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Teacher’s Workbook
© Auckland Council
The material in this publication may be photocopied for use, especially within schools and education settings.Please acknowledge the source as: Back 2 Back Project, Auckland Council, 2011.
�Connecting Communities for students in Years 1 - 8
Contents
Foreword 2
Community-leddevelopment 3
Underlyingprinciplesforthisresource 3
KeyCompetencies-EnterprisingAttributes 4
Hauora-Thesocio-ecologicalperspective-Attitudesandvalues 5
Globalecosystemmodel 6
Neighbourhooddevelopmentplan 7
PartA:Introductiontoneighbourhoods 10
PartB:Definingyourneighbourhood 12
PartC:Inquiry/Action/Involvement 14
Appendices
Resources 16
SchoolJournals 18
Glossary 19
Socialinquirymodel(blank) 20
Acknowledgements 21
Thematerialinthispublicationmaybephotocopiedforuse,especiallywithinschoolsandeducationsettings.Pleaseacknowledgethesourceas:Back2BackProject,AucklandCouncil,2011.
�Connecting Communities for students in Years 1 - 8
ForewordThisresourcehasbeendesignedforYear1-8studentsandistheme/conceptbased.Allstudentscomefromdifferentbackgroundsandtheyallplayapartinneighbourhooddevelopment.Theirindividualandcollectivecontributionscanmakeapositivedifferencetotheenvironmentandthosewholiveintheirneighbourhoods.
Neighbourhooddevelopmentprovidesanidealcontextforinquirylearningandenablesstudentstonotonlyidentifyissues/needsbutalsofocusonthepositiveaspectsoftheircommunity.
Thetimeframeisflexibleanddependsontheneedsandtimeavailableineachschoolandalsothedepthoffocus.
Thediagrambelowshowstheprogressanindividualmaymakeincommunity-leddevelopment:
AdaptedfromBelongingandParticipatinginSociety;BuildingConceptualUnderstandingsintheSocialSciences,MinistryofEducation2008
Wordsingreenmaybefoundintheglossary
q
q
q
Developing an understanding of neighbourhood
A sense of responsibility towards others and the environment
An understanding of one’s role in neighbourhood-led development
Active participation and involvement as community members and future decision makers
�Connecting Communities for students in Years 1 - 8
Community-led development
Community-leddevelopment(CLD)isatermthatbestdescribesactivitiesthatarelocallydrivenbypeoplewholive,workorconnectwithaparticularplace,suchasa neighbourhood.
CLDisevidentwhenpeopleworktogetheronsolutionstoissuesbybuildingupontheircollectivestrengths,skillsandknowledge;demonstratingleadershipamonglocalresidents;findingnewwaysofseeinganddoingthings;connectingwithotherstoprovideresources;sharingwhattheylearnwithothercommunities;influencingchangebyinvolvingthedecisionmakersandultimatelyimprovingthewellbeingofthepeoplewholiveinaparticularplace.
ExamplesofCLDarefoundthroughoutourcountryonalargeorsmallscale:peoplecomingtogethertorestoreawetland,plantacommunitygarden,supportlocalartists,runschoolholidayactivities,tidy-upastreamorstreet,startupawalkingschoolbus,createatoollibraryandwelcomenewneighboursintotheirarea.Thesearejustafewofthemanyexampleswherelocalpeopletakeuptheinitiativetobuildprideinplace.
Formoreinformationoncommunity-leddevelopment,seethefollowingwebsite:www.inspiringcommunities.org.nz
Underlying principles for this resource
Neighbourhood-leddevelopmentfitswellintheNewZealandCurriculumwithdirectlinkstoareassuchashealthandphysicaleducation,andthesocialsciences.Bothoftheseareasemphasizetheimportanceofdiversity,inquiry,theabilitytothinkcritically,communityparticipationandrespect.
Keycompetenciesinclude:(seenextpage)
�Connecting Communities for students in Years 1 - 8
Key Competencies - Enterprising Attributes
Enterprising Attributes
Thinking
1.Generating,identifyingandassessingopportunities
2.Identifying,assessingandmanagingrisks
3.Generatingandusingcreativeideasandprocesses
4.Identifying,solvingandpreventingproblems
5.Monitoringandevaluating
Managing Self
6.Usinginitiativeanddrive
7.Matchingpersonalgoalsandcapabilitiestoanundertaking
Relating to Others
8.Workingwithothersandinateam
9.Negotiatingandinfluencing
10.Beingfairandresponsible
Participating and Contributing
11.Planningandorganising
12.Identifying,recruitingandmanagingresources
13.Beingflexibleanddealingwithchange
Using Language, Symbols and Texts
14.Collecting,organisingandanalysinginformation
15.Communicatingandreceivingideasandinformation
What they mean for students
Thinkingupnewthingstodoanddecidingiftheyaregoodideas
Thinkingofthethingsthatcouldgowrongwithanopportunityandmakingplansanddecisionstolimitthatrisk
Thinkingupnewideasandwaystodothingsthatworkwell
Lookingaheadforthingsthatcangowrong,thinkingofwaystosolveproblemsandplanningaheadtoavoidthem
Checkingallthetimeandmakingchangesiftheyareneeded
Seeingwhatneedstobedoneanddoingit,perseveringwhenthingsgettoughandshowingdeterminationtokeepgoing
Usingyourownskillsandabilitiestogetthingsdoneandachievingyourgoals
Listeningtoothers,encouragingpeopletotakepartandsharingtheresponsibilities
Beingpersuasive,resolvingissues,backingupideasandreachingagreementwithothers
Takingownershipofyourownactionswhileconsideringwhatisrightforothers
Makingadecision,makingaplanandgettingready
Sortingoutwhatresourcesareneeded,gettingthemandusingtheminthebestwaypossible
Dealingwithnewsituations,acceptingnewideas,gettingoverchangeandmovingon
Gettinginformationandsortingittomakesenseofit
Sharingandtakinginideasfromarangeofsources
AccessedfromEducationforEnterprisewebsite:http://education-for-enterprise.tki.org.nz
�Connecting Communities for students in Years 1 - 8
HauoraHauoraisaMāoriphilosophyofhealthandisoneoftheunderlyingconceptsinhealthandphysicaleducation.Itcomprisestahatinana(physicalwell-being),tahahinengaro(mentalandemotional),tahawhānau(social)tahawairua(spiritualwell-being).Thesedimensionsareinterdependentandsupportiveofeachother.
The Socio-ecological perspective
TheSocio-ecologicalperspectiveisoneofthefourconceptssupportingtheframeworkforlearninginhealthandphysicaleducation.Studentscannotonlyberesponsiblefortheirownwell-being,butalsohelptopromotethewell-beingofotherpeopleandsocietyasawhole.
Attitudes and valuesStudentswilldevelopcareandconcernforotherpeopleintheircommunityandfortheenvironmentthrough:
l Co-operationandawhina(helping)
l Applyingaroha,manaakitanga(hospitality/generosity,care,compassion),andmahiāngakau(workoftheheart)
l Constructivechallengeandcompetition
l Positiveinvolvementandparticipation
AccessedfromTheNewZealandCurriculumofEducationMinistryofEducation:http://www.minedu.govt.nz
�Connecting Communities for students in Years 1 - 8
What influences the wellbeing of local
communities?
Source:PublicHealthAdvisory:reporttoMinisterofHealth,April2010
�Connecting Communities for students in Years 1 - 8
SocialInquiryPlanningTool-AccessedfromSocialSciencesOnlinewebsitehttp:socialinquiry.ssol.tki.org.nz
Colour Key
Focus of learning/topic Concepts Conceptual understandings
Finding out information
Considering responses and decisions
Exploring values & perspectives
So what?
Now what?
Leading to
Developed through
Groupsparticipation/contributionroles/responsibilitiesprivilegeschange/historydiversity
Whatgroups/features/treasuresarethereinourneighbourhood?Peopleweknowthatwecantalkto/interview/visit?Facilitieswecanuse?Whatroles/responsibilitiesdopeoplehave?Howdoweimproveourneighbourhood?
Whatdogroupsdoforourneighbourhood?Ourschool?WhatpositiveactionhaveIcontributedtomyneighbourhood?Myschool?
So what does this mean for us/others?Thisisaquestionforstudentstoexplore
Now what further learning do we need?Whatstepsinourlearningcouldwetakenext?
Now what might be done about it?Supportgroupsinourcommunity?Actionstomakechanges?Informingothersaboutthesechanges?Continuepromotingprideinourneighbourhood?
Neighbourhood Development
This template is taken from a social inquiry overview diagram originally adapted from B. Hill and G. Aitken’s social inquiry model for the Ministry of Education, and published in Approaches to Social Inquiry from the Building Conceptual Understandings in the Social Sciences series (Ministry of Education, 2008).
�Connecting Communities for students in Years 1 - 8
Social Inquiry PlannerNeighbourhood Development, Level 3 - 4
Focus of learning/topicWhatareourinitialassumptions?Therearemanydifferentkindsofpeopleinourneighbourhood.
Whatquestionscanweaskaboutthistopic(forexample,aboutvalues/information/participation)?Whatdoesitmeantobeagoodneighbour?Whatdoyouknowaboutyourneighbourhood?
ConceptsWhichconceptsarekey?groups participation/contribution
roles/responsibilities privileges
change/history diversity
Conceptual UnderstandingsWhatconceptualunderstandingsabouthumansocietydowewanttofocuson?
Allpeoplehaveroles/responsibilitiesintheirneighbourhood.Therearedifferentreasonswhypeopleliveinaneighbourhood.Therearedifferentwaysthatpeoplecanbegoodneighbours.Neighbourhoodschange.
Considering responses and decisionsWhocanandcan’trespondand/oract?
Whatresponses(decisionsandactions)doindividualsorgroupsmake?Howdopeople’svaluesandperspectivesinfluencetheirresponses?Whataretheconsequencesoftheseresponses?Whatdogroupsdoforourneighbourhood?Ourschool?WhatpositiveactionhaveIcontributedtoinmyneighbourhood?Myschool?
Finding out informationWhatconceptsandpatternsaboutsocietywillweengagewith?Whatgroups/features/treasuresarethereinourneighbourhood?
Whatsourcesofinformationareavailable/unavailable?Peopleweknowthatwecantalkto/interview/visit?Facilitieswecanuse?
Whatbackgroundandhistoricalknowledgeisrelevant?Whichcurrentissuesarerelevant?Whatroles/responsibilitiesdopeoplehave?Howdoweimproveourneighbourhood?
Colour Key
�Connecting Communities for students in Years 1 - 8
Reflecting and evaluatingHowcanconceptsmeandifferentthingstodifferentpeople?
Howreliablearethesources?Whywastheinformationwritten(context)andfromwhichperspective?Wherecouldwefindoutmoreinformation?
Isthereanythingmoreweneedtoknow(aboutvalues,information,andparticipation)?Couldthelearningprocesswehavebeenusingbeimproved?Doweunderstandwhatitmeanstobearesponsiblememberofourneighbourhood?
Exploring values and perspectivesWhosevaluesandperspectivesarestatedandreported?Whosearemissing?Māoriperspectivesandthoseofothercultures/localresidents/socio-ecological
Whathasshapedpeople’svalues,viewpoints,perspectives,andbeliefs?Howdotheseinfluencetheirresponses?Howarepeople’svaluesand/orperspectivesinagreementorconflict?Whydopeoplebecomegoodneighbours?
Whatmakesanidealneighbourhood?
So what do we know about this?Whatconceptualunderstandings(values,information,andparticipation)canweexplain?Howdoesourprocessoflearningchange,develop,orrefineouroriginalconceptualunderstandings?Whatimpactdolocalagencieshaveonourschool?Ourcommunity?
Howwillwecommunicatewhatwehavelearned?Howwillyoushareyourfindings?
So what does that mean for us/others?Howisthislearningsignificantforusand/orothers?Thisisaquestionforstudentstoexplore.
Now what further learning do we need?Whatarethenextsteps?Whatstepsinourlearningcouldwetakenext?
Now what might be done about it?Whatresponsescouldwemake(decisionsand/oractions)?Supportgroupsinourcommunity?Actionstomakechanges?Informingothersaboutthesechanges?Continuepromotingprideinourneighbourhood?
10Connecting Communities for students in Years 1 - 8
Part A: Introduction to neighbourhoods Aim: To understand what makes a neighbourhood
and how individuals can contribute to a healthy neighbourhood.
NeighbourhoodsStarter Activities
What is a neighbourhood?Below are some definitions you may like to discuss.
A place where we live, work, go to school and play.
A place wherelwecanfeelsafe
lwehaveasenseofunity
lwecanhangout
lthereisahubofactivity
A network of people living in close proximity, including local businesses, schools and groups.
lsocialinteraction
lmultiplecommunities
A collection of people with diverse backgrounds i.e. ethnic experiences, different personalities, different lifestyles, different beliefs/values
lmulti-cultural
ltransience/permanence
lcorecommunity
��Connecting Communities for students in Years 1 - 8
ActivitiesActivity 1
What is a neighbourhood?lWritethewordneighbourhoodonthewhiteboardandask
“Whatisaneighbourhood?”
lGetthestudentstolookupthewordneighbourhoodandwriteonthewhiteboard
lAskwhatplaces/activities/buildingscometomindwhenyouhearthewordneighbourhood(shops,houses,schools,railway,marae,church,park,swimmingpool,recreationcentre,playgroundetc)
lRecordallideasontheboard
lUseallideasbelowtocompletetheconceptmap
1�Connecting Communities for students in Years 1 - 8
Part B: Defining your neighbourhood
Aims: To develop a sense of responsibility towards others and the environment.
To have an understanding of one’s role in neighbourhood-led development.
Activity 2
What communities do we belong to?Thinking about the street you live in. . .
lWhatmakesyourneighbourhoodfeelspecial?
lHowdoyoubelongorfeelconnected?
lUseamapofyourlocalareatohighlight“community”featuresinyourneighbourhoodandmarkareasthathavespecialmeaningtoyou.YoucangoonlineanduseWisesmaps,GooglemapsoryourcouncilwebsitemayhaveaGISviewertohelpyou.
www.wises.co.nz
www.maps.google.co.nz
maps.yellow.co.nz/maps
Clickonmap/streetviewandsatelliteview(hybrid)togiveyoumoreinformation.
lPrintyourmapandhighlightcommunityfeatures.
Whichgroupsareinvolvedorbenefitfromtheseareas?
Dotheyhavemeaningforyou?
(Enlargethefollowingpageanduseforstudentstobrainstormingroups).
��Connecting Communities for students in Years 1 - 8
1�Connecting Communities for students in Years 1 - 8
Part C: Inquiry/Action/ Involvement Aim: To actively participate and be involved as a
community member and future decision maker
This is where it all happens!Using an inquiry process, here are some ideas for street or neighbourhood projects that schools could investigate. The depth of involvement will depend on resources and time available to students. It may be a small or large project or just the beginning of bigger things to come!
Thinking about the neighbourhood and street you live in. . .
lAdoptagrandparentbycaringforolderpeopleinyourstreet
lOrganiseaworkingbeeforalocalcommunityfacility
lCreateaschoolorstreetgarden
lOrganiseacommunitycleanupofaneighbourhoodorstreet
lSetupandmaintainalocalcommunitynoticeboard
lPublish/contributetoacommunitynewsletter
lOrganiseastreet/school/communitybikeride
lRecordtheoralhistoriesofolderresidentsinyourstreetorarea
lTakepartinplantingofyourlocalstreet/area
lInviteresidentstoschoolforeventse.g.aculturalfestival,communityinformationday,sportsday
lWorkwithanexistingstreet/neighbourhoodinitiative
lWorkwithalocalartistonaneighbourhoodinitiativee.g.paintingdesignsonstreet‘furniture’(transformers,walls,letterboxes)
��Connecting Communities for students in Years 1 - 8
lCreateastreet/communitycollage
lDesignatreasurehunt/amazingrace
lCreateapoetrywalk
lPlanagraffitihunt/heritagetrail
lSetupaphotodisplaye.g.thingsinthecommunityweareproudof
lAdvertiseandpromotelocalfacilitiestoencouragepeopletousethem
lDesignapostcardusinglocalfeaturesandstructures(seestudentbook)
lInvitepeoplefromtheneighbourhoodtotalkaboutlocalinitiatives/issues/wayspeoplecanhelp
lAdoptatreeinyourstreet/school/neighbourhood
lEncouragefriendstousetheWalkingSchoolBus
lCreateacivildefenceplan/baseforyourneighbourhood
lInterviewpastpupilsanddiscovertheparttheyplayedintheirneighbourhood
lTradeaskille.g.teachingpoiorsomethingstudentscandowellandteachothers
lCarryoutwaystomakenewneighboursfeelwelcome
lOrganiseastreetbarbecueto“meetyourneighbour”
lOrganisesomegamesforchildrenonthestreet
lFindoutwhoarethesignificantculturalleadersinyourneighbourhood
lConstructastreet/neighbourhoodnetworkofphonenumbers
lDesignaGood Sort of the Week awardtobegiventolocalmembersofthecommunityforgooddeeds.
1�Connecting Communities for students in Years 1 - 8
AppendicesResources
Useful websites
www.tki.org.nz
The following are excellent units relating to communities/neighbourhoods:
A Taste of Town Planning SocialSciencesLevel3
AccessedfromEducationforEnterprisewebsite:http://education-for-enterprise.tki.org.nz
How does a Garden Grow?SocialSciencesLevel3
AccessedfromEducationforEnterprisewebsite:http://education-for-enterprise.tki.org.nz
Helping HandsTechnology,Level4
AccessedfromEducationforEnterprisewebsite:http://education-for-enterprise.tki.org.nz
Local HeroesSocialSciences,Level2
AccessedfromEducationforEnterprisewebsite:http://education-for-enterprise.tki.org.nz
Other useful websites
www.kqed.org/questorwww.valleyquest.orgforideasforaquest
www.neighboursday.org.nz
www.doc.govt.nz/conservation-week-home
www.goodcharacter.com
www.glenside.wellington.net.nz/index.php/new-residents-fact-sheet-welcome-59.html
www.glenside.wellington.net.nz/index.php/good-neighbours-welcome
www.travelwise.org.nz/
www.watersafety.org.nz/
www.projecttwinstreams.com/
www.inspiringcommunities.org.nz
��Connecting Communities for students in Years 1 - 8
Other resources and agencies
Tag Free KiwiNZPoliceYouthEducationServices2010
PoliceEducationOfficer:www.police.govt.nzorcontactyourlocalpolicestationorcentre
AucklandCouncil:www.aucklandcouncil.govt.nz
BacktoBack:www.waitakere.govt.nz/OurPar/back2back.asp
AucklandCouncilPlan:www.aucklandcouncil.govt.nz/EN/AboutCouncil/PlansPoliciesPublications/Pages/Home.aspx
CivilDefence:www.civildefence.govt.nz
What’s the Plan Stan?Aresourceforteachingcivildefenceemergencymanagementinschools
JuniorNeighbourhoodSupport:www.ns.org.nz/index.html/junior/junior
City IssuesAucklandRegionalCouncil2001(thisresourcewasissuedtoschoolsintheAucklandregion)
CatalogueofSchoolJournals:www.journalsurf.learningmedia.co.nz
1�Connecting Communities for students in Years 1 - 8
Onestudenttakesactionagainstlocalstreampollutionbyorganisingacleanupwithfourschoolsparticipatingintheproject.
StudentsworkwiththeNorthlandRegionalCounciltoremoverustyoldcarsfromthebush.Goodmodelforideasandsolutionsgeneratedbystudents.
Studentstakeacocklecounttodeterminethehealthofanestuary.Anexampleofstudentinvolvementinmonitoringthehealthoftheenvironment.
Scientificfactfindingmissiononriver,streamorlake.Interestingscienceexperimentswithexplanations.
SchoolchildrenareinspiredafteravisittotheWellingtonWaterfrontWriters’Walktodesigntheirownwriterswalkusingpoemswrittenbytheirpeersandthendisplayingtheminprominentplacesaroundtheircommunity.
Childrenworktogetherwithcouncilandcommunitytoimprovealocalplayground.Theyhadinputinitsdesign.
Studentsadoptareservealongsidelocaliwi.Theyresearchitshistory,organiseacleanupandworkwithalocalartisttodesignsculpturesthatreflecttheimportanceofthearea.
Afterdeterminingtherealproblemofgettingtoschoolsafelyduetohightrafficflowandotherhazards,studentsbrainstormsolutions,takeactionandgetresults!
School Journals
Journal # Title Summary
�.�.20�0
2.2.2004
4.�.2008
2.�.���6
�.2.20�0
2.2.����
�.�.���8
Connected2.200�
Saving Poormans Stream
Dead Car Clean Up
Estuary Health Check
Testing the North River
Brooklyn School Writers’ Walk
Fixing the Playground
Nga Putawai Whanau says “Yes!”
Getting the Green Light
��Connecting Communities for students in Years 1 - 8
protectionforthepeoplefromemergenciesanddisasters.Refertowebsiteaslistedinresourceswww.civildefence.govt.nz
agroupofpeoplesharingacommonunderstandingwhomayusethesamelanguage,manners,traditionandlaw
adiagramshowingtherelationshipbetweenideas
thenameforimagesorletteringscratched,scrawled,paintedormarkedinanymanneronproperty;tagging
ideas,materialgoodsorotherresourcesthatbelongtopeopleorgroupsbybirthandpasseddownthroughgenerations
aprojectorprogrammetoachievespecificobjectives/goals
acommunalorsacredplaceusedforreligiousandsocialpurposes
localisedcommunitywithinalargercity,townorsuburb
aregularlydistributedpublicationgenerallyaboutonemaintopicthatisofinteresttoitssubscribers
thestateorqualityoflastingorremainingunchangedindefinitely
apersonwholivesinagivenplace
thestateofbeingbriefandshort-lived;notpermanent
gamewhichcanhaveoneormoreplayerswhotrytofindhiddenarticles,locationsorplacesbyusingaseriesofclues
refertoSchoolJournal3:2:2010BrooklynSchoolWriters’Walk
agroupofchildrenwalkingtoschoolwithoneormoreadults
extendedfamily
avoluntarygroupdoingajobforcharity
civil defence community
concept map
graffiti
heritage
initiative
marae
neighbourhood
newsletter
permanence
resident
transience
treasure hunt
poetry walk
walking school bus
whanau
working bee
Glossary
�0Connecting Communities for students in Years 1 - 8
Focus of learning/topic Concepts Conceptual understandings
Finding out information
Considering responses and decisions
Exploring values & perspectives
So what?
Now what?
Leading to
Developed through
Social Inquiry Overview
This template is taken from a social inquiry overview diagram originally adapted from B. Hill and G. Aitken’s social inquiry model for the Ministry of Education, and published in Approaches to Social Inquiry from the Building Conceptual Understandings in the Social Sciences series (Ministry of Education, 2008).
2�Connecting Communities for students in Years 1 - 8
Acknowledgements
Thefollowingpeopleweremembersoftheadvisorygroupandhelpedtocreatethisresource:
LauraPuru Birdwood Primary School, Senior Teacher
DebbieSouthey Massey Primary School, Senior Teacher
BruceBarnes Massey Primary School, Principal
MoyraSmithandCherieSimmons West Harbour Primary School, Teachers
LouiseGrevel Junior Neighbourhood Support, Coordinator
RuthTamihana-Milne Department of Internal Affairs, Community Advisor
JennyTanner Auckland Council, Massey Ranui Community Broker
JanThompson Co-writer, Educational Consultant
SandraEwing Co-writer, Educational Consultant
Studentfocusgroup: Students from Birdwood School, Massey Primary School and West Harbour School took part in the student activities
JennyJeffries: Illustration and design, Wild Line Design
ThisresourcewasdevelopedasaresultoftheworkbeingcarriedoutbytheBack 2 BackprojectonsustainableneighbourhooddevelopmentinMasseyandRanui.ThelogoandnameforthisprojectcamefromastudentcompetitionamongYear7&8studentsatBirdwood,WestHarbour,MasseyandColwillschools.
��Connecting Communities for students in Years 1 - 8
Back 2 Back is a sustainable neighbourhood project. What does that mean?Theprojectisdesignedtosupportneighbourhood-ledactionemergingfromthestreet/neighbourhoodworkthatalreadyexiststhroughsuchprojectsas:RanuiActionProject,SustainableRanui,TatouWestHarbour,MasseyMatters,NeighbourhoodSupport,ProjectTwinStreamsandothers.
Examplesofneighbourhood-ledactionareresident-initiatedstreetbarbecues,communityplantingprojects,sustainablehomechecks,gardeningworkshops,NeatStreetcleanupsandschoolholidayactivities.ThesekindsofinitiativeshavegeneratedongoinginterestamongresidentsandBack2Backsupportstheresidentleaderstobuildonthesesuccesses.
TheBack2BackProjectencouragesandsupportslocalresidentsandkeyagenciestoworktogethertocreatemoreneighbourhoodsinMasseyandRanuiwherethereare:
lSafestreets–wherepeoplecanfeelokayaboutwalkingandcyclingandhangingoutandwherepeoplewatchoutforeachother
lHousesthataresafe,warmandwell-maintained
lLinkswithlocalemploymentandskilldevelopmentopportunities
lSustainableandaffordablefoodchoices:e.g.throughcommunitygardens,cooperativefoodbuying,fruittreeorchards
lHealthy,respectfulrelationshipsbetweenpeopleandtheenvironment
lHelpingagenciesareengaged,withtheprovisionofextraresourcesandservices
lNeighbourswhofeelhappy,healthy,proud,optimisticandconnectedtotheplacewheretheylive
TheBack 2 Backprojectisacollaborativeinitiativebetweenfiveprojectpartners:
MasseyMatters RanuiActionProject CommunityWaitakere
AucklandCouncil InspiringCommunities