2. Students consider liveability from their given character profile. What factors of liveability might be more important to this individual?

3. Students are to consider the ‘factors of liveability’ cards that they have been provided. As a group, they are going to carefully consider how their character might order these factors of liveability from least important to most important. 

4. Once groups have decided on their order, using the Blu tack, they can stick these factors onto their diamond ranking graphic organiser. 

5. Student are to copy their groups diamond ranking graphic into their notebook. 

JIGSAW - Teacher to reassign students to different tables for jigsaw activity. 
1.  In their new groups, student take it in turns to describe their character profile. 
2. Students explain to the group how they ranked the factors of liveability and why.  

2. Students will delegate the roles in this group activity 

 - Summariser – briefly summarises the textual information on the city

 - Interpreter – interprets the visual sources and how it might justify the ranking of the city

 - Connector – links information to the different aspects discussed earlier

 - Facilitator – guides discussion, organises information and writes it down (semantic map/mind map   or any other way your group decides to present the information) 

3. Photos of the students finished work will be uploaded online and made available to all students. 

4. As part of students homework, they will look at the final product of all other groups and compare their city with one other city, identifying the differences in terms of environmental, social, economic and political considerations.