2 January 2026
Example assignment for a subject teacher in upper secondary education: design a sustainable city
This assignment combines autonomy support and structure to provide gifted students with both freedom and guidance. They are encouraged to think creatively and critically while learning to collaborate and take responsibility for their own learning process. This is not only educational but also a powerful way to enhance their motivation and engagement.
This assignment combines autonomy and structure, giving gifted students both the freedom to think creatively and critically, and the guidance they need to work with focus—boosting their motivation and sense of ownership.
By working on a complex, authentic problem—designing a sustainable city—students experience high-level challenge, learn to collaborate, and develop insight into social, economic, and ecological interconnections.
The step-by-step structure with clear expectations, regular check-ins, and constructive feedback creates a safe, stimulating learning environment in which students feel confident to experiment, make choices, and take responsibility.
Learning objective
This task is suitable for subjects such as geography, economics, or science and uses easily available materials. Gifted students work in groups to design a sustainable city, considering social, economic, and ecological factors. The goal is for them to gain insight into the complexity of urban planning, learn to collaborate, and develop innovative solutions to current challenges.
Preparation
Define the goals and context
Learning objectives: Students will develop their creative and critical thinking, learn to design sustainable solutions, and effectively present their ideas.
Explain the relevance of the assignment: Cities have a significant impact on climate change and social cohesion. Through this project, students will understand how they can contribute to a more sustainable future.
Set clear expectations
Share the success criteria in advance: The design must provide solutions for energy supply, transportation, housing, and waste management.
Make the project manageable: Break it down into smaller steps (see below).
Discuss how students will be assessed: For example, creativity, feasibility, collaboration, and presentation skills.
Implementation
Step 1: Orientation and Choice
Introduce the project with a brief presentation on sustainability challenges in cities.
Have students work in groups to decide which aspects they want to focus on (e.g., energy, transportation, or waste management). They also choose how to present their city: a poster, a model, or a digital presentation.
Step 2: Research and Planning
Each group conducts research on existing sustainable cities and innovative solutions.
Hold short check-ins to discuss their progress. Ask what ideas they have, what challenges they are encountering, and how they plan to move forward.
Encourage students to divide tasks within the group (e.g., one student conducts research, another works on the design).
Step 3: Design and execution
Students work on their design, receiving step-by-step guidance. For example, provide suggestions for organizing their ideas or visualizing complex concepts.
Allow time for feedback sessions where students present their work to their peers and receive suggestions for improvements.
Step 4: Presentation and reflection
Each group presents their sustainable city to the class. Encourage them to discuss not only their solutions but also the challenges they have overcome.
Organize a collective reflection: What have they learned? Which ideas can truly be applied?
Autonomy support in the task
Choice: students decide the theme and how they will present their city.
Interests: the task addresses current and relevant issues, increasing their intrinsic motivation.
Independence: students plan and carry out their project mostly on their own, with guidance when needed.
Structure in the task
Clear expectations: students know from the beginning what is expected of them and what steps are needed.
Step-by-step guidance: each phase of the task is clearly defined, and teachers provide support in planning and execution.
Feedback: during check-ins and presentations, students receive constructive feedback that helps them grow.
Safe environment: through routines and clear communication, students feel supported and are encouraged to take risks in their designs.
Materials List
Paper and markers for sketches and designs.
Digital tools (such as Google Maps or simulation programs), if available.
Optional: recycled materials (cardboard, plastic bottles) for building a model.
Students bring additional materials, such as magazines or newspapers for inspiration.
Why does this assignment work so well for gifted students?
Because it meets three essential needs: autonomy, challenge, and depth. The open-ended nature of the project stimulates creative and critical thinking, while the built-in structure prevents students from feeling lost or disengaged. They experience both ownership and direction — a combination that greatly boosts motivation and enjoyment in learning.
How does this assignment support collaboration among gifted learners?
By encouraging role division, scheduling regular check-ins, and offering opportunities for shared reflection, students learn to communicate, negotiate, and build upon each other’s ideas. This helps them develop social and executive functioning skills without compromising cognitive challenge.
What makes this project particularly effective for fostering autonomy?
Students choose their focus, their presentation format, and their approach. They independently decide how to gather information, design their sustainable city, and present their ideas. This freedom of choice — combined with clear criteria — allows them to explore their interests while still working purposefully toward defined goals.
Copyright © 2025 Dr. Sabine Sypré – All rights reserved. No part of this article may be reproduced in any form or by any means, whether electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the author. Sharing online is permitted provided the author is credited and a link to this article is included.
