Shack to the Future is an interactive decision-making simulation designed for GCSE Geography students studying urban issues and challenges in LIC and NEEs.

Notes:

This simulation is currently in beta testing and may be amended and improved based on classroom feedback and further evaluation. If you have any feedback please email it to support@tutor2u.

There is a complete teachers guide to download at the bottom of this page.

Simulation link

Play the Shack to the Future Simulation here

ABOUT THIS SIMULATION

Students become Polly C. Planner, Head Planner of the city government planning department, and will lead an 8-phase improvement plan for the Rusty Acres informal settlement community. Through 8 distinct phases, they must balance social, economic, and environmental improvements while ensuring the community leads the process, guided by the conflicting views of Grant O'Funds from the City Government and Grant Aiderson, and NGO representative. Every decision has trade-offs so they need to choose wisely!

What are the learning outcomes of this simulation?

• Know and understand the social, economic and environmental conditions found within informal settlements
• Know and understand how these conditions affect the quality of life of residents in informal settlements
• Know and understand how specific improvements would create social and economic opportunities for residents
• Know and understand why conditions in informal settlements exist
• Understand that people working in the informal sector limits tax generation, meaning there is less money for the government to make improvements

What skills does this simulation practise?

• Analysing of the costs and benefits of different improvements
• Interpreting social, economic and environmental factors to determine likely impact on quality of life
• Deciding what recommendations will improve the quality of life for the community, and evaluating the likely impact of those recommendations

What common misconceptions does the simulation address?

• Students focus on negative impacts/consequences of living in informal settlements but they must also be able to confidently discuss the positive aspects of life in these communities
• Students can struggle to see the connection between an action to improve quality of life, e.g. installing reliability electricity connections, and the way that will result in improvement, e.g. street lights make people feel safer at night, lighting enables children to study in the evening, electric lights means families don’t have to use kerosene lamps, which reduces the risk of fires, electricity means that families have access to technology such as the internet, which is good for work and education
• Students focus on what needs to change to make an improvement in quality of life, without considering needs, wishes, preferences and circumstances of the community and how these impact on success