ࡱ> xzwU@  bjbj 3P/DDDDDDDX|*|*|*8*T+tXh_n+d,(,,,H7j:;^^^^^^^$gR(jb _D.<H7H7.<.< _DD,, "_>>>.<D,D,^>.<^>$>?QDDsS,|+ @b$R=|*<GR]8_0h__RjV=6j0sSXXDDDDsStjDV>.<.<.< _ _XX$|*>XXX|*Tag Free Kiwi Years 78 Focus area 4 This section of the Tag Free Kiwi programme contains one of the following focus areas for students at years 78 (ages 1112): 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 4: Consequences Contents TOC \o "2-2" \t "Heading 1,1"  Focus area 4: Consequences  PAGEREF _Toc382391366 \h 2 Definitions  PAGEREF _Toc382391367 \h 2 Curriculum links  PAGEREF _Toc382391368 \h 2 Resources  PAGEREF _Toc382391369 \h 2 Success criteria  PAGEREF _Toc382391370 \h 2 Learning experience 1: Taggers and victims  PAGEREF _Toc382391371 \h 3 Activities  PAGEREF _Toc382391372 \h 3 Optional learning experience  PAGEREF _Toc382391373 \h 4 Assessment  PAGEREF _Toc382391374 \h 4 Copysheet: Consequences  PAGEREF _Toc382391375 \h 5 Copysheet: Consequence Headings  PAGEREF _Toc382391376 \h 6  Focus area 4: Consequences Definitions Consequences: The effects of a destructive behaviour such as graffiti vandalism on all those concerned. Tag Out operator: A worker, often a volunteer, from the Tag Out Trust, who has the job of painting out graffiti vandalism in the community. Curriculum links Key Competencies: Using language, symbols and texts; Relating to others; Participating and contributing Learning areas: Drama; Social Sciences; English Resources Copysheet: Consequences (cut up into individual cards) Copysheet: Consequence Headings Pamphlet: Youre a Key Part of Our Graffiti Free Team (Auckland Region Graffiti Free Project, available online at http://www.resene.co.nz/pdf/ARC_grafffitifree.pdf Success criteria Students will be able to: list three consequences for the person who practises graffiti vandalism describe the effects of graffiti vandalism on members of the community. Learning experience 1: Taggers and victims Activities 1. Consequences for the tagger Divide the class into groups of four. Give each group a set of cards made from Copysheet: Consequences and three headings made from Copysheet: Consequence Headings. Explain that these are consequences for the person who practises graffiti vandalism. Ask the group to place each consequence of graffiti vandalism under the heading where they think it best fits Minor, Quite Serious, or Very Serious. Ask students to justify their placement. Ask: Which of these consequences would be most likely to stop you from tagging? Why? What do you think your parent or caregiver would say or do if they found that you had been tagging? 2. Consequences for the victim Divide the classroom into quarters. Ask students to go to one of the quarters. Read the following scenario to the class. Overnight there has been serious tagging in the neighbourhood. Places that received the most tagging were the Pacific Island Church, a factory making clothing, and an elderly persons front fence, gate and garage. Allocate one of the following roles to students in each quarter of the room: members of the Pacific Island Church the owner of the factory the elderly person the local graffiti removal operator. The students in each role discuss how the tagging has affected them. Either They choose one person to put forward their view. Seat the four speakers on chairs at the front of the room. Group other students around them. Each seated person, in role, says how this tagging has affected them. Other students, out of role, can question them to find out more. Or Each group completes a spider diagram to show how the tagging has affected their person/group. Take reports from each group. Each student then records in their books the main things they have learnt about how graffiti vandalism affects members of the community. Note: Tell students that if they see someone tagging they should ring 111 immediately and report it to Police, providing as much information as they can. Refer to the Auckland Region Graffiti Free pamphlet. Optional learning experience Invite a resource person (such as the local Community Constable or School Community Officer) to talk about the legal consequences for people who practise graffiti vandalism. The session should cover issues such as keeping a database of all tags in the area, cleaning up graffiti vandalism, the harmful effects of using spray paints, and what to do if you see someone tagging. Assessment Look for signs of empathy as students take part in the drama activity, or create the spider diagram. Hold a class debate on the topic Graffiti vandalism hurts everyone. Copysheet: Consequences Cut up into sets. Getting caughtReputationLosing friendsDifficulty of getting a jobFamily finding outUgly reminderStand down or suspensionCurfewProsecutionHouse searchedBringing shame to the familyLosing privilegesRisk of injuryPolice visitsBeing finedCleaning up in publicLosing trustFamily punishmentsBanned from areas Copysheet: Consequence Headings Minor Quite serious Very serious     Unit 1: Standing Up For Myself Keeping Ourselves Safe Programme Tag Free Kiwi (2014) Developed by the ٴ (National Prevention Centre) Years 78  PAGE \* MERGEFORMAT 20 Focus area 1: Keeping one step ahead Focus area 4: Consequences  PAGE \* MERGEFORMAT 1  #$%*129FPQ{~Ľӽ۹۹۹ӵzkd h2bhTh2bhTB*^J_H ph hDhThDhr6B*^J_H phhDh<$.B*^J_H phhDhTB*^J_H ph h<$.h)hh1z hPhT hjhThQhj5hTh'h/ hPhh2bh  h)h) hj hhj#% ~  + \  - j A r# @ r# gd%Ngd<$.gdT5gdT/gd)gdPgd),gd   2 = ~  wpieie^ZRNRBh%Nh%NmHnHuh jh Uhr6 h<$.h)h2b h<$.hr6 h/hT$hjhT0J'CJOJQJ^JaJ$hhT0J'CJOJQJ^JaJ'hhT0J'5CJOJQJ^JaJhThTB*^J_H ph hThT!h,hTB*RHZ^J_H phhTB*RHZ^J_H phh2bhT5 h2bhT5B*^J_H ph & ' ( ) * + ; < = W X Y Z [ \ f g ƻƻw jhWUmHnHu jwhWUmHnHu jhWUmHnHu j}hWUmHnHuh%N_H mHnHu!h%NCJOJQJaJmHnHu jhWUmHnHujh%NUmHnHuh%NmHnHu-    ( ) * + , - J K e f g h i j u v ضإؔDŽyhDŽ jehWUmHnHuh%N_H mHnHuhsh%N^J_H mHnHu jhWUmHnHu jkhWUmHnHu jhWUmHnHu!h%NCJOJQJaJmHnHuh%NmHnHujh%NUmHnHu jqhWUmHnHu(       * + 7 D F I Q l s ) * + < M N ݻ|skghT=XhT=XhT=X5h,hT=X_H  hol5^Jh : h,h : h :^Jh :h :5^Jh,h :_H h2bh1zhr6jh U!h%NCJOJQJaJmHnHu jhWUmHnHujh%NUmHnHuh%NmHnHuh%N_H mHnHu&  + 7 + < 6Mgdolgdolgd2\gd)8gdolgdolgd1zgdT=XgdT=Xgd :gd :gd<$.gdP@ r# N n o q  !5>@klm-L¸zvvo h,holhQ h :^J hh :^J h,h :^J holh :6^J h,h :holholh :5^J h :\^Jh,h :\^Jh1zhe^JaJhT=X^JaJhQ^JaJh,hT=X^JaJhT=XhT=X5hT=Xh : h,hT=X+L 9:CEQRozUknzEJMN_cxyMQACnpzžž holholholhol5\^Jholhol5holhol5^J hol\^Jh,hol\^J hol@h,hol@ hholh2\hf=hQh1zhol h,hol<`C\pzhs gdgdgdol5gdol8gdolgdolgdolgdol:gdol  EF KLv};<h !*,89Kø!hxhfB*^J_H aJph hfhf h,h h_H h,h_H h^J_H h,h^J_H hmH sH h\^Jh,hol\^J h,holhholhol5 holhol hol^Jhol1 9KZefubkd_$$Ifl0# t0644 lap  $Ifgdxgdgdyll  $Ifgdxkd $$Ifl0# t0644 lapyll  $Ifgdxkd$$Ifl0# t0644 lapyll  $Ifgdxkdi$$Ifl0# t0644 lap yll  $Ifgdxkd$$Ifl0# t0644 lap !0>yll  $Ifgdxkd$$Ifl0# t0644 lap>?Kayll  $Ifgdxkds $$Ifl0# t0644 lapaboyll  $Ifgdxkd! $$Ifl0# t0644 lapyll  $Ifgdxkd $$Ifl0# t0644 lapyidRBip*$1$7$8$9DH$gd3)p*$1$7$8$9DH$gd3)gdfx*$1$7$8$9DH$gdkd} $$Ifl0# t0644 lap(16<}~˴yypbpjhE"UmHnHuhE"mHnHujhE"UhNmhjh)hE"hWjhWU-h3)hfB*CJOJ QJ ^J _H aJph-h3)hB*CJOJ QJ ^J _H aJph h_H  hf_H h,h_H h,h^J_H h^J_H hB*^J_H ph$'(  x*$1$7$8$9DH$gd*gd<$.*gd) ( $n#gdg ( $n#gdj;gdg  һ-h3)hB*CJOJ QJ ^J _H aJphhWhE"h%NmHnHujh<$.hE"U h<$.h9h2b h<$.hE"101FP/R :p). 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