ࡱ> U@ "bjbj 3PY6L-L-L-8-t-<n@.l/(///:^@B$pR¤dC::CC// (EEECd//ECE$EE/4. p|=L-D|8l>0nt&D&p^&ECCCd (,$@EX(,Tag Free Kiwi Years 910 Focus area 5 This section of the Tag Free Kiwi programme contains one of the following focus areas for students at years 910 (ages 1314): A history of expression Graffiti what does the word mean? Consequences of graffiti vandalism Is it art? Making a difference Pride in your community Being creative Focus area 5: Making a difference Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc382390965" Focus area 5: Making a difference  PAGEREF _Toc382390965 \h 2  HYPERLINK \l "_Toc382390966" Curriculum links  PAGEREF _Toc382390966 \h 2  HYPERLINK \l "_Toc382390967" Resources  PAGEREF _Toc382390967 \h 2  HYPERLINK \l "_Toc382390968" Learning outcomes  PAGEREF _Toc382390968 \h 2  HYPERLINK \l "_Toc382390969" Learning experience 1: Making a difference  PAGEREF _Toc382390969 \h 3  HYPERLINK \l "_Toc382390971" Activities  PAGEREF _Toc382390971 \h 3  HYPERLINK \l "_Toc382390972" Homework activity  PAGEREF _Toc382390972 \h 4  HYPERLINK \l "_Toc382390973" Assessment  PAGEREF _Toc382390973 \h 4  HYPERLINK \l "_Toc382390974" Copysheet: Scenarios  PAGEREF _Toc382390974 \h 5  Focus area 5: Making a difference Curriculum links Key Competencies: Relating to others; Using language, symbols and texts; Participating and contributing Learning areas: Drama; English Resources Copysheet: Role-play Scenarios Graffiti information published by your council (for example, the Auckland Regional Council pamphlet Youre a Key Part of Our Graffiti Free Team  HYPERLINK "http://www.resene.co.nz/pdf/ARC_grafffitifree.pdf" http://www.resene.co.nz/pdf/ARC_grafffitifree.pdf) Learning outcomes At the end of this learning experience students will be able to: explain the importance of positive peer pressure know how and when to report tagging. Learning experience 1: Making a difference Activities 1. Positive peer pressure Talk to the class about the way young people exert pressure on each other peer pressure. Explain how this can be positive or negative. Either Put the headings positive peer pressure and negative peer pressure on the board. Ask the class for examples of these and record on the board as shown below. They may like to share times when friends exerted positive or negative pressure on them. Positive peer pressureNegative peer pressureEncouraging a friend to go for a runPressuring someone to have a cigaretteTelling someone why they shouldnt steal somethingEncouraging someone to tag in the school toilets Ask: Which sort of pressure do you think is best, positive or negative? Why? What could happen if you exerted negative peer pressure on someone? How could exerting positive peer pressure help a friend? Or a) Divide the class into groups of four. Give each group one of the scenarios from Copysheet: Scenarios. Give the tagging card to a confident group. If t is a big class, several groups will have the same scenario. b) Each group discusses the situation on their card, allocates roles (A, B, and so on), and comes up with a freeze frame (frozen image) to depict what is happening. Ask all the groups to assume the positions of their freeze frame. c) Choose the group who has the tagging card. Ask other students to relax their positions. Tap A, B, C and D on the shoulder in turn. When they are tapped they say one line from the scenario. Ask them to resume the freeze frame. This time, when each of them is tapped on the shoulder and asked to say one line, it must be a line that will lead to a positive outcome. Ask: What was different about the second freeze frame? What sort of pressure was being applied here? (Positive peer pressure) Do you think this is a good outcome? Why, or why not? Students return to their original groups and role-play a positive outcome to their situation, using positive peer pressure. 2. Reporting graffiti a) Invite a graffiti officer from your local council or Police Station to talk to the class about what members of the public, including school students, should do if they see someone tagging, or if they have information that could lead to the arrest and conviction of graffiti vandals. Students will need assurance that they can report tagging without fear of reprisals. This talk should cover such things as: ringing 111 immediately and asking for Police if someone is seen tagging what information should be given ringing council tagging lines (if any in your area) to provide information about graffiti vandals techniques for removing tags straight away techniques for protecting property from tags. b) Using the information from the speaker and from any graffiti information published by your council (for example, the Auckland Regional Council pamphlet Youre a Key Part of Our Graffiti Free Team), students either make an information sheet for parents and caregivers about helping to wipe out graffiti vandalism, or make a poster for fellow students to advise them what to do to report tagging. Homework activity Students talk to parents or caregivers about helping to wipe out graffiti vandalism. Assessment Listen and observe as students complete their role-plays. Check the information contained in their information sheets or posters. Copysheet: Scenarios Scenario 1: Fighting Two boys (A and B) are fighting just outside the school gates. Two other students (C and D) are watching. One of them is taking photos of the fight on a mobile phone. Scenario 2: Cyberbullying One student (A) receives a text on her mobile phone. It is saying unkind and untrue things about her. She looks up and sees a group of 3 girls (B, C, and D) laughing and hears one of them say, Lets text that to everyone. Scenario 3: Joining a gang This person (A) is lonely and has been bullied by other kids. Two boys (B and C) tell him that he can join their gang and it will protect him. Hes not sure about this. Another student (D) overhears them. Scenario 4: Tagging A girl (A) is about to start spraying paint on a wall, encouraged by her boyfriend (B). Two of her friends (C and D) are looking on. Scenario 5: Driving A group of friends (A, B, C and D) decide they want to go to the mall. One of them says she will drive them there. One person (C) points out that she is on a restricted licence. Scenario 6: Stealing Two year 9 students (A and B) are in the dairy. One dares the other to steal some chocolate bars. They notice two people from their class (C and D) watching them.     Unit 1: Standing Up For Myself Keeping Ourselves Safe Programme Tag Free Kiwi (2014) Developed by the ٴ (National Prevention Centre) Years 910  PAGE \* MERGEFORMAT 20 Focus area 1: Keeping one step ahead Focus area 5: Making a difference  PAGE \* MERGEFORMAT 3  $%&+23:GQR| Ľӽ۹۹۹ӱy hph0 hph&* ho:3hr6 ho:3ho:3 ho:3h<$. ho:3hT h<$.h) h(h&*hh1zh&* hPhT hjhThhj5hTh'h/ hPhhSOh3Y h)h) hj hhj,&  # ; J K m  T a  O A r# @ r# gdSOgdo:3gdT/gdt]/gdt]gdPgd),gdY!"    " # : ; J K V W Y l m t u v Ծ}ofoL2jhEhSO>*B*UmHnHphuhSOmHnHuhEhSO0J?mHnHu$jhEhSO0J?UmHnHuhSOhSOmHnHujhsv~Uhsv~hr6 ho:3h)h$ ho:3hr6 h/hTh&*hTB*^J_Hph h&*h&*h$hT5h$h&*5 h$hT h$h&* hphT     ! 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