What if there were no rules in the community?
| Grade | Work Samples |
|---|---|
| End of Stage 2 (end of Year 4) | |
| Grade B | Ricky |
| Grade C | Kim Lesley |
| Grade D | Frances |
Foundation Statement strands
The following strands are covered in this activity:
Description of activity
Students examine roles, responsibilities, rights and the decision-making process by considering the statement, ‘What if there were no rules in the community?’
- Students work in groups of three to complete the ‘What if…’ activity outlined in the worksheet.
- They discuss and then list 10 possible consequences for the question ‘What if there were no rules in the community?
- Using this list as a guide, students work individually to create a list of the five most important community rules. They are encouraged to give reasons why the rules chosen are the most important.
This activity takes place at the start of a unit of work.
Suggested materials
Worksheet photocopied on paper
Prior learning
The students have discussed ‘rules’ and ‘laws’ and why we need them.
Board of Studies NSW, HSIE K–6 Units of Work, p 77
Outcomes
Roles, Rights and Responsibilities (SSS2.8)
Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life.
Patterns of Place and Location (ENS2.5)
Describes places in the local area and other parts of Australia and explains their significance.
Resource Systems (SSS2.7)
Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment.
Criteria for assessing learning
Students will be assessed on their ability to:
- consider the consequences of a community without rules in terms of the importance of roles, rights and responsibilities
- make suggestions regarding possible decision-making processes.