1. What does movement mean to you?
2. What movement happens in your area?
In this phase, learners audit their school and home communities for things that enable movement and things that hinder it. Explore types of movement, spaces, places, and socio-cultural issues including rules, regulations, resources/ assets, barriers to moving. Create maps, highlight issues. Uses ICT skills & cross curriculum foci.
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3. How do you want to move?
Students identify what movements they would like to try, do more of, or help others to do, and define issues they might want to tackle in order to achieve these. They form small working groups around a shared interest or issue. Things like uniform, access to school facilities, equipment, line markings, opening up spaces, gender equity, rules, community sport access, clubs, environment and change room culture, have all been identified as important issues for young people.
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4. What resources, evidence or information do you need?
In this phase, learners gather resources, evidence, data to critically analyse their issue. Through this process they identify ways they might think differently about their issue through careful listening and gathering evidence to support their ideas. They consider a planned response for +ve change. It is really important to have knowledgeable adults help facilitate and guide student ideas. This is where establishing partnerships is most effective. Co-creation of viable solutions is an important outcome here.
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5. Culminating event, present your case for change?
In this phase, the learners pitch their final ideas for more movement to relevant stakeholders as part of a shared community event (culminating presentation/workshop event). Interested stakeholders gather to hear ideas and workshop ways forward for change. Some ideas will get up and change will happen, but not all ideas will work and that is part of the learning experience.
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