Teacher’s Workbook - Inspiring...

Teacher’s Workbook

© Auckland Council

The material in this publication may be photocopied for use, especially within schools and education settings.Please acknowledge the source as: Back 2 Back Project, Auckland Council, 2011.

�Connecting Communities for students in Years 1 - 8

Contents

Foreword 2

Community-leddevelopment 3

Underlyingprinciplesforthisresource 3

KeyCompetencies-EnterprisingAttributes 4

Hauora-Thesocio-ecologicalperspective-Attitudesandvalues 5

Globalecosystemmodel 6

Neighbourhooddevelopmentplan 7

PartA:Introductiontoneighbourhoods 10

PartB:Definingyourneighbourhood 12

PartC:Inquiry/Action/Involvement 14

Appendices

Resources 16

SchoolJournals 18

Glossary 19

Socialinquirymodel(blank) 20

Acknowledgements 21

Thematerialinthispublicationmaybephotocopiedforuse,especiallywithinschoolsandeducationsettings.Pleaseacknowledgethesourceas:Back2BackProject,AucklandCouncil,2011.


ForewordThisresourcehasbeendesignedforYear1-8studentsandistheme/conceptbased.Allstudentscomefromdifferentbackgroundsandtheyallplayapartinneighbourhooddevelopment.Theirindividualandcollectivecontributionscanmakeapositivedifferencetotheenvironmentandthosewholiveintheirneighbourhoods.

Neighbourhooddevelopmentprovidesanidealcontextforinquirylearningandenablesstudentstonotonlyidentifyissues/needsbutalsofocusonthepositiveaspectsoftheircommunity.

Thetimeframeisflexibleanddependsontheneedsandtimeavailableineachschoolandalsothedepthoffocus.

Thediagrambelowshowstheprogressanindividualmaymakeincommunity-leddevelopment:

AdaptedfromBelongingandParticipatinginSociety;BuildingConceptualUnderstandingsintheSocialSciences,MinistryofEducation2008

Wordsingreenmaybefoundintheglossary

q

q

q

Developing an understanding of neighbourhood

A sense of responsibility towards others and the environment

An understanding of one’s role in neighbourhood-led development

Active participation and involvement as community members and future decision makers


Community-led development

Community-leddevelopment(CLD)isatermthatbestdescribesactivitiesthatarelocallydrivenbypeoplewholive,workorconnectwithaparticularplace,suchasa neighbourhood.

CLDisevidentwhenpeopleworktogetheronsolutionstoissuesbybuildingupontheircollectivestrengths,skillsandknowledge;demonstratingleadershipamonglocalresidents;findingnewwaysofseeinganddoingthings;connectingwithotherstoprovideresources;sharingwhattheylearnwithothercommunities;influencingchangebyinvolvingthedecisionmakersandultimatelyimprovingthewellbeingofthepeoplewholiveinaparticularplace.

ExamplesofCLDarefoundthroughoutourcountryonalargeorsmallscale:peoplecomingtogethertorestoreawetland,plantacommunitygarden,supportlocalartists,runschoolholidayactivities,tidy-upastreamorstreet,startupawalkingschoolbus,createatoollibraryandwelcomenewneighboursintotheirarea.Thesearejustafewofthemanyexampleswherelocalpeopletakeuptheinitiativetobuildprideinplace.

Formoreinformationoncommunity-leddevelopment,seethefollowingwebsite:www.inspiringcommunities.org.nz

Underlying principles for this resource

Neighbourhood-leddevelopmentfitswellintheNewZealandCurriculumwithdirectlinkstoareassuchashealthandphysicaleducation,andthesocialsciences.Bothoftheseareasemphasizetheimportanceofdiversity,inquiry,theabilitytothinkcritically,communityparticipationandrespect.

Keycompetenciesinclude:(seenextpage)


Key Competencies - Enterprising Attributes

Enterprising Attributes

Thinking

1.Generating,identifyingandassessingopportunities

2.Identifying,assessingandmanagingrisks

3.Generatingandusingcreativeideasandprocesses

4.Identifying,solvingandpreventingproblems

5.Monitoringandevaluating

Managing Self

6.Usinginitiativeanddrive

7.Matchingpersonalgoalsandcapabilitiestoanundertaking

Relating to Others

8.Workingwithothersandinateam

9.Negotiatingandinfluencing

10.Beingfairandresponsible

Participating and Contributing

11.Planningandorganising

12.Identifying,recruitingandmanagingresources

13.Beingflexibleanddealingwithchange

Using Language, Symbols and Texts

14.Collecting,organisingandanalysinginformation

15.Communicatingandreceivingideasandinformation

What they mean for students

Thinkingupnewthingstodoanddecidingiftheyaregoodideas

Thinkingofthethingsthatcouldgowrongwithanopportunityandmakingplansanddecisionstolimitthatrisk

Thinkingupnewideasandwaystodothingsthatworkwell

Lookingaheadforthingsthatcangowrong,thinkingofwaystosolveproblemsandplanningaheadtoavoidthem

Checkingallthetimeandmakingchangesiftheyareneeded

Seeingwhatneedstobedoneanddoingit,perseveringwhenthingsgettoughandshowingdeterminationtokeepgoing

Usingyourownskillsandabilitiestogetthingsdoneandachievingyourgoals

Listeningtoothers,encouragingpeopletotakepartandsharingtheresponsibilities

Beingpersuasive,resolvingissues,backingupideasandreachingagreementwithothers

Takingownershipofyourownactionswhileconsideringwhatisrightforothers

Makingadecision,makingaplanandgettingready

Sortingoutwhatresourcesareneeded,gettingthemandusingtheminthebestwaypossible

Dealingwithnewsituations,acceptingnewideas,gettingoverchangeandmovingon

Gettinginformationandsortingittomakesenseofit

Sharingandtakinginideasfromarangeofsources

AccessedfromEducationforEnterprisewebsite:http://education-for-enterprise.tki.org.nz


HauoraHauoraisaMāoriphilosophyofhealthandisoneoftheunderlyingconceptsinhealthandphysicaleducation.Itcomprisestahatinana(physicalwell-being),tahahinengaro(mentalandemotional),tahawhānau(social)tahawairua(spiritualwell-being).Thesedimensionsareinterdependentandsupportiveofeachother.

The Socio-ecological perspective

TheSocio-ecologicalperspectiveisoneofthefourconceptssupportingtheframeworkforlearninginhealthandphysicaleducation.Studentscannotonlyberesponsiblefortheirownwell-being,butalsohelptopromotethewell-beingofotherpeopleandsocietyasawhole.

Attitudes and valuesStudentswilldevelopcareandconcernforotherpeopleintheircommunityandfortheenvironmentthrough:

l Co-operationandawhina(helping)

l Applyingaroha,manaakitanga(hospitality/generosity,care,compassion),andmahiāngakau(workoftheheart)

l Constructivechallengeandcompetition

l Positiveinvolvementandparticipation

AccessedfromTheNewZealandCurriculumofEducationMinistryofEducation:http://www.minedu.govt.nz


What influences the wellbeing of local

communities?

Source:PublicHealthAdvisory:reporttoMinisterofHealth,April2010


SocialInquiryPlanningTool-AccessedfromSocialSciencesOnlinewebsitehttp:socialinquiry.ssol.tki.org.nz

Colour Key

Focus of learning/topic Concepts Conceptual understandings

Finding out information

Considering responses and decisions

Exploring values & perspectives

So what?

Now what?

Leading to

Developed through

Groupsparticipation/contributionroles/responsibilitiesprivilegeschange/historydiversity

Whatgroups/features/treasuresarethereinourneighbourhood?Peopleweknowthatwecantalkto/interview/visit?Facilitieswecanuse?Whatroles/responsibilitiesdopeoplehave?Howdoweimproveourneighbourhood?

Whatdogroupsdoforourneighbourhood?Ourschool?WhatpositiveactionhaveIcontributedtomyneighbourhood?Myschool?

So what does this mean for us/others?Thisisaquestionforstudentstoexplore

Now what further learning do we need?Whatstepsinourlearningcouldwetakenext?

Now what might be done about it?Supportgroupsinourcommunity?Actionstomakechanges?Informingothersaboutthesechanges?Continuepromotingprideinourneighbourhood?

Neighbourhood Development

This template is taken from a social inquiry overview diagram originally adapted from B. Hill and G. Aitken’s social inquiry model for the Ministry of Education, and published in Approaches to Social Inquiry from the Building Conceptual Understandings in the Social Sciences series (Ministry of Education, 2008).


Social Inquiry PlannerNeighbourhood Development, Level 3 - 4

Focus of learning/topicWhatareourinitialassumptions?Therearemanydifferentkindsofpeopleinourneighbourhood.

Whatquestionscanweaskaboutthistopic(forexample,aboutvalues/information/participation)?Whatdoesitmeantobeagoodneighbour?Whatdoyouknowaboutyourneighbourhood?

ConceptsWhichconceptsarekey?groups participation/contribution

roles/responsibilities privileges

change/history diversity

Conceptual UnderstandingsWhatconceptualunderstandingsabouthumansocietydowewanttofocuson?

Allpeoplehaveroles/responsibilitiesintheirneighbourhood.Therearedifferentreasonswhypeopleliveinaneighbourhood.Therearedifferentwaysthatpeoplecanbegoodneighbours.Neighbourhoodschange.

Considering responses and decisionsWhocanandcan’trespondand/oract?

Whatresponses(decisionsandactions)doindividualsorgroupsmake?Howdopeople’svaluesandperspectivesinfluencetheirresponses?Whataretheconsequencesoftheseresponses?Whatdogroupsdoforourneighbourhood?Ourschool?WhatpositiveactionhaveIcontributedtoinmyneighbourhood?Myschool?

Finding out informationWhatconceptsandpatternsaboutsocietywillweengagewith?Whatgroups/features/treasuresarethereinourneighbourhood?

Whatsourcesofinformationareavailable/unavailable?Peopleweknowthatwecantalkto/interview/visit?Facilitieswecanuse?

Whatbackgroundandhistoricalknowledgeisrelevant?Whichcurrentissuesarerelevant?Whatroles/responsibilitiesdopeoplehave?Howdoweimproveourneighbourhood?

Colour Key


Reflecting and evaluatingHowcanconceptsmeandifferentthingstodifferentpeople?

Howreliablearethesources?Whywastheinformationwritten(context)andfromwhichperspective?Wherecouldwefindoutmoreinformation?

Isthereanythingmoreweneedtoknow(aboutvalues,information,andparticipation)?Couldthelearningprocesswehavebeenusingbeimproved?Doweunderstandwhatitmeanstobearesponsiblememberofourneighbourhood?

Exploring values and perspectivesWhosevaluesandperspectivesarestatedandreported?Whosearemissing?Māoriperspectivesandthoseofothercultures/localresidents/socio-ecological

Whathasshapedpeople’svalues,viewpoints,perspectives,andbeliefs?Howdotheseinfluencetheirresponses?Howarepeople’svaluesand/orperspectivesinagreementorconflict?Whydopeoplebecomegoodneighbours?

Whatmakesanidealneighbourhood?

So what do we know about this?Whatconceptualunderstandings(values,information,andparticipation)canweexplain?Howdoesourprocessoflearningchange,develop,orrefineouroriginalconceptualunderstandings?Whatimpactdolocalagencieshaveonourschool?Ourcommunity?

Howwillwecommunicatewhatwehavelearned?Howwillyoushareyourfindings?

So what does that mean for us/others?Howisthislearningsignificantforusand/orothers?Thisisaquestionforstudentstoexplore.

Now what further learning do we need?Whatarethenextsteps?Whatstepsinourlearningcouldwetakenext?

Now what might be done about it?Whatresponsescouldwemake(decisionsand/oractions)?Supportgroupsinourcommunity?Actionstomakechanges?Informingothersaboutthesechanges?Continuepromotingprideinourneighbourhood?

10Connecting Communities for students in Years 1 - 8

Part A: Introduction to neighbourhoods Aim: To understand what makes a neighbourhood

and how individuals can contribute to a healthy neighbourhood.

NeighbourhoodsStarter Activities

What is a neighbourhood?Below are some definitions you may like to discuss.

A place where we live, work, go to school and play.

A place wherelwecanfeelsafe

lwehaveasenseofunity

lwecanhangout

lthereisahubofactivity

A network of people living in close proximity, including local businesses, schools and groups.

lsocialinteraction

lmultiplecommunities

A collection of people with diverse backgrounds i.e. ethnic experiences, different personalities, different lifestyles, different beliefs/values

lmulti-cultural

ltransience/permanence

lcorecommunity

��Connecting Communities for students in Years 1 - 8

ActivitiesActivity 1

What is a neighbourhood?lWritethewordneighbourhoodonthewhiteboardandask

“Whatisaneighbourhood?”

lGetthestudentstolookupthewordneighbourhoodandwriteonthewhiteboard

lAskwhatplaces/activities/buildingscometomindwhenyouhearthewordneighbourhood(shops,houses,schools,railway,marae,church,park,swimmingpool,recreationcentre,playgroundetc)

lRecordallideasontheboard

lUseallideasbelowtocompletetheconceptmap

1�Connecting Communities for students in Years 1 - 8

Part B: Defining your neighbourhood

Aims: To develop a sense of responsibility towards others and the environment.

To have an understanding of one’s role in neighbourhood-led development.

Activity 2

What communities do we belong to?Thinking about the street you live in. . .

lWhatmakesyourneighbourhoodfeelspecial?

lHowdoyoubelongorfeelconnected?

lUseamapofyourlocalareatohighlight“community”featuresinyourneighbourhoodandmarkareasthathavespecialmeaningtoyou.YoucangoonlineanduseWisesmaps,GooglemapsoryourcouncilwebsitemayhaveaGISviewertohelpyou.

www.wises.co.nz

www.maps.google.co.nz

maps.yellow.co.nz/maps

Clickonmap/streetviewandsatelliteview(hybrid)togiveyoumoreinformation.

lPrintyourmapandhighlightcommunityfeatures.

Whichgroupsareinvolvedorbenefitfromtheseareas?

Dotheyhavemeaningforyou?

(Enlargethefollowingpageanduseforstudentstobrainstormingroups).


Part C: Inquiry/Action/ Involvement Aim: To actively participate and be involved as a

community member and future decision maker

This is where it all happens!Using an inquiry process, here are some ideas for street or neighbourhood projects that schools could investigate. The depth of involvement will depend on resources and time available to students. It may be a small or large project or just the beginning of bigger things to come!

Thinking about the neighbourhood and street you live in. . .

lAdoptagrandparentbycaringforolderpeopleinyourstreet

lOrganiseaworkingbeeforalocalcommunityfacility

lCreateaschoolorstreetgarden

lOrganiseacommunitycleanupofaneighbourhoodorstreet

lSetupandmaintainalocalcommunitynoticeboard

lPublish/contributetoacommunitynewsletter

lOrganiseastreet/school/communitybikeride

lRecordtheoralhistoriesofolderresidentsinyourstreetorarea

lTakepartinplantingofyourlocalstreet/area

lInviteresidentstoschoolforeventse.g.aculturalfestival,communityinformationday,sportsday

lWorkwithanexistingstreet/neighbourhoodinitiative

lWorkwithalocalartistonaneighbourhoodinitiativee.g.paintingdesignsonstreet‘furniture’(transformers,walls,letterboxes)


lCreateastreet/communitycollage

lDesignatreasurehunt/amazingrace

lCreateapoetrywalk

lPlanagraffitihunt/heritagetrail

lSetupaphotodisplaye.g.thingsinthecommunityweareproudof

lAdvertiseandpromotelocalfacilitiestoencouragepeopletousethem

lDesignapostcardusinglocalfeaturesandstructures(seestudentbook)

lInvitepeoplefromtheneighbourhoodtotalkaboutlocalinitiatives/issues/wayspeoplecanhelp

lAdoptatreeinyourstreet/school/neighbourhood

lEncouragefriendstousetheWalkingSchoolBus

lCreateacivildefenceplan/baseforyourneighbourhood

lInterviewpastpupilsanddiscovertheparttheyplayedintheirneighbourhood

lTradeaskille.g.teachingpoiorsomethingstudentscandowellandteachothers

lCarryoutwaystomakenewneighboursfeelwelcome

lOrganiseastreetbarbecueto“meetyourneighbour”

lOrganisesomegamesforchildrenonthestreet

lFindoutwhoarethesignificantculturalleadersinyourneighbourhood

lConstructastreet/neighbourhoodnetworkofphonenumbers

lDesignaGood Sort of the Week awardtobegiventolocalmembersofthecommunityforgooddeeds.


AppendicesResources

Useful websites

www.tki.org.nz

The following are excellent units relating to communities/neighbourhoods:

A Taste of Town Planning SocialSciencesLevel3


How does a Garden Grow?SocialSciencesLevel3


Helping HandsTechnology,Level4


Local HeroesSocialSciences,Level2


Other useful websites

www.kqed.org/questorwww.valleyquest.orgforideasforaquest

www.neighboursday.org.nz

www.doc.govt.nz/conservation-week-home

www.goodcharacter.com

www.glenside.wellington.net.nz/index.php/new-residents-fact-sheet-welcome-59.html

www.glenside.wellington.net.nz/index.php/good-neighbours-welcome

www.travelwise.org.nz/

www.watersafety.org.nz/

www.projecttwinstreams.com/

www.inspiringcommunities.org.nz


Other resources and agencies

Tag Free KiwiNZPoliceYouthEducationServices2010

PoliceEducationOfficer:www.police.govt.nzorcontactyourlocalpolicestationorcentre

AucklandCouncil:www.aucklandcouncil.govt.nz

BacktoBack:www.waitakere.govt.nz/OurPar/back2back.asp

AucklandCouncilPlan:www.aucklandcouncil.govt.nz/EN/AboutCouncil/PlansPoliciesPublications/Pages/Home.aspx

CivilDefence:www.civildefence.govt.nz

What’s the Plan Stan?Aresourceforteachingcivildefenceemergencymanagementinschools

JuniorNeighbourhoodSupport:www.ns.org.nz/index.html/junior/junior

City IssuesAucklandRegionalCouncil2001(thisresourcewasissuedtoschoolsintheAucklandregion)

CatalogueofSchoolJournals:www.journalsurf.learningmedia.co.nz


Onestudenttakesactionagainstlocalstreampollutionbyorganisingacleanupwithfourschoolsparticipatingintheproject.

StudentsworkwiththeNorthlandRegionalCounciltoremoverustyoldcarsfromthebush.Goodmodelforideasandsolutionsgeneratedbystudents.

Studentstakeacocklecounttodeterminethehealthofanestuary.Anexampleofstudentinvolvementinmonitoringthehealthoftheenvironment.

Scientificfactfindingmissiononriver,streamorlake.Interestingscienceexperimentswithexplanations.

SchoolchildrenareinspiredafteravisittotheWellingtonWaterfrontWriters’Walktodesigntheirownwriterswalkusingpoemswrittenbytheirpeersandthendisplayingtheminprominentplacesaroundtheircommunity.

Childrenworktogetherwithcouncilandcommunitytoimprovealocalplayground.Theyhadinputinitsdesign.

Studentsadoptareservealongsidelocaliwi.Theyresearchitshistory,organiseacleanupandworkwithalocalartisttodesignsculpturesthatreflecttheimportanceofthearea.

Afterdeterminingtherealproblemofgettingtoschoolsafelyduetohightrafficflowandotherhazards,studentsbrainstormsolutions,takeactionandgetresults!

School Journals

Journal # Title Summary

�.�.20�0

2.2.2004

4.�.2008

2.�.��6

�.2.20�0

2.2.��

�.�.��8

Connected2.200�

Saving Poormans Stream

Dead Car Clean Up

Estuary Health Check

Testing the North River

Brooklyn School Writers’ Walk

Fixing the Playground

Nga Putawai Whanau says “Yes!”

Getting the Green Light


protectionforthepeoplefromemergenciesanddisasters.Refertowebsiteaslistedinresourceswww.civildefence.govt.nz

agroupofpeoplesharingacommonunderstandingwhomayusethesamelanguage,manners,traditionandlaw

adiagramshowingtherelationshipbetweenideas

thenameforimagesorletteringscratched,scrawled,paintedormarkedinanymanneronproperty;tagging

ideas,materialgoodsorotherresourcesthatbelongtopeopleorgroupsbybirthandpasseddownthroughgenerations

aprojectorprogrammetoachievespecificobjectives/goals

acommunalorsacredplaceusedforreligiousandsocialpurposes

localisedcommunitywithinalargercity,townorsuburb

aregularlydistributedpublicationgenerallyaboutonemaintopicthatisofinteresttoitssubscribers

thestateorqualityoflastingorremainingunchangedindefinitely

apersonwholivesinagivenplace

thestateofbeingbriefandshort-lived;notpermanent

gamewhichcanhaveoneormoreplayerswhotrytofindhiddenarticles,locationsorplacesbyusingaseriesofclues

refertoSchoolJournal3:2:2010BrooklynSchoolWriters’Walk

agroupofchildrenwalkingtoschoolwithoneormoreadults

extendedfamily

avoluntarygroupdoingajobforcharity

civil defence community

concept map

graffiti

heritage

initiative

marae

neighbourhood

newsletter

permanence

resident

transience

treasure hunt

poetry walk

walking school bus

whanau

working bee

Glossary

�0Connecting Communities for students in Years 1 - 8

Focus of learning/topic Concepts Conceptual understandings

Finding out information

Considering responses and decisions

Exploring values & perspectives

So what?

Now what?

Leading to

Developed through

Social Inquiry Overview

This template is taken from a social inquiry overview diagram originally adapted from B. Hill and G. Aitken’s social inquiry model for the Ministry of Education, and published in Approaches to Social Inquiry from the Building Conceptual Understandings in the Social Sciences series (Ministry of Education, 2008).


Acknowledgements

Thefollowingpeopleweremembersoftheadvisorygroupandhelpedtocreatethisresource:

LauraPuru Birdwood Primary School, Senior Teacher

DebbieSouthey Massey Primary School, Senior Teacher

BruceBarnes Massey Primary School, Principal

MoyraSmithandCherieSimmons West Harbour Primary School, Teachers

LouiseGrevel Junior Neighbourhood Support, Coordinator

RuthTamihana-Milne Department of Internal Affairs, Community Advisor

JennyTanner Auckland Council, Massey Ranui Community Broker

JanThompson Co-writer, Educational Consultant

SandraEwing Co-writer, Educational Consultant

Studentfocusgroup: Students from Birdwood School, Massey Primary School and West Harbour School took part in the student activities

JennyJeffries: Illustration and design, Wild Line Design

ThisresourcewasdevelopedasaresultoftheworkbeingcarriedoutbytheBack 2 BackprojectonsustainableneighbourhooddevelopmentinMasseyandRanui.ThelogoandnameforthisprojectcamefromastudentcompetitionamongYear7&8studentsatBirdwood,WestHarbour,MasseyandColwillschools.


Back 2 Back is a sustainable neighbourhood project. What does that mean?Theprojectisdesignedtosupportneighbourhood-ledactionemergingfromthestreet/neighbourhoodworkthatalreadyexiststhroughsuchprojectsas:RanuiActionProject,SustainableRanui,TatouWestHarbour,MasseyMatters,NeighbourhoodSupport,ProjectTwinStreamsandothers.

Examplesofneighbourhood-ledactionareresident-initiatedstreetbarbecues,communityplantingprojects,sustainablehomechecks,gardeningworkshops,NeatStreetcleanupsandschoolholidayactivities.ThesekindsofinitiativeshavegeneratedongoinginterestamongresidentsandBack2Backsupportstheresidentleaderstobuildonthesesuccesses.

TheBack2BackProjectencouragesandsupportslocalresidentsandkeyagenciestoworktogethertocreatemoreneighbourhoodsinMasseyandRanuiwherethereare:

lSafestreets–wherepeoplecanfeelokayaboutwalkingandcyclingandhangingoutandwherepeoplewatchoutforeachother

lHousesthataresafe,warmandwell-maintained

lLinkswithlocalemploymentandskilldevelopmentopportunities

lSustainableandaffordablefoodchoices:e.g.throughcommunitygardens,cooperativefoodbuying,fruittreeorchards

lHealthy,respectfulrelationshipsbetweenpeopleandtheenvironment

lHelpingagenciesareengaged,withtheprovisionofextraresourcesandservices

lNeighbourswhofeelhappy,healthy,proud,optimisticandconnectedtotheplacewheretheylive

TheBack 2 Backprojectisacollaborativeinitiativebetweenfiveprojectpartners:

MasseyMatters RanuiActionProject CommunityWaitakere

AucklandCouncil InspiringCommunities

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