Town identity – Year 9

Context for learning
The purpose of this unit is for students to work within a set budget and design brief to create a product for a client.
Learning areas
Social studies
·  Technological practice
Learning outcomes
Students will be able to:
·  Understand how the movement of people affects cultural diversity and interaction in New Zealand.
·  Understand that people move between places and how this has consequences for people and the places. / Financial Capability Progressions
Spending
·  Investigate different spending choices of people from different social groups.
Budgeting and financial management
·  Create a budget for a specific activity and timeframe using financial tools and records to monitor.
Key competencies
Thinking
·  Making sense of financial information and the different motivations people may have in their creation.
Using language, symbols and texts
·  Calculating and interpreting financial information.
Relating to others
·  Collaborating with others in financial decision-making.
Participating and contributing
·  Collaborating to carry out a project.
·  Providing feedback on others' decisions. / Values
Respect
·  Discussing and reflecting on different financial goals.
·  Showing respect for themselves, for others including those with different cultural beliefs and values.
Diversity
·  Understanding how family or cultural obligations affect decisions.set and achieve personal financial goals.
Teaching and learning sequence
Objective: Students to research and design a welcome sign for an entranceway into town. The sign should represent the nature of the town, its people and its attractions.
·  Students to organise meetings with the local authorities and promotion organisations.
·  In consultation with these organisations, determine the criteria for the signage and see if any funds are available.
·  Student undertake research, this could be done in groups with different aspects of research for each group.
·  The collective research can then be pooled and synthesised to provide an overview.
·  Students develop a signage/symbols concept.
·  Cross-curricular engagement of graphics and arts students to support the development of the concept.
·  Students seek feedback from a Graphic designer.
·  Students prepare a mock-up of the concept and present to the local authority for critique.
·  Students work with the local organisations to plan the production and placement of the signage.
·  Students to critique the process both as individuals and groups and identify opportunities for development and other applications of the skills that have been learnt.
Assessment ideas
·  Review/learning sequence.
·  Critique pathways taken.
·  Identify relevant stakeholder and relative roles.
·  Benefits to community entranceway placement.