Global Learning Program

What would I do, if I was a Year 9 student in this program?

What do I think really matters? matters?
Many things really matter to me. But I have chosen to focus on:

How does this matter TO ME? ME?
y y y

Luckily I have felt safe and secure for pretty much my whole life. But have there been times when I haven·t felt safe and secure? Well« there was that one time when I was on a week long canoe trip«

How does this matter TO ME? ME?
y

So my action at a self level could be:
A creative story about a time I was in an unsafe situation I could focus on identifying and describing how it felt to be in an unsafe situation, and not knowing what would happen to me next. I could also imagine what it would be like if I felt like this all the time.

y

Of course, this action I would not complete with a group, but do by myself.

How does this matter to MY LOCAL COMMUNITY? COMMUNITY?
How could I look at safety and security in my local community? y Maybe I could look at how safe and secure people feel in my community. y And what they feel is the biggest threat to their safety and secure. y But how can I find out this information«?
y

How does this matter to MY LOCAL COMMUNITY? COMMUNITY?
y

Perhaps, in a group, my action at a community level could be: Creating a survey that we can conduct amongst people in our local community.
We could ask people in Blackburn Square, at the Blackburn shops and even at Box Hill. We would organise what we would say to people to introduce ourselves:
x ´Hello, my name is ________. We a conducting a survey on safety and security in our local community. Would you mind if I asked you a few questions?µ x ´Thank you very much for your time.µ

How does this matter to MY LOCAL COMMUNITY? COMMUNITY?
We could make questions like this to ask people y Of course, the more people we survey the better.
y

How does this matter to MY LOCAL COMMUNITY? COMMUNITY?
y

Then we would write a report on what we found out. In it we would discuss:
What our predictions were before we collected any data. What the data actually told up (we could represent the data on graphs or charts) Conclusions we could draw from the data.
x How unsafe to people in our local community generally feel? x What do they feel threatens them the most?

How does this matter to MY CITY? CITY?
How could we look at safety in my city? y Perhaps we could look one of the most vulnerable groups on my city: people who are homeless y But what can we do about homeless people? It might be rude to just go survey them about their situation. y Maybe there are other ways we could find out about homeless people in Melbourne.
y

How does this matter to MY CITY? CITY?
y

There are some forums on the internet with some pretty compelling stories:

How does this matter to MY CITY? CITY?
Perhaps, in a group, our initial action at a city level could be: Investigate the situation of homeless people in Melbourne and gather some interesting stories to share with the rest of the class.
y

Each person in the group could do their own investigation. Then we could gather it all together to present (perhaps as a PowerPoint presentation) to the class.

How does this matter to MY CITY? CITY?
Then our other action at a city level could be: Investigate some volunteer work we might be able to do to help homeless people in Melbourne.Then actually do some!
y

The Salvation Army would be a good place to start looking. Also investigating The Big Issue magazine might be useful.

How does this matter to MY COUNTRY? COUNTRY?
How could we look at safety and security at a national level? y One of the most vulnerable group of people are the Indigenous Australians
y
x Indigenous people have a life expectancy roughly 16-17 years less than the overall Australian population.

y

One of the biggest problems in an area like Melbourne is that people simply don·t know much about Indigenous people.
Many have never even met an Indigenous person.

How does this matter to MY COUNTRY? COUNTRY?
So our action at a national level could be: Making a documentary style short film informing people about our Indigenous population.
y

First we would need to do our own research into Indigenous history and the situation of Indigenous people now.
x Perhaps the Humanities department has some resources we could use. x Generation One is a new and vibrant organisation that is where we could get some current information from.

How does this matter to MY COUNTRY? COUNTRY?
We would gather together and organise all this information together, so that we can write a script for our film. We could then use the Flip cameras or the school·s new green screen thing and Moviemaker to make the film. We could perhaps show this film at a school or house assembly.

How does this matter GLOBALLY?
How could we look at safety and security globally? y Well, a burning global issue in our country at the moment is the matter of boat people and refugees. y Refugees are some of the most vulnerable people in the world. They are fleeing because their safety and security has been severely compromised.
y

How does this matter GLOBALLY?
‡ An organisation that
attempts to look after the needs of refugees is the United Nation High Commission for Refugees (the UNHCR) y So perhaps our action at a global level could be: Raise and donate some money to the UNHCR.

How does this matter GLOBALLY?
y

We could perhaps do this by organising a sausage sizzle at school. ‡ Perhaps we could have behind our barbeque some posters with information about refugees that people can read as they buy their sausages.

How does this matter GLOBALLY?
Some students in the group could take care of the posters. y The rest of us could take care of organising the barbeque. y Once we have finished the sausage sizzle it is a simple matter to the school to donate the money we made to the UNHCR. ‡ And, of course, the more we can raise the more help we can provide.
y

So, that·s what I would do« Now you have to decide what matters to you!

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