities.
PlanningSpecial planning regulations for ‘eco housing’ with builders given large subsidies for meeting environmental standards.
Design: types of houses■ timber-framed houses built with new techniques to reduce energy use■ photovoltaic (solar) panels used on walls and roof surfaces to generate power■ large glass surfaces with automatic temperature-activated insulation and
shade systems■ ‘convertible’ houses which can open up like soft-top cars in summer■ water recycling and anti-flood drainage systems included as standard■ use of natural materials for cladding, such as wood and slate■ cycle storage provided■ sewage and household waste treated locally.
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Eva’s scenarioWhat’s it like to live there?
Large family“We struggle to afford the rents for these places; they were really expensive to build because of all the high-tech solar collectors etc, and they’re not even very big.”
Self-employed plumber“I work all over this area but travelling is a nightmare – there’s nowhere to park my van for a start, and I can’t carry all my tools on public transport....this ‘green’ stuff is all very well, huh!”
Wheelchair user“There are very few homes with good wheelchair access here, but I love the park and lake they have built, and there are always things happening at the community hall.”
Ecologist“This place is a dream come true! There’s almost no pollution, people walk or cycle, there are trees everywhere and my fuel bills are tiny – my house is helping the planet.”
All pics © Alys Tomlinson. Posed by models 12
Yingsen’s scenario
Summary
More people than ever live in rented accommodation after large amounts of affordable good quality social housing are provided to make private ownership less attractive. Planning decisions are left to regional councils so that local needs can be met with different types of housing. All new building aims to create a sense of community.
Details of developments■ many mixed-use developments with work units and offices built alongside
houses■ half of rented council-owned properties have a right-to-buy option■ residents encouraged to become involved in the running of the local
community■ a variety of housing styles to suit local preferences■ some suburban buildings to provide open spaces.
Government interventionMedium level: public spending is passed onto local authorities for new housing projects.
PlanningVery high level of public involvement with local planning debates, online polls and all processes shown on cable TV. Plans feature in local newspapers and websites.
Design: types of houses■ variety of approaches, depending on location – no strict rules■ houses overlook open spaces to encourage interaction with neighbours■ buyers can design their own detached homes online via interactive
websites using a fixed number of options including size, number of rooms, cladding materials and fittings
■ all designs approved by local public housing juries and assessed by computer for acceptability (meeting safety regulations etc)
■ affordable housing units reserved for key workers: police, nurses.
Self-designed homes, renting’s in, and lots of community involvement
Key features
■ new housing developments have equal amounts of affordable rented and private accommodation
■ people have a large say in the design of their own homes
■ homes are built around small ‘village greens’.
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Yingsen’s scenarioWhat’s it like to live there?
Middle-aged couple“We really enjoyed designing our own home online and think it’s great to be consulted about local planning applications – we can vote against horrible new buildings in our neighbourhood.”
Nine-year-old child“Our house is new but it’s small and boring – I have to share a bedroom. There’s not much to do around here, and mum can’t get a job so we’re always broke.”
London commuter“Why has so much money been spent these small developments? There is still a massive shortage of homes near London – I have to travel 60 miles to work every day and the trains are slow.”
Nurse“I like what’s been done round here: I was guaranteed a low-cost flat because of my job, and I feel safe when walking about at night.”
All pics © Alys Tomlinson. Posed by models 14
Cody’s scenario
Renovated – a cosy traditional flavour, with old styles and terraces
Key features
■ all new housing must blend carefully with existing buildings and local styles
■ emphasis on avoiding dull standardised estates of identical brick houses
■ old houses in many run down urban areas modernised, e.g. Victorian terraced streets.
Summary
Wherever possible, existing houses are upgraded rather than new homes built. Most new houses look very similar to old ones, with designs based on the best features of traditional approaches. New developments allow people to personalise their homes.
Details of developments■ houses in poorer areas are gutted and given new interiors■ profits from sale of private homes fed into creation of affordable social
housing■ buildings are individualised by varying design features■ contemporary high-tech designs limited to city fringes■ houses of tomorrow look like houses of yesterday.
Government interventionLow level: government controls planning carefully through tight rules. Registered private companies allowed to build new developments to required standards.
PlanningExtensive planning restrictions to ensure good quality homes. All new developments must include 20 percent affordable housing built to the same standards.
Design: types of houses■ traditional, ‘old-fashioned’ houses favoured■ high density city centre apartment blocks given ‘classical’ outer skins
based on best C19th and C20th styles■ architects encouraged to retain a British identity in new designs■ existing terraces, tenements, and town houses are protected and
upgraded through grants■ little mixed-use building due to lack of space – many people still
commute to work■ old industrial buildings such as mills and factories turned into apartments.
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Cody’s scenarioWhat’s it like to live there?
All pics © Alys Tomlinson. Posed by models
Secondary school student“I hate it here: it’s miles to school, there are no shops or cinemas and it’s full of old people who spend all day pruning their roses. Help!”
Local builder“My company isn’t registered to build these homes, so we have to travel a long way to developments in other towns. All these planning restrictions are daft – there just aren’t enough houses being put up. What about homeless people?”
Architect “At last I can live in a new house in a quality built environment, away from the dreaded suburban estates. These projects are beautiful, interesting and create a place to be proud of.”
Wealthy widow“This is a first class development – all the houses are different and the owners can add that personal touch. It’s quiet too – no fast roads. My son’s nearby terraced house has been upgraded by the council as well.”
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CABE criteria
A checklist for students to assess the six scenarios...
Area of assessment Criteria Scenario:
Social issues Can people afford the housing?
Does the housing create a sense of place or community?
Does the housing meet the needs of a wide range of people?
Will crime be a problem?
Technological issues Does the housing offer flexibility of lifestyle?
Does the housing provide the technology for home working?
Does the housing use efficient construction processes?
Economic issues Is the housing situated near places of employment?
Has affordable housing been built alongside private homes?
Does the housing address regional issues like the ‘north-south divide’?
Environmental issues Is the housing energy efficient and sustainable?
How will the housing cope with climate change?
How well does the housing blend in with the environment; are there open areas and community facilities?
Is public transport access built in to the design, or does the car still rule?
Political issues Does the housing meet the demand for new homes in different parts of the country?
Do local authorities and local people have a say in the housing developments?
Has NIMBYism been tackled?
Is there community involvement in the design process?
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BedZED
What is BedZED?BedZED is short for Beddington Zero Energy Development. It is a unique, environmentally-friendly development of housing and work space in Beddington, Surrey on a brownfield site.
Why is BedZED special?BedZED is more than just a small-scale experiment in sustainable development – it is a proper energy-efficient community: BedZED only uses energy from renewable sources generated on the site. It is the first large-scale ‘carbon neutral’ housing project in the UK. This means it does not add carbon dioxide to the atmosphere.
What are the key features of BedZED?■ 100 properties for sale and rent, including affordable housing.■ Commercial work units on site.■ Public green spaces.■ Community facilities, including childcare, medical centre and shops.■ Exciting design features such as balconies, bridges and sky gardens.
What makes BedZED ‘green’?■ Use of many natural or recycled building materials.■ Local supply of resources (within 35 miles).■ Heat and electricity supplied by a combined heat and power unit (CHP),
fuelled by tree waste.■ Energy-efficient houses with photovoltaic (solar) panels and high-level
insulation.■ Maximum re-use of water.■ A green transport plan which discourages car use.■ A household waste recycling scheme.
Is BedZED successful?■ The development has won a number of awards.■ The houses are in demand.■ It has attracted international attention.■ BedZED proves that eco-friendly sustainable living can be attractive.
For more information, images and to take a virtual tour of the development go to www.bedzed.org.uk
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Poundbury
What is Poundbury?Poundbury is a town extension development situated on the edge of Dorchester in Dorset. It is a mixed-use project housing 650 people and providing space for 480 workers. Poundbury can be described as a carefully planned new sustainable village in an old style, with buildings closely based on traditional local designs.
Why is Poundbury unusual?Poundbury was planned with the help of Prince Charles, who has long held an interest in architecture. It differs from most urban housing developments in a number of ways:
■ Rented social housing is mixed with private property and built to the same quality.
■ Commercial buildings such as factories and offices are situated amongst the residential areas.
■ The architecture is very carefully controlled by planning restrictions, and many buildings are copies of 18th and 19th century styles.
What are the key features of Poundbury?■ Narrow winding streets, which help to control vehicle speeds.■ Housing is situated in courtyards, lanes, mews’ and squares rather than
conventional streets.■ Colours of buildings are closely planned, with the use of local brick, stone
and render (cement coating).■ The development includes shopping, community and leisure facilities.■ Pedestrians have been given a high priority.
Why is Poundbury popular?■ It includes high-quality affordable housing.■ Houses are provided with rear parking spaces.■ There is a secondary school nearby.■ The buildings feature energy-efficient features such as double-glazing.■ There is a high standard and detail of architectural design.■ The properties are individual and unique.■ It is quiet.
Is Poundbury successful?■ Poundbury has been singled out by the Deputy Prime Minister as a model
for future town planning.■ Its ideas are being copied in other areas.■ Both its houses and commercial properties are in demand.■ It blends in well with its surroundings.
For more information, images and to find out what others have said about this development go to www.poundbury.info
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School focus groups
These reflections came from school focus groups. Do you agree/disagree with their observations? What are your thoughts on the scenarios?
Quotes for the Living futures project from Gravesend Northfleet girls school
Cody’s scenario – upgraded traditional older houses.
“For teenagers there isn’t much entertainment nearby.”
“Because they are using old houses then people can afford them and there will be more of a sense of community.”
“They cost less.”
“I think it will not be good for teenagers because they might get bored and cause vandalism because there is nothing for them to do – no parks or activities.”
“It’s far away from the school you need to take public transport you can’t walk to school.”
Eva’s scenario – sustainable housing built for energy efficiency.
“I think it would be good for the environment building them from recycled material.”
“The rent is high but they have nice scenery and people can walk and there is good transport.”
“They don’t waste energy and they save money using solar panels.”
“It would be good for families and people with dogs because there is a lake and park nearby with trees and a playground. People could cycle and there would be a sense of community.”
“There would be more of a risk of people breaking in because it’s high tech but if it’s high tech there would be alarms.”
“It will encourage people to go out and not sit around doing nothing.”
John’s scenario – large new towns built in the countryside.
“It’s nice and safe for elderly people but it’s too far away from the shops and transport could be a problem.”
“If you have a family you want to keep your children in touch with their relations and it would cut them off, they won’t be able to visit grandparents because they will be too far away.”
“Nice place to live except for the distance from other people.”
“Mothers won’t be worried about busy roads and children playing.”
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Yingsen’s scenario – new mixed housing developments built around village greens. Residents encouraged to have a say in the design of the building.
“I think the children would get a bit bored and play on the green and disturb the elderly.”
“I think that they should build cinemas and places to shop as it would keep the teenagers happy and stop vandalism and graffiti.”
“It’s good to be able to choose from the website.“
“It’s good for people working and those working close by it wouldn’t be too loud for older people.”
“I think this would encourage crime.”
Harki’s scenario – fashionable new affordable high density developments on brownfield sites.
“It’s got lots of amenities.”
“It’s good for young people going to work but not so good for the elderly because of the lack of company during the day when everyone is at work.”
“With transport problems it could be bad for the elderly.”
Mary’s scenario – high tech new housing built in cities.
“A sense of community wouldn’t develop unless they built a community area outside for teenagers to skate and people to meet.”
“Just say there was teenagers, old people and middle aged people there, there would be a mixture of people and no one would be on their own. There would be other people to mix with. If the elderly people had problems there would be people to help.”
“Children would grow up with more respect for the elderly and not go around abusing them.”
“People might be put off by flats. Flats would be a good idea if there weren’t so many levels. They need to put older people and mothers with children on the ground floor so that they don’t have to go up stairs and lifts.”
“They’re built near towns so that’s better for teenagers giving them things to do.”
“Older people can live there but there needs to be a sense of community.”
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Discussion points: the housing of the futureBritain faces a housing crisis in the 21st century. The country is short of over 250 000 homes. But how should this situation be tackled?
The eight questions below are written for classroom debate.
1 Is it better to build cheap simple homes to house people quickly or should all new developments be high-tech and energy efficient?
2 Are planning restrictions a good thing or should developers be free just to build houses to meet demand?
3 Does it matter where new housing is built?
4 How much say should government and local authorities such as councils have in the future of housing?
5 Should new housing be mainly private homes for sale or mainly affordable social housing for rent?
6 Will the housing of the future be wired or wireless?
7 Will lots more people work at home in 2023 or not?
8 If more urban high-density housing is built, will there be any sense of neighbourhood and community or will this be lost?
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Thinking about housing checklistsWhat sort of housing should be built in the future?
Some factors to think about:
Where? In the South East? In the North? All over the country? To meet demand? On urban brownfield sites? On Greenfield sites? In city centres? In suburbs?
Design High-rise? Apartments? Detached houses? Terraces? Contemporary? Individual? Full of character? Low running costs? Low energy? Safe? Large or small? Adaptable? Retro? Secure? Following local styles? Blending with the existing
environment? Using advanced technology? Wired?
How much? As much as is needed? Let the free market decide?
Control supply?
Transport Car access? Car parking? Bus access? Rail links? Bikes? Pedestrian-friendly? Green policy?
Work Work at home? Build offices? Work-live units? Commuting? Encourage business?
Other Issues Who builds it? Who will pay?
Government subsidies? NIMBYism? Homelessness? The right to buy? Fluctuating prices? Population changes?
What Type? Private homes? Rented?
Low cost? Publicly owned? High-density? Low-density? Environmentally friendly? Cheap, standard, simple? Estates? Sustainable? Meeting everyone’s needs? Gardens? Improve existing housing?
Community Communal buildings? Open spaces? Parks? Shops? Sense of neighbourhood? Pubs and cafes? Schools? Sports facilites? Child-friendly? Clean? Anti-crime measures?
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Hints and advice for teachersApproaches to Living futures: my home
■ The simplest way to use this project is to present students with the six scenarios of future housing, talk about them, and then choose and vote for favourites. Students can use the glossary for an understanding of terms such as housing density, and can refer to the instructions page for help.
■ It is important to stress that the images of the six scenarios are only ‘artist’s impressions’, and therefore represent one person’s interpretation of each vision. Students may like to produce artwork reflecting their own interpretations of one of the scenarios.
■ If more time is available students can spend time in groups assessing one of the scenarios using the CABE criteria. They can also compare the scenarios with two interesting and unusual current UK housing developments, Bedzed and Poundbury. Students can then debate their views on the scenarios, discussing the pros and cons of each one (perhaps using the What’s it like to live there pages and Thinking about housing checklists) and compare their opinions with the quotes of other students around the country. This will hopefully lead to more informed consideration and comment, coupled with a greater understanding of housing issues.
■ Another very useful extension activity which might be considered by teachers involves students using the CABE criteria to assess the housing in their own communities. This would give students a clear insight into the strengths and weaknesses of local housing, whilst also helping them to gain a clearer understanding of the project as a whole and the relative strengths of the six scenarios. A collection of photographs of local housing would enhance this activity.
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Incorporating the project into ongoing citizenship and geography work
Ideas for resourcing citizenship
1 Housing is an excellent topical issue to address, covering a number of political, social and cultural problems.
2 Pupils are required to justify orally and in writing a personal opinion about a topical issue. Both choosing a future housing scenario and creating an e-log would form a good basis for meeting this requirement (citizenship 2b).
3 Living futures: my home provides an effective stimulus for class discussions and debates (citizenship 2c).
QCA scheme of work for citizenship KS3
Living futures: my home also complements the following teaching units:
■ Unit 02: crime and Unit 15: crime and safety awareness – a whole-school multi-agency approach (e.g. considering ways in which the built environment is a factor in crime).
■ Unit 07: local democracy (e.g. looking at how local authorities influence new housing developments).
■ Unit 08: leisure and sport in the local community (e.g. finding out how local planning decisions affect community facilities).
■ Unit 21: people and the environment (e.g. studying ways in which local environmental issues affect housing).
Ideas for resourcing geography
1 Pupils can describe how the type of housing in a location gives rise to its distinctive character, e.g. suburban estates, terraced streets and high-rise apartment blocks (geography 3c).
2 The current housing shortage is directly connected to patterns of population change. This project provides a good opportunity for students to learn about demographics through housing. The following questions can be addressed:
■ Why are more houses needed in the UK?
■ Why has demand for housing in the South risen sharply in recent decades?
■ How do the following affect the number of UK households: life expectancy, single-parent relationships, income, immigration, changes in work and industry?
Hints and advice for teachers
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A useful free resource on the Sustainable communities plan, which includes information on population change and housing, is available from http://www.cabe.org.uk/AssetLibrary/1741.pdf (see pages 5–7)
3 In the KS3 geography programme of study pupils are required to explain how and why changes happen in places and the issues that arise from these changes. Housing has evolved considerably in the past 80 years with changes such as the move from inner city terraces to commuter belts of detached houses followed by the revival of new fashionable urban developments. This topic makes for a stimulating study, and Living futures: my home will help pupils to speculate about the next developments in housing (geography 3d).
4 Another requirement is for pupils to identify, describe and explain human processes and their impact on places and environments. The building of huge numbers of new homes in the UK will result in a wide range of consequences which can be studied by students, particularly where greenfield sites are developed (geography 4b).
5 Pupils can explore the concept of sustainable development through the resource, for instance by examining the success of the BedZED housing project, and by discussing the potential environmental impact of the six future housing scenarios featured on the site (geography 5b).
6 Living futures: my home can make a valuable contribution to the following national curriculum geography themes:
■ 6f Population distribution and change■ 6g The changing characteristics of settlements■ 6h Changing distribution of economic activity and its impact■ 6i Development■ 6j Environmental issues■ 6k Resource issues
QCA scheme of work for geography KS3
Living futures: my home also complements the following teaching unit:
■ Unit 15: crime and the local community (e.g. considering ways in which the built environment is a factor in crime – this also links with citizenship units 02 and 15).
QCA scheme of work for citizenship KS4
■ Unit 02: crime – young people and car crime (e.g. how housing influences crime)
■ Unit 05: how the economy functions (e.g. how economic factors in house building work)
■ Unit 06: business and enterprise (e.g. using house building as an example of an enterprise requiring considerable investment and long-term strategy)
■ Unit 12: global issues, local action (e.g. building sustainable housing)
Hints and advice for teachers
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Curriculum links
Citizenship programme of study KS3
Developing skills of enquiry and communication
Pupils should be taught to:
1 Think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT-based sources
2 Justify orally and in writing a personal opinion about such issues, problems or events
3 Contribute to group and exploratory class discussions, and take part in debates
Developing skills of participation and responsible action
Pupils should be taught to:
1 Use their imagination to consider other people’s experiences and be able to think about, express and explain views that are not their own
2 Negotiate, decide and take part responsibly in both school and community-based activities
3 Reflect on the process of participating.
Geography programme of study KS3
Geographical enquiry and skills
In undertaking geographical enquiry, pupils should be taught to:
1 Ask geographical questions and to identify issues
2 Suggest appropriate sequences of investigation
3 Collect, record and present evidence
4 Analyse and evaluate evidence and draw and justify conclusions
5 Appreciate how people’s values and attitudes, including their own, affect contemporary social, environmental, economic and political issues, and to clarify and develop their own values and attitudes about such issues
6 Communicate in ways appropriate to the task and audience.
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Knowledge and understanding of places
Pupils should be taught to:
1 describe and explain the physical and human features that give rise to the distinctive character of places
2 explain how and why changes happen in places, and to list the issues that arise from these changes
Knowledge and understanding of patterns and processes
Pupils should be taught to:
1 Describe and explain patterns of physical and human features and relate these to the character of places and environments
2 Identify, describe and explain physical and human processes, and their impact on places and environments.
Knowledge and understanding of environmental change and sustainable development
Pupils should be taught to:
1 Describe and explain environmental change and recognise different ways of managing it
2 Explore the idea of sustainable development and recognise its implications for people, places and environments and for their own lives.
Breadth of study
Themes:
1 Population distribution and change, including:
a) the global distribution of population b) the causes and effects of changes in the population of regions and
countries, including migration c) the interrelationship between population and resources
2 The changing characteristics of settlements, including:
a) the reasons for the location, growth and nature of individual settlements b) how and why the provision of goods and services in settlements varies c) how and why changes in the functions of settlements occur and how
these changes affect groups of people in different ways d) patterns and changes in urban land use
Curriculum links
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3 Changing distribution of economic activity and its impact, including:
a) types and classifications of economic activity b) the geographical distribution of one or more economic activities c) how and why the distribution has changed and is changing, and the
effects of such changes
4 Environmental issues, including:
a) how conflicting demands on an environment arise b) how and why attempts are made to plan and manage environments c) effects of environmental planning and management on people, places
and environments
5 Resource issues, including:
a) the sources and supply of a resource b) the effects on the environment of the use of a resource� c) resource planning and management
Citizenship programme of study KS4
Developing skills of enquiry and communication
1 Pupils should be taught to:
1 Research a topical political, spiritual, moral, social or cultural issue, problem or event by analysing information from different sources, including ICT-based sources, showing an awareness of the use and abuse of statistics
2 Express, justify and defend orally and in writing a personal opinion about such issues, problems or events
3 Contribute to group and exploratory class discussions, and take part in formal debates.
Developing skills of participation and responsible action
2 Pupils should be taught to:
1 Use their imagination to consider other people’s experiences and be able to think about, express, explain and critically evaluate views that are not their own
2 Negotiate, decide and take part responsibly in school and community-based activities
3 Reflect on the process of participating.
Curriculum links
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Organising a classroom debateEncouraging students to enter into informed debate about the future of housing is a key aim of the project. The following is a list of ideas for shaping students’ involvement in discussion:
1 Debates based on the six scenarios
■ Split the class into six groups and assign one scenario per group. Each group should discuss their own scenario then put forward the case for its selection as the best plan to the whole class.
■ Hold a mock public inquiry based on one proposed scenario. This is a valuable activity which can stimulate some excellent debate, although it does require considerable planning, and demands a lot from the teacher. Students can either be assigned a side to take (for or against the scenario), or be allowed to choose. The teacher acts as commissioner in charge. Procedure is as follows:
■ Written statements are submitted first: one from each side (a brief summary of what they would like the inquiry to recommend to government).
■ All people who wish to do so can express their views, one at a time.
■ Witnesses can be questioned or cross-examined (by anyone).
■ Documents can be submitted as evidence (e.g. student research to support an argument, a list of pros/cons or ‘quotes’ from residents concerned about changes to their community).
■ The commissioner reads out a summary of evidence (so the teacher will need to make notes as the inquiry proceeds).
■ The commissioner makes a recommendation based on the evidence.
■ This activity is based on the planning inquiry model which sometimes takes place for large developments. It may be helpful for students to use the CABE criteria sheet or Thinking about housing checklists when preparing their arguments, so that they can approach the issue from a number of different angles. Another variation is for the commissioner to chalk up ‘points’ for each side, with students scoring each time they make a pertinent and valid observation or well-argued point in favour of their cause. This will provide students with a useful type of visual feedback on the ‘state of play’ – something which is absent from real inquiries.
■ Hold a balloon debate. Six people, standing in an imaginary balloon, each put forward the case for one scenario and at the end of this round, the rest of the class vote for who should be thrown out. The remaining five then continue, perhaps speaking against the claims of the others in the second round, and another speaker is voted out. This happens for each round until a single winner is left.
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2 Debates based on the discussion points
■ Discussion points are a set of eight key questions about housing:
■ Is it better to build cheap simple homes to house people quickly or should all new developments be high-tech and energy efficient?
■ Are planning restrictions a good thing or should developers be free just to build houses to meet demand?
■ Does it matter where new housing is built?
■ How much say should government and local authorities such as councils have in the future of housing?
■ Should new housing be mainly private homes for sale or mainly affordable social housing for rent?
■ Will the housing of the future be wired or wireless?
■ Will lots more people work at home in 2023 or not?
■ If more urban high-density housing is built, will there be any sense of neighbourhood and community, or will this be lost?
■ Students can work in eight groups, each discussing a different question. After a set period, each group feeds back their conclusion to the class. A show of hands can then be used to discover whether the class agrees or disagrees.
■ Allow the class to choose one of the questions for a class debate. Divide the students into two groups and allot a side of the argument for each one to defend. Allow 10-15 minutes for each side to gather three reasons why they are right and to present these to the class. The opposing side is allowed to respond with three counter-arguments. The teacher then decides who has put forward the best case.
■ Ask students to produce a written response to a question using no more than five lines of text. This is then passed on to another person who writes whether they agree or disagree, and why (also five lines maximum). Depending on time available, these can be passed on again. Some of the papers can then be read out to the class and discussed.
Organising a classroom debate
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3 Thinking about housing checklists
This is simply a page of list of various factors in housing, which can be used as prompts during discussion/debate. It will be very useful to have copies of these in the class to help students consider different avenues of thought.
4 Signposts
■ Signposts are extra sources of information about housing available in this resource.
■ BedZED and Poundbury. Using a data projector, show students one of these reports, detailing two unusual UK housing developments. Ask the students for their initial responses and discuss questions like:
■ Would you like to live there? Why? ■ What are the (dis)advantages of this development? ■ Which groups of people does this development suit and why? ■ How could it be improved? ■ Is this the right direction for future housing in the UK?
■ School Focus Groups – Use this as the basis for debate:
■ Which points do you agree with and why? ■ Were there any noticeable regional differences? ■ Were any important points missed? ■ How realistic were the arguments put forward?
Organising a classroom debate
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Affordable low cost housingBasic housing which has been built to keep prices or rents as low as possible.
AmenitiesFacilities and services such as shops, sports centres, cafes and pubs.
BedZEDAn unusual new housing development in Surrey with an environmentally friendly approach.
BrownfieldA site in a town or city which has previously been built on
Building plotsPieces of ground marked out for houses etc.
CABEThe Commission for Architecture and the Built Environment. The government’s advisor on architecture, urban design and public space.
Carbon emissionsPollution such as fumes from gas or oil heaters.
CCTVClosed-circuit television, used for security.
CladdingThe material fixed to the outside of a building, eg tiles or wooden boards.
Climate changeA long-term change in weather patterns thought to be caused by global warming.
Combined heat and power unitCHP for short: a machine producing both electricity and heating for homes.
Communal hallA public building for people in a community to use for meetings, sports etc.
Communal open spacesPublic areas such as parks and playing fields.
ContemporaryA contemporary design is modern and usually fashionable.
CriteriaA set of measures for judging something.
DevelopersCompanies which build property.
EconomicEconomic in this case means cheap, or good value.
Economic issuesEconomic issues in housing are questions relating to money and work: e.g. how much the houses will cost, if there will be places for people to work nearby etc.
E-logA mini-project about housing, including a student’s own view on housing of the future.
Eco-housingEnvironmentally-friendly or ‘green’ housing (eco is short for ecological).
Energy consumptionHow much fuel is used by something.
Environmental issuesEnvironmental issues in housing are questions relating to the environment and transport: e.g. how sustainable the housing is, whether house designs waste energy.
GreenfieldLand which has not been built on (most greenfield land is in the countryside)
Green microvillagesSmall to medium-sized housing developments which are environmentally-friendly and built around community facilities such as shops, cafes and a hall.
High-density housingA large number of housing units per hectare of land
InfillBuilding in gaps and open spaces between existing buildings.
InvestmentMoney spent on projects like building.
Local authoritiesLocal government organisations such as city and town councils.
Low-density housingA small number of homes per hectare of land.
Mixed-use developmentsBuilding developments which include both housing and work units, e.g. offices and workshops.
Medium-densityAn average number of homes per hectare of land.
Mixed-use buildingBuilding used both for residential use (housing) and for work, eg offices and warehouses.
ModernisedA modernised house is an older property which has been improved to bring it up to date.
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NIMBYsNIMBY is short for Not In My Back Yard: Nimbys are people who oppose plans to build near their homes.
PersonaliseTo personalise a home means make it different from others by adding personal touches such as railings or shutters.
Photovoltaic panelsspecial flat panels which generate electricity from light – also called solar panels.
Political issuesPolitical issues in housing are questions relating to politics and government: e.g. who decides where new housing will be built, how strict planning rules will be etc
PoundburyA carefully planned housing development in Dorset, based on Prince Charles’ ideas.
PrefabricationPrefabricated houses are built in factories, in pieces, and assembled on site.
Pros and consPoints for and against something.
RenewableRenewable resources do not run out, for example timber from softwood trees which can be replanted.
RenovatedA house which has been renovated has been improved by building work.
ResidentialA residential area contains only housing.
ScenarioA possible series of events.
SignpostsA special part of the Living Futures: My Home project with extra information about housing.
SpecificationsA detailed description of the features of a house or something else (spec for short).
ShowpieceA showpiece is a special, particularly good example of something.
Social housingLow cost housing, for rent, owned by an organisation such as a local council.
Social issuesSocial issues in housing are questions relating to people: e.g. whether the housing suits different types of people, if there is a sense of neighbourhood, if there are community facilities etc.
SustainableA sustainable development will not damage the environment by using up natural resources.
SuburbanA place in the suburbs: the widespread built-up areas on the edge of cities.
StandardisedWhen something is standardised it is made to a standard design (the same as others) and often producedin large numbers.
Technological issuesTechnological issues in housing are questions relating to the actual buildings and technology: e.g. How the houses will be constructed, if there will be cabling for ICT etc.
TenementsLarge blocks of flats.
Urban sprawlWidespread built up areas, especially housing, often found around large cities.
Further sources of information
www.cabe.org.uk CABE’s official site, including a library of images and information about successful housing projects
www.buildingfutures.org.uk A web forum for debate about the future of the built environment.
www.buildingforlife.org Includes housing case studies demonstrating architectural merit.
www.architecture.com The Royal Institute of British Architects (RIBA) site, including a section about careers in Architecture
www.lookingatbuildings.org.uk An exciting interactive site for exploring buildings across the UK
Image credits Cover / p3 © Countryside Properties p6,8,10,12,14,16 © Alys Tomlinson (photographs posed by models) p22 © Peter Stewart / CABE p24 © Barry Mason / Alamy, © Martin Charles / Cartwright Pickard Architects.
Published in 2006 by the Commission for Architecture and the Built Environment.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, copied or transmitted without the prior written consent of the publisher except that the material may be photocopied for non-commercial purposes without permission from the publisher. This document is available in alternative formats on request from the publisher.
CABE is the government’s advisor on architecture, urban design and public space. As a public body, we encourage policy makers to create places that work for people. We help local planners apply national design policy and offer expert advice to developers and architects. We show public sector clients how to commission buildings that meet the needs of their users. And we seek to inspire the public to demand more from their buildings and spaces. Advising, influencing and inspiring, we work to create well-designed, welcoming places.
CABE 1 Kemble Street London WC2B 4AN T 020 7070 6700 F 020 7070 6777 E [email protected] www.cabe.org.uk
Glossary
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