A sense of community by sdfsb346f


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									Activity 1: A sense of community
Background, organisation and resources
This introductory activity raises for discussion what factors help to build a sense of
community in a geographical area. It makes use of an illustration of a new housing
development which lacks any community facilities. Young people have to decide what
facilities are needed, using the drawings of a range of buildings. You will need to make
copies of the illustration and of the suggested buildings, one for each small group of
participants. The follow-up discussion draws on young people’s own experiences of
community, which they record on coloured stick-its. The aim of the discussion is to
encourage young people to consider whether facilities are sufficient on their own, and
what other factors are required.

Aims of the activity
   To introduce the concept of community
   To encourage discussion about what facilities are necessary in any communityLSN
   To debate what additional factors are needed in order to make communities happy
    and friendly places to live.

Targeted QCA learning objectives
   Demonstrate knowledge and understanding about citizenship issues
   Show understanding of key citizenship concepts (‘community’)
   Express and justify a personal opinion to others

Stage 1
Ask participants to work in small groups of three or four. Give each group a copy of the
illustration (available as separate pdf) and set the scene as follows:
This new housing development has been built about five miles outside a major
town where people from many different cultural backgrounds live. The
development will house people from the town and provide a wide range of different
types of housing, some expensive with large gardens and garages, and some more
modest and affordable for young families. There is also some rented housing,
some student accommodation and some retirement homes for older people.
However, there are, as yet, no facilities.
   Ask the groups to look at the illustrations of buildings along the bottom and sides of
    the picture of the development and discuss which four buildings could provide the
    necessary facilities. They should remember to consider all the different groups living
    here – old and young, rich and poor, single people and families, people of different
    cultural backgrounds.
   They should also discuss whether any buildings are missing from those provided.
    What are they and why are they important? There is, for example, deliberately, no
    religious building shown. What are the issues here?
   Each group should choose one building and report back on why they think it provides
    the most important facilities for everyone in the community.

Moving forward together: citizenship learning for community cohesion – Activity 1
Stage 2
   Give out stick-its to each person, and ask everyone to write one thing they like about
    their own community on one coloured stick-it, and one thing they dislike on a different
    colour. They should display all the likes on one notice board and all the things they
    dislike on another.
   Group the likes and dislikes and discuss these with the group. Identify with them
    whether their own community is a friendly place to live.

Stage 3
   Now return to the issue of community facilities. What kinds of things are required in
    addition to the buildings to enable everyone to feel accepted and catered for, and to
    build a sense of community?
   The suggestions were made by a group of college students during the trial of this
    activity. Which suggestions do they agree with and why? Would they add any
    additional suggestions?
   What does all this tell us about the term ‘community’?

A community is a group of people who feel they all have certain things in common and
that they belong to the group. The things they have in common might be beliefs, work,
area, cultural background, school, etc.

A cohesive community is a place where the people who live there get on together and
share a common vision for the place, even though they may have different backgrounds,
interests and needs.

Assessment opportunities
   Demonstrate knowledge and understanding about citizenship issues: staff
    observation and feedback of report-back in stage 1.
   Show understanding of key citizenship concepts (‘community’): self-assessment of
    understanding of ‘community’ in stage 3.
   Express and justify a personal opinion to others: staff feedback in stage 2.

Moving forward together: citizenship learning for community cohesion – Activity 1
Things for young people                                    Leisure activities that can
to do in their free time                                   be afforded by everyone

A welcome committee                                        A programme of events to
for new residents                                          celebrate different

A residents’ committee                                     A centre where people
which can make                                             can make complaints that
decisions affecting the                                    are followed up

A set of rules that                                        Opportunities for different
people agree to when                                       people to socialise and
they move in                                               get to know each other

Moving forward together: citizenship learning for community cohesion – Activity 1

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