Planning a sustainable community

Key stage 3 Geography

Enquiry question: Is East Village a good model for sustainable communities in the future?

Learning objectives

Knowledge and understanding

East Village was built as the largest, sustainable new development in the UK

There are 2,800 homes, from one to four-bedroom, half at market rent and half affordable

Heat for East Village comes from the Energy Centre, a combined heat and power plant

People living in East Village are encouraged to use sustainable forms of transport

Geographical skills

Sustainable community assessment

Questionnaire about sustainability

Land use mapping

Mapping sustainable transport features

Learning outcomes

Most students will be able to:

Assess how sustainable East Village is, compared with their own community

Carry out a questionnaire to gain more insight into how sustainable East Village really is

Complete a land use map of East Village and relate this to sustainability

Locate sustainable transport features on a map

Make an overall evaluation of sustainability of East Village and to what extent it is a good model

Pre-visit recommendation

Students study the Egan Wheel as a model for sustainable communities. They carry out a sustainable community assessment in their own community as a trial run for East Village.


Sheet 1: The Egan Wheel

Sheet 2: Sustainable community assessment 1


Meet at Stratford International Station. East Village was built for the 2012 Olympics and was designed to have a legacy as a new residential community. It claims to be the largest sustainable, new development in the UK. Ask students what features they would expect to see in a sustainable community. How sustainable do they think their own community is?


None required


Location 1: Celebration Avenue. Visit the GetLivingLondon marketing suite. Give students an overview of East Village. Walk around the village, noting features such as Chobham Academy, Mirabelle Gardens and Victory Park. Students carry out a sustainable community assessment based on observations.

Location 2: Victory Park. Students work in pairs to carry out a questionnaire with residents using the shops and public realm around Victory Park. They could also interview shopkeepers.

Location 3: Energy Centre. Walk across the Olympic Park to the Energy Centre. Explain to students that this is where the heat for East Village comes from. They find out how the combined heat and energy plant works and how it makes East Village more energy-efficient. They complete a flow diagram on Olympic Park plan (Resource sheet 5).

Location 4: East Village zones. Walk back to East Village. Model with students how to map land uses in one zone of the village. Students work in small groups to map land use in other zones. They also map sustainable transport features, like bike racks, bus stops and pedestrianised areas.


Sheet 3: Sustainable community assessment 2

Sheet 4: East Village sustainability questionnaire

Sheet 5: Olympic Park plan

Sheet 6: East Village land use

Sheet 7: East Village transport


Students share conclusions from their sustainable community assessment and questionnaires. They describe the land use and transport features they saw. How does sustainability in East Village compare to their own community? To what extent is East Village a good model for future sustainable communities? What lessons can be learnt about how to, or how not to, plan a sustainable community?


Sheet 8: Is East Village a sustainable community?