final - me and my community - rebranded

8/11/2019 FINAL - Me and My Community - Rebranded

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Me and My Community ThemeBelonging and communication.

By understanding who is in their community and what their place in thecommunity is students will be able to explore the best ways of communicating important messages.

Key learning/Subject areas• English• Health and hysical Education• Studies of Society and the En!ironment

"etailed curriculum lin#s are included at the end of this document. Tasmanian teachers please note $ this lesson plan will assist students tode!elop s#ills in Thin#ing% &ommunicating% and Social 'esponsibility.

"uration



eople 5et 'eady $2e and 2y &ommunity

3ntroduction

Think about your place in the world, the diferent communities you belong toand what makes you, YOU!

These acti!ities encourage students to consider indi!idual and communityperspecti!es and explore their sense of belonging as a citi6en of the world.7or#ing indi!idually and together% students will de!elop their understandingof the sensiti!ities of communicating with di0erent communities% strengthenthe similarities and de!ise a communications strategy for a targetcommunity audience.

Students learn about the di!ersity within their community and identify themost e0ecti!e ways of communicating emergency messages to di0erentcultural and language groups in their community.

rior 8earningStudents will need to ha!e experience with(

• wor#ing e0ecti!ely in groups• the Thin#/ air/Share process• collecting data and presenting it in graph format 9possibly through

using 2S Excel or other graphing software:.




http www"abs"go#"au websitedbs d%%&'&&("ns) home Census*+'data

http://www.abs.gov.au/websitedbs/d3310114.nsf/home/Census%20data

http://www.abs.gov.au/websitedbs/d3310114.nsf/home/Census%20data




New South Wales:

>ew South 7ales 5o!ernment% &ommunity 'elations &ommission for amulticultural >S7

http www"crc"nsw"go#"au communities the people o) nsw

South ustralia:

2ulticultural South 1ustralia

http www"multicultural"sa"go#"au statistics"htm!ictoria:

?ictorian 2ulticultural &ommission

http www"multicultural"#ic"go#"au population$and$migration

?ictorian 2ulticultural &ommission% community pro les

http www"multicultural"#ic"go#"au population$and$migration #ictorias$di#ersity community$pro-les$+''.$censushttp www"multicultural"#ic"go#"au population$and$migration #ictorias$di#ersity community$pro-les$+''.$census

Western ustralia:

5o!ernment of 7estern 1ustralia% -@ce of 2ulticultural 3nterests% &ommunity

l

http://www.crc.nsw.gov.au/communities/the_people_of_nsw%20

http://www.multicultural.sa.gov.au/statistics.htm

http://www.multicultural.vic.gov.au/population-and-migration

http://www.multicultural.vic.gov.au/population-and-migration/victorias-diversity/community-profiles-2006-censushttp://www.multicultural.vic.gov.au/population-and-migration/victorias-diversity/community-profiles-2006-census




http://www.crc.nsw.gov.au/communities/the_people_of_nsw%20

http://www.multicultural.sa.gov.au/statistics.htm

http://www.multicultural.vic.gov.au/population-and-migration







How do 3 teach this acti!ityCSte' 1 ( Whole class activity: brainstormin)

Begin with as#ing your students to thin# about what the words belonging andcommunity mean.

1s# them to brainstorm on a piece of paper the words that they thin# of

when they reAect on belonging and community . 9Brainstorming is a goodway to encourage students to thin# broadly.:

Spend ) minutes sharing these words and noting them on the whiteboard. 93f you ha!e access to ost4it notes% you could hand these out and get thestudents to jot down one word per ost4it and then as# them to display theseon the wall.:

Ste' 2 ( *ndividual activity: +elon)in)

1s# your students to thin# about the di0erent groups they belong to.

Dsing 7or#sheet * $ Me, My Communities and Belonging % gi!e them time toidentify these groups. ou can model this yourself as you identify the groupsyou belong to.

Th d h f h i l % h M2 i i Th h




cultural% artistic etc:.

ST1TE 3 li!e in 9state:. 3 would describe my state as9location% weather% population% demographicbrea#down etc:. The groups in the state 3 identifywith are 9sporting% cultural% artistic etc:

&-D>T' />1T3->

3 li!e in 9country:. 3 was born in 9country:. 3 li#e mycountry because How 3 feel about my country ...

The groups in the country 3 identify with are9sporting% cultural% artistic etc:

THE 7-'8" How 3 feel about the world is The groups aroundthe world 3 identify with are 9sporting% cultural%linguistic% artistic etc:

-nce they ha!e completed this acti!ity% they could extend it by adding

drawings% photos and as much detail as they would li#e.Ste' 3 ( *ndividual activity: My timeline ,o'tional-

Dsing their own wor#boo#s or 1, paper pro!ided% as# your students toidentify #ey e!ents that ha!e helped to ma#e them who they are.

3t may be helpful to brainstorm some #ey e!ents. 1s# them to thin# about(

h i bi h




7hat symbols do di0erent groups use to identify themsel!es and how

do these symbols to show that someone is part of the groupC




Ste' ( Whole class activity

1s a whole class% as# the students to report bac# on the di0erent groups theyall belong to.

ose the ;uestions(

7ho ma#es up our school communityC

7hat are the di0erent cultural identities held in the communityC

Students may not be able to correctly identify some cultural% ethnic orreligious groups. 1ccept their suggestions% and if necessary correct them. 3tis important to write up on the whiteboard the correct name and spelling of each cultural and language group. 9 ou will need to be prepared beforehandto help you with this.:

From this discussion% collect data on the language% country of origin% cultural

and religious bac#grounds of all your students.1s a group% discuss the bac#grounds/pro le of di0erent groups within thecommunity.

1s# the students to graphically represent this information. They could usegraphing software such as 2S Excel to help them.

Ste' ( Small )rou' activity: research




-nce the research has been completed and your students ha!e de!ised their

basic &ommunications Strategy% get them to present this to the whole class.




1s you go% draw up a ?enn "iagram on the whiteboard.

3dentify the similarities and di0erences of communicating with the di0erentcommunity groups.

7here the circles o!erlap% write in the similarities to show your studentsthat% while we are all di0erent% in many ways we are all !ery similar as well.

7hat s nextC-nce these acti!ities ha!e been completed% you could go on to the Take theCommunication Mission lesson plan where your students are placed in therole of ad!ertising executi!es whose roles are to design and produce a T? or

d d h l l d l d h h




emergency situations. 8in#s to other agencies and programs are alsopro!ided. -f course% you will need to use your own professional

judgement if there is potentially any element within this acti!ity thatmay cause any of your students distress. 3f you are concerned aboutthis% you might as# them to write from the perspecti!e of a ctionalcharacter or in the third person. Students need to feel safe if they areto outline particular family characteristics especially those outside theMnorm . 3f they feel they will be ridiculed they will not spea# out.

ou may need to spend time doing some trust building wor# in the leadup to this acti!ity. Be sensiti!e to the traumatic experiences somefamilies and communities might ha!e experienced.

repare the class by emphasising the learning objecti!es of thisacti!ity.

1 #ey objecti!e is to !alidate the many approaches and experiencesamongst the students in the classroom.

'emember the di0erent world !iews about what constitutes a familyNgender rolesN power di0erencesN the role of experts 9etc:




7or#sheet *

2e% 2y &ommunities and Belonging

7e all belong to di0erent communities. 7hat communities do you belong toC




7or#sheet <

Finding out about a &ommunity 5roup 7our tar)et community )rou':

3t s time to do some research and as# people in the community for theirinput in order to complete the table below. "o you #now anyone you caninter!iewC 3s anyone in your class from this communityC

-nce completed% the separate tables that you and your classmates ha!eproduced will come together to highlight the di0erent things one mustconsider when de!eloping a successful communication strategy that willreach e!eryone in your community.

Find the answers to the ;uestions listed in the Owhat 3 need to nd outaboutP column and include some extra ;uestions you ha!e designedyoursel!es. Qot down your notes in the right hand column.

What * need to 8nd out about Notes

Communication sensitivities and considerations

7hat are the things you need tobe aware of when




*m'ortant back)round in$ormation

7hat is the country of origin orregionC How might this impacton the community groupC

7hat are the reasons formigrationC

• 7as it for conAict%economic or politicalreasonsC

• 1re many members of thiscommunity still in thecountry or region of originC

•

How might this a0ect their!iew of go!ernment%emergency ser!icewor#ers% people wearinguniform etcC

3s it a refugee communityC•




communication that might be inEnglishC

1re they li#ely to be literate intheir own languageC

The best ways to communicate with this )rou'

"oes the community rely oncommunity leaders forinformationC

"oes this group use technology9li#e email and the 3nternet% T?%

radio etc: to communicate witheach otherC

-ther ;uestions you might ha!e(




+asic Communications Strate)y

To help communities be better prepared for an emergency% it s important tobe able to communicate e0ecti!ely with them. "e!eloping a communicationsstrategy helps with this.

Dsing your notes abo!e% de!ise a basic communications strategy under thefollowing headings(

*. From your own point of !iew% what do you thin# are the best ways of

communicating with people li#e you and the classmates in yourgroupC

<. 3n terms of your target community% what do you thin# would be thebest way to communicate with themC

,. 7ho would you communicate with in this communityC How wouldyou communicate with themC

. 7hat would be the best communication channels to useC). 7hat languages would you use in your communicationsC

=. How would you combine your message with other strategies li#eimages% community symbols etcC

J. 7hat are the , #ey things that you would do in order to get animportant emergency message out to this communityC 7hy are




&urriculum 8in#s Tasmanian teachers please note $ this lesson plan will assist students to de!elop s#ills in Thin#ing%

&ommunicating% and Social 'esponsibility.

Curriculum links ( Studies o$ society and environment:

CT NSW 9ld S !ic W

&ulture 8e!el =

1nalyses the waysocieties orcommunities fostera sense of unitywhile stillmaintaining theircultural

di0erences.

5eography Stage )

)., Selects and usesappropriate written%oral and graphicforms tocommunicategeographicalinformation

). 1ccounts fordi0erences withinand between1ustraliancommunities

&ulture and society(cultural perceptions8e!el =

erceptions of culturesassociated with acurrent issue

nil nil nil

1ustralian Emergency 2anagement 3nstitute $ 1 &entre of Excellence1ttorney45eneral s "epartment

*J




Curriculum links ( ealth and 'hysical education:

CT NSW 9ld S !ic W

Health of indi!idualsand the community8e!el =

lans programs tomeet the di0erentneeds of indi!idualsand groups.

Safety 8e!el =

E!aluates programsand ser!ices withinthe community thatpromote safety

redicts some of theli#ely e0ects that arange of writingstyles may ha!e onparticular audiences

&ommunicatingStage )

).** 1dapts ande!aluatescommunication s#illsand strategies to

justify opinions%ideas and feelings inincreasingly complexsituations.

romoting the healthof indi!iduals andcommunities 8e!el =

=., Students de!isepersonal andcommunitystrategies to respondto potentially unsafesituations andbeha!iours.

Health of 3ndi!idualsand &ommunitiesStandard )

).= &riticallyanalyses theimmediate% short4and long4termconse;uences andthe inter4relationships ofbeha!iours thata0ect the health of

communities .

Health #nowledgeand promotion 8e!el=

identify the healthser!ices andproducts pro!ided bygo!ernment andnon4go!ernmentbodies

>il

1ustralian Emergency 2anagement 3nstitute $ 1 &entre of Excellence1ttorney45eneral s "epartment*




Curriculum links ; 6n)lish:

CT NSW 9ld S !ic W

7riting 8e!el =

7rites in a !ariety ofways to explorecomplex issues forspeci c and generalaudiences

Stage )

J Selects and useslanguage forms andfeatures% andstructures of textsaccording todi0erent purposes%audiences andcontexts% anddescribes andexplains their e0ects

on meaning*+ Ruestions%challenges ande!aluates culturalassumptions in textsand their e0ects onmeaning

Syllabus underre!ision.

Texts and contextsStandard )

). &omposes arange of texts thatinclude detailedinformation andexplore di0erentperspecti!es aboutdi!erse topics orissues and adjuststhe text to produce

an intended e0ectupon the audience.

7riting 8e!el =

select subjectmatter and begin touse a range oflanguage techni;uesto try to positionreaders to acceptparticular !iews ofpeople% characters%e!ents% ideas andinformation

7riting 8e!el =

7rites with a clearsense of purpose andstructure% exploringdi0erentperspecti!es%experimenting withlanguagecon!entions and!arying theirexpression to

enhance e0ect andto meet theexpectations ofdi0erent audiences

1ustralian Emergency 2anagement 3nstitute $ 1 &entre of Excellence1ttorney45eneral s "epartment

*L




Curriculum links ( The rts:

CT NSW 9ld S !ic W

2edia 8e!el =

3denti es andanalyses a range ofmedia texts anddiscusses responsesto them.

nil 2edia 8e!el =

2E =.,a Studentse!aluate howcontextualinAuences cancontribute topersonalinterpretations ofmedia.

2E =.,b Studentse!aluate social%political andeconomic inAuencesoperating on theproduction of public%commercial andindependent media.

>il >il nil

1ustralian Emergency 2anagement 3nstitute $ 1 &entre of Excellence1ttorney45eneral s "epartment<+

final - me and my community - rebranded

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