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SB:B:B:t7dD�(D�(荝B:t7荝B:$B:f:�3G�DD烪�(�'怲Hx�=�'�7|肎砇S0HS譍�衇T8�衇(烪XXDDDD烪t衇DL�B:t7t7t7鞷鞷XX�'�9dXX'Tag Free Kiwi
Years 7�8 Focus area 1
This section of the Tag Free Kiwi programme contains one of the following focus areas for students at years 7�8 (ages 11�12):
Our community
Graffiti � what does it mean?
Rock art
Consequences
Solving the problem
Proud to be me
Note: Research suggests that an effective programme should include learning experiences from each of the focus areas.
Focus area 1: Our community
Contents TOC \o "2-2" \t "Heading 1,1"
Focus area 1: Our community PAGEREF _Toc382391428 \h 2
Notes for the teacher PAGEREF _Toc382391429 \h 2
Definitions PAGEREF _Toc382391430 \h 2
Curriculum links PAGEREF _Toc382391431 \h 2
Resources PAGEREF _Toc382391432 \h 2
Success criteria PAGEREF _Toc382391433 \h 2
Learning experience 1: Graffiti in our community PAGEREF _Toc382391434 \h 3
Activities PAGEREF _Toc382391435 \h 3
Optional learning experiences PAGEREF _Toc382391436 \h 4
Assessment PAGEREF _Toc382391437 \h 4
Focus area 1: Our community
Notes for the teacher
Do not encourage students to take photos of graffiti vandalism in their community. This can increase the fame of the tagger.
Definitions
Community: The people, places and things that make up the area where we live, go to school, work and play.
Landmark: A prominent or well known object or feature of a particular community or area.
Curriculum links
Key Competencies: Thinking; Using language, symbols, and texts; Participating and contributing
Learning areas: Social Sciences; Mathematics & Statistics; Technology; Art
Resources
Questions on large sheets of paper for Post Box activity
Post-it notes
Maps of the local community
Cameras
Newspaper articles brought by teacher and students
Dictionaries
Local burglary statistics
Success criteria
Students will be able to:
identify their community and their place in it
suggest ways to improve their community.
Learning experience 1: Graffiti in our community
Activities
1. Post box
Introduce the term community to the class. Work with students to identify the borders of their local community. Write each of the questions below on to a separate large sheet of paper and place them at intervals around the room. Working either individually or in pairs, students go to each question and write their responses to the question on Post-it notes and place them on the paper. The questions can be done in any order.
Post Box questions could include:
What are three important landmarks in your community?
Who are some well known people in your community?
What are the different cultures in your community?
Which three things you like best about your community?
Which three things that you like least about your community?
What is one thing you would like to change in your community?
What do you contribute to your community?
Divide the class into seven groups. Give each group the responses to one of the post box questions. They must read all the responses and present them in some way on the large sheet of paper. For example this could be a graph, a spider diagram or a list. Stress that it is important that all responses are included and that it is clear how many people gave that response. These will be displayed on the classroom wall.
Take reports from each group.
Ask: How big a problem do you think graffiti vandalism is in your community?
What would you like to see done about this?
What can you do about this problem?
Do you think there is enough for young people to do in our community? Why, or why not?
2. Out in the community
Do one or more of the following with your class:
Take a walk around the community. Work with students to take photos of things they are proud of and to make a note of things they would like to change. Arrange photos in a display in the classroom, each linked by a string to their position on a map of the community. Discuss the things students would like to change.
Take students on a train or bus trip through their own and other communities. Ask them to document the level of graffiti along the route and to list specific things they saw that beautified the community.
Students use Google Earth to research and identify landmarks in their community.
Optional learning experiences
Students work in groups to design a welcome sign for their community. Designs could be displayed in the school newsletter or website.
Divide the students into groups of about four. Ask each group to design an ideal activity for young people to do in their community. One third of the groups designs a no-cost activity, one third designs a low-cost activity, and one third designs a high-cost activity. The design could be presented in various ways � for example, as a 3D model, architect抯 plans, or an online or PowerPoint presentation. The groups present their designs to the class and to invited guests such as the town planner, principal, School Community Officer or Community Constable. Students could grade each presentation on a scale of 1�5 (5 being best) for practicality, creativity and originality.
Assessment
Ask students to place themselves along a continuum line for each of the following statements. One end of the line is Strongly Agree and the other is Strongly Disagree. Ask some students for the reason for their position on the line.
Statements
We should all take pride in our community.
We can all do things to improve our community.
Graffiti vandalism damages a community.
Unit 1: Standing Up For Myself Keeping Ourselves Safe Programme
Tag Free Kiwi (2014) Developed by the 乐竞体育 (National Prevention Centre) Years 7�8
PAGE \* MERGEFORMAT 20 Focus area 1: Keeping one step ahead
Focus area 1: Our community PAGE \* MERGEFORMAT 2
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