- ‘Choosing possible Teachers can also extend this element and complete the solutions’ possible worksheet. ‘Choosing solutions’ Reflection Discuss as a class: What did you learn about problem solving? What was the hardest bit? How will you use what you have learnt? Communication - Problem Solving - Teacher Resource Problem Solving Real Community Scenario Scenario 3 participate in and how to communicate these messages in a positive way. The project is going well, the young people have Brainstorm ideas of ways to be inclusive and been able to raise funds through local businesses create partnerships. Present these to the Natural for a promotional advertising campaign. They have Resources Committee. also managed to recruit a number of volunteers, including young people from local schools to participate in the planned revegetation activities. Some of the work is being done on weekends and after school and the schools have acknowledged the value of these activities and are incorporating the volunteering into their school work. However some key stakeholder group connections Advance case study: need to be strengthened to ensure the project is inclusive and accessible for the broader At a regional school, students created a cultural community. The first one is the partnership with garden. In this project the young people the local ATSI community, who are aware of the coordinated the planning, design and development project partly as a result of the successful publicity of a community garden. They incorporated cultural and feel they have a lot to offer the project - aspects and endeavoured to make it especially an understanding of the indigenous so it could be used by school and landscape. Also while there have been a range of community members. They incorporated a Koori activities there is nothing happening about the garden in partnership with the Aboriginal history of the area from an Indigenous perspective Advancement Association and have spoken at or cultural awareness included in the work being length to members of the local cultural shire’s done. Ideas originally suggested, including a bush committee. tucker or cultural walk, have not been implemented. Participant Worksheet Communication - Problem Solving Chart Instructions: The next challenge is how to include the key stakeholders not yet represented in the project. Consider the range of people and groups in local communities who may use the area and be interested in begin involved in its restoration. Consider the different ways they may use the area, the types of activities they are able to
Teachers can also extend this element and complete the ‘Choosing possible solutions’ worksheet. - ‘Choosing possible solutions’ Reflection Discuss as a class: What did you learn about problem solving? What was the hardest bit? How will you use what you have learnt? Communication - Problem Solving - Teacher Resource Problem Solving Real Community Scenario Scenario 3 The project is going well, the young people have been able to raise funds through local businesses for a promotional advertising campaign. They have also managed to recruit a number of volunteers, including young people from local schools to participate in the planned revegetation activities. Some of the work is being done on weekends and after school and the schools have acknowledged the value of these activities and are incorporating the volunteering into their school work. However some key stakeholder group connections need to be strengthened to ensure the project is inclusive and accessible for the broader community. The first one is the partnership with the local ATSI community, who are aware of the project partly as a result of the successful publicity and feel they have a lot to offer the project - especially an understanding of the indigenous landscape. Also while there have been a range of activities there is nothing happening about the history of the area from an Indigenous perspective or cultural awareness included in the work being done. Ideas originally suggested, including a bush tucker or cultural walk, have not been implemented. Instructions: The next challenge is how to include the key stakeholders not yet represented in the project. Consider the range of people and groups in local communities who may use the area and be interested in begin involved in its restoration. Consider the different ways they may use the area, the types of activities they are able to participate in and how to communicate these messages in a positive way. Brainstorm ideas of ways to be inclusive and create partnerships. Present these to the Natural Resources Committee. Advance case study: At a regional school, students created a cultural garden. In this project the young people coordinated the planning, design and development of a community garden. They incorporated cultural aspects and endeavoured to make it so it could be used by school and community members. They incorporated a Koori garden in partnership with the Aboriginal Advancement Association and have spoken at length to members of the local shire’s cultural committee. Communication - Participant Worksheet Problem Solving Chart