Me and My Community Theme Belonging and communication. By understanding who is in their community and what their place in the community 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 "eta il ed curri culum li n#s are incl ud ed at th e en d of th is do cument. T asmanian teachers please note $ this lesson plan will assist students to de!elop s#ills in Thin#ing% &ommunicating% and Social 'esponsibility. "uration "uration( ) $ *+ periods This will depend on the amount of time you allow for the students to research the target community group and whether or not the optional Step , is underta#en. -bjecti!es -n completion of this acti!ity students will be able to( • articulate a sense of their own personal belonging to a wider community • understand the demographic prole of their community • recognise migrantsand refugeespast experiences and the impact of these experiences on responses to emergency situations • understand e0ecti!e ways of communicating #ey messages to a target community including alternati!e ways to communicate • understand the essential elements of an e0ecti!e communications strategy. St udents wi ll de!elop a Me, My Communities andBelongingchart and a personal timeline% conduct research into a target community% report to the class and de!elop a basic communication strategy. 1ustralian Emergency 2anagement 3nstitute $ 1 &entre ofExcellence 1ttorney 45enerals "epartment
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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.
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
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.
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:
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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(
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.
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
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:
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.
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
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