Sustainable Home Showcase

Overview

In this penultimate lesson, students share their proposed sustainable new home for Auckland and receive feedback before final submission. They present in groups using live, gallery-walk or recorded formats, communicating an evidence-informed recommendation that recognises Aotearoa New Zealand and Pacific perspectives.

Learning intentions

• WALT present an informed, respectful response to a sustainability challenge.
• WALT communicate a clear recommendation using evidence and visuals.
• WALT acknowledge Aotearoa and Pacific perspectives in our proposal.
• WALT listen actively and respond thoughtfully to a question.

Success criteria

• I can explain a clear recommendation for a sustainable home in Auckland.
• I can use relevant evidence and visuals to support my ideas.
• I can acknowledge Aotearoa and Pacific perspectives respectfully.
• I can listen to a question and give a relevant response.

Curriculum links

• Social Sciences Years 9–10: analysing data and sources, making decisions, and evaluating significant challenges.
• Social Sciences Years 9–10: examining changing places, how societies function and change, and New Zealand’s place in a globalised world.
• Social Sciences Years 9–10: exploring governance, human rights, power, inequality and the constitutional significance of te Tiriti o Waitangi.
• Social Sciences practices: communicating with evidence, logic, social science concepts and conventions, with awareness of audience and purpose.

Lesson structure (70 minutes)

1. 0–7 min · Prepare and reconnect. Teacher opens the hook and success-criteria slides with the question, “What makes a home sustainable for people, place and future generations?” and briefly revisits the presentation expectations. Students review their group’s proposal, allocate speaking roles and check that their visuals, evidence and acknowledgement of perspectives are ready.

2. 7–15 min · Rehearsal and language support. Teacher models a concise recommendation structure: “Our recommendation is… This is sustainable because… Our evidence shows… We acknowledge…”. Distribute the presentation feedback and reflection sheet and invite students to rehearse in pairs, using cue cards or notes rather than reading a full script. Students practise pronunciation, volume, pace and transitions, while partners identify one strength and one point to clarify.

3. 15–43 min · Group presentations. Teacher organises six groups of approximately five students and runs presentations in an agreed format: live presentations to an audience group, a gallery walk with one spokesperson available, or recordings viewed by an audience group. Use the presentation instructions and listening prompts to display the timing and audience expectations. Each group has up to four minutes to present and two minutes for questions or feedback. Students explain their recommendation, evidence, visual choices and consideration of Aotearoa and Pacific perspectives; audience members listen, record feedback on the presentation feedback and reflection sheet, and ask one purposeful question.

4. 43–55 min · Feedback carousel. Teacher signals rotations and prompts students to give specific, respectful feedback using “I noticed…” and “I wondered…”. Students move to another group’s display or recording, identify the strongest evidence or visual, and note one question about feasibility, equity, environmental impact or cultural responsiveness. Students who have already presented prepare a response to a question they received.

5. 55–64 min · Whole-class synthesis. Teacher opens the discussion and wider-systems prompts and facilitates a brief discussion: “Which ideas could work beyond one home?” and “Who has power to make these changes?” Students compare proposals and explain how housing connects with transport, water, energy, land use, climate change, affordability and community decision-making. Invite students to connect ideas to Auckland, the Pacific and their own experiences without requiring personal disclosure.

6. 64–70 min · Exit reflection and next steps. Teacher asks students to complete the final section of the presentation feedback and reflection sheet and collects it as evidence for assessment. Students write: one success against the criteria, one improvement for the final version, and a response to: “What question or feedback will most strengthen our sustainable home proposal?”

Resources

• the complete presentation and discussion slide deck
• the presentation feedback and reflection sheet
• Student presentation visuals, models, posters or digital slides
• Student cue cards or speaker notes
• Timer
• Devices and headphones for recorded presentations, if required
• Display space or tables for gallery-walk proposals
• Class list and presentation order

Assessment

• During rehearsal, listen for clear recommendations, accurate use of evidence, appropriate vocabulary and understandable delivery; provide immediate prompts or recasts.
• During presentations, use the success criteria to note whether students communicate a recommendation, support it with evidence and visuals, acknowledge relevant perspectives, and respond to questions.
• Review the completed worksheet for the quality of peer feedback, listening, reflection and identified next steps. Record students needing additional support before the final lesson.

Differentiation

• Offer varied modes: live presentation, gallery walk with a spokesperson, or recorded presentation. Allow students to present in pairs or share sections across the group.
• Provide sentence frames, bilingual or illustrated vocabulary, pronunciation rehearsal, cue cards, visible timings and the option to pre-record questions and answers. Model respectful disagreement and question forms.
• For Pasefika and Bengali English-language learners, allow planning and initial rehearsal in a familiar language, then support key English phrases for speaking, listening and visual communication. Pair students strategically and check understanding privately rather than relying only on whole-class responses.
• Teacher-supported questioning can include choices such as “Which evidence supports that idea?” or “How does this affect different communities?” Accept labelled visuals, spoken explanation and brief notes as complementary evidence of understanding. Provide a quiet audience position, extra processing time or a trusted partner for students with sensory, attention or communication needs.

Extension

• Field challenging questions about cost, land, climate resilience, accessibility, equity or unintended consequences, then revise the recommendation in response.
• Connect the proposal to wider systems by explaining how local housing decisions could influence Auckland’s transport, water, energy, governance or Pacific relationships.
• Compare two group proposals and make a justified judgement about which is most sustainable, identifying the values and evidence behind the decision.