GRADE 7
MAKING A LIVING
STRAND 3: COMMUNITY DEVELOPMENT
COURSE BOOK 3
Name: ______Address: ______
FLEXIBLE, OPEN AND DISTANCE EDUCATION PRIVATE MAIL BAG, P.O.WAIGANI, NCD DEPARTMENT OF EDUCATION PAPUA NEW GUINEA
Compiled by : Ursula Miria
Department Editor Joyce Pogla
Subject Team Editors : Armstrong Rupa Late Andale Ipata Eddie Sarufa Loraine Ah Chee Loretta Mekesi Margaret Kakas -Warupi Regina Mabia GR 7 MAL S3 1 TITLE PAGE
GRADE 7
MAKING A LIVING
STRAND 3
COMMUNITY DEVELOPMENT
In this unit you will learn about;
SUBSTRAND 1: KNOWING YOUR COMMUNITY
SUBSTRAND 2: COMMUNICATION
SUBSTRAND 3: COMMUNITY PROJECTS
GR 7 MAL S3 2 ACKKNOWLEDGMENT & ISBN
Acknowledgements
We acknowledge the contributions of all Primary Teachers who in one way or another helped to develop this course.
Our profound gratitude goes to the former Principal, Mr Demas Tongogo for leading FODE team towards this great achievement. Special thanks to the staff of MAL and Business Studies Department of FODE who played an active role in coordinating writing workshops, outsourcing lesson writing and editing processes.
We also acknowledge the professional guidance provided by Curriculum and Development Assessment Division throughout the processes of writing and, the services given by member of the Primary Section and Academic Committees.
The Course Book was developed with the support and funding of the GO- PNG FODE World Bank Project.
DIANA TEIT AKIS
PRINCIPAL
Published in 2017 by the Flexible, Open and Distance Education © Copyright 2017, Department of Education, Papua New Guinea
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without prior permission of the publisher.
Printed by the Flexible, Open and Distance Education ISBN; 978-9980-87-213-5 National Library Services of Papua New Guinea GR 7 MAL S3 3 CONTENT
TABLE OF CONTENTS
Strand Introduction …………………………………………………………………. 05 Study Guide…………………………………………………………………………… 06 Substrand 1: Knowing Your Community……………………………………… 09 Knowing Your Community: Introduction………………………………………... 10 Lesson 1:Personal Profiles …………………………………………………… 11
Lesson 1: Supplementary Readings…………………………………………. 18
Lesson 2:Participating in the Community……………………………………. 27
Lesson 2 Supplementary Readings………………………………………….. 33
Lesson 3: Working With the Community…………………………………….. 41
Lesson 3: Supplementary Readings…………………………………………. 46
Answers to Practice Exercises 1- 3 ………………………………………. 49
Substrand 2: Communication …………………………………………………….. 55 Communication: Introduction …………………………………………………….. 56 Lesson 4:: identifying Network Partners …………………………………….. 57
Lesson 4: Supplementary Readings ………………………………………… 63
Lesson 5:Net Working ………………………………………………………… 66
Lesson 5: Supplementary Readings ………………………………………… 74
Lesson 6:Appropriate Mediums to Access Information ……………………. 79
Lesson 6: Supplementary Readings ………………………………………… 87
Answers to Practice Exercises 4- 6 ………………………………………. 93
Substrand 3: Community Projects ………………………………………………. 97 Community Project: Introduction ………………………………………………… 98 Lesson 7:Identifying Cooperative Projects ………………………………….. 99
Lesson 7: Supplementary Readings…………………………………………. 107
Lesson 8:Initiating a Cooperative Project……………………………………. 110
Lesson 8: Supplementary Readings…………………………………………. 117
Lesson 9: Planning and Implementing a Cooperative Project……………. 119
Lesson 9: Supplementary Readings ………………………………………… 127
Lesson 10: Participating in the Cooperative Project ……………………… 131
Lesson 10: Supplementary Readings………………………………………... 138
Answers to Practice Exercises 7-10 ……………………………………… 143
Answers to Strand 3 Lesson Activities …………………………………... 149
…………………………………………………………………….. 161 References
GR 7 MAL S3 4 MESSAGE
SECRETARY’S MESSAGE
Achieving a better future by individual students and their families, communities or the nation as a whole, depends on the kind of curriculum and the way it is delivered.
This course is part and parcel of the new reformed curriculum. The learning outcomes are student – centred and allow them to be demonstrated, assessed or measured.
It maintains the rationale, goals, aims and principles of the national curriculum and identifies the knowledge, skills, attitudes and values that students should achieve.
This is a provision by Flexible, Open and Distance Education as an alternative pathway of formal education.
The course promotes Papua New Guinea values and beliefs which are found in our Constitution, Government policies and reports. It is developed in line with the National Education Plan (2005 -2014) and addresses an increase in the number of school leavers which has been coupled with a lack of access to secondary and higher educational institutions.
Flexible, Open and Distance Education curriculum is guided by the Department of Education’s Mission which is fivefold:
To facilitate and promote the integral development of every individual To develop and encourage an education system which satisfies the requirements of Papua New Guinea and its people To establish, preserve and improve standards of education throughout Papua New Guinea To make the benefits of such education available as widely as possible to all of the people To make the education accessible to the poor and physically, mentally and socially handicapped as well as to those who are educationally disadvantaged.
The college is enhanced to provide alternative and comparable pathways for students and adults to complete their education through a one system, many pathways and same outcomes.
It is our vision that Papua New Guineans harness all appropriate and affordable technologies to pursue this program.
I commend all those teachers, curriculum writers and instructional designers who have contributed so much in developing this course.
GR 7 MAL S3 5 INTRODUCTION
STRAND 3: INTRODUCTION
Welcome to Strand 3: Community Development. This Strand aims to give you the skills and knowledge to contribute to, live and work within your community. It teaches you to create awareness to your community about the available services. It also teaches you in how to assist in making decisions collectively that are most appropriate for your community.
Furthermore, the Strand teaches you to value community property and develop a sense of ownership. A long side that, it teaches you to learn the necessary skills in how to liaise and actively participate in community based projects. Finally, it teaches you to build good working relationships with people in your community as well as people outside of your community.
The Strand 3 Course Book has three (3) Substrands. They are;
Substrand 1: Knowing Your Community There are three (3) lessons in this substrand and nine (9) supplementary readings. It teaches how to reflect upon personal strengths and capabilities. It also teaches the skills in how to consider the strengths and capabilities of other people and how they might be used to contribute in a positive way within the community.
Substrand 2: Communication There are three (3) lessons in this substrand and six (6) supplementary readings. It teaches how to identify and establish network partners within a wider community. It explains how networking and communication can promote more effective access to information. Furthermore, it discusses how the new ways and technologies are used to access information.
Substrand 3: Community Projects There are four (4) lessons in this substrand and nine (9) supplementary readings. It explains steps and procedures in how to initiate and plan cooperative projects. It also discusses how these cooperative projects can benefit the community as a whole.
You will find that each lesson has lesson activities to do, supplementary readings to read and a practice exercise to complete. The supplementary readings are at the back of each lesson, the answers to the lesson activities are at the back of the Strand and the answers to the practice exercises are at the end of each Substrand.
GR 7 MAL S3 6 GUIDE
STUDY GUIDE
Step 1: Start with Substrand 1, study Lesson 1 and do the Lesson Activities as you go along. When you have completed Lesson 1, do Practice Exercise 1. Step 2: When you have completed Lesson 1 Activities and Practice Exercise 1, turn to the end of the Substrand and Strand Book to correct your answers. The answers for your Practice Exercises are at the end of the Substrand. While the answers for your Lesson Activities are at the end of the Strand Book.
Take noted that you will also read ypur supplementary readings of each lesson that are located behind the Practice Exercise. These readings give you more information which were not discussed in the lesson notes. You will learn further skills and knowledge from the readings.
Step 3: If you make any mistake, go back to the Lesson or your readings and revise well and try to understand why you gave an incorrect answer
Step 4: When you have completed steps 1 to 3, tick the box for Lesson 1 on the contents page (page 3) like this,
Substrand 1 : Knowing Your Community √ Lesson 1 : Personal Profiles √ √ Lesson 1 : Supplementary Readings √ Step 5: Go to Lesson 2 and repeat the same process until you complete all the Lessons in Substrand 1. Do the same for Substrand 2 and 3.
Step 6: After completing your Lessons and Practice Exercises in each Substrand, Then, complete each Substrand Test and part of the project in the Assessment Book.
Step 7: After you have studied the whole Strand, do also the Strand Examination and the rest of the project in the Assessment Book.
Step 8: Check through your Assessment, when you are satisfied, then submit your Assessment Book to your Provincial Centre for marking.
Icons
Introduction Target of Lesson Activity Reading Summary the Lesson & Practice Exercise
GR 7 MAL S3 7 GUIDE
Assessment
There is one assessment book for this Strand. The assessment includes topic tests, topic projects and strand examination. The assessment book is out of 200 marks. Your Assessment Book will be marked by your distance teacher. The marks you score will count towards your final mark and grade.
If your score is less than 50%, you must repeat that Assessment. If you continue to score less than 50% in your assessment three times, then, your enrolment will be cancelled, and you need to re –enroll if you wish to continue this Course.
Study Schedule
Here is a study schedule. It will guide you to complete your Strand 3: Community Development Course Book and its assessment within ten (10) weeks.
WEEKS SUBSTRAND / ASSESSMENT COMMENTS LESSON NUMBER 1-3 Substrand 1 Substrand 1 Test: 20 marks Lessons 1- 3 Project: 32 marks 9 Supplementary Total : 52 marks Readings 4-6 Substrand 2 Substrand 2 Test: 20 marks Lessons 4-6 Project: 32 marks 6 Supplementary Total: 52 marks Readings 7-8 Substrand 3 Substrand 3 Test: 20 marks Lessons 7-10 Project: 36 matks 9 Supplementary Total: 56 marks Readings 9 Strand Examination :40 marks
10 Submit your Assessment Book to your Provincial Centre for marking
Remember:
As you complete each lesson, tick the box on the contents’ page. This helps you keep a record of your study progress.
All the best and enjoy your studies with FODE – Making a Living GR 7 MAL S3 8 VACANT PAGE
GR 7 MAL S3 9 TITLE PAGE
SUBSTRAND 1
KNOWING YOUR COMMUNITY
In this Substrand, you will learn about:
Personal Profiles Participating in the Community
Working With the Community
GR 7 MAL S3 10 SS 1 LESSON 1
SUBSTRAND 1 INTRODUCTION
Welcome to Substrand 1, Knowing Your Community. It is the first Substrand of the Strand 3 Course Book. From the title itself, we can say it is about having knowledge about people, organizations and resources that exist in the places where we live. Knowing your community is a very important aspect of community development. It begins by recognizing one’s own strengths and capabilities. It also advances to knowing about other people’s attributes. When people begin to understand each other’s strengths and capabilities, then, it makes it easier to work together and achieve community goals and objectives.
Sub-strand 1 has three (3) lessons and nine (9) supplementary readings. These are as follows;
Lesson 1: Personal Profiles It teaches about personal profiles and identifying one’s own strengths and capabilities. It also discusses how to recognize the same strengths, abilities and skills in other people.
Lesson 1 has four (4) supplementary readings. Readings 1 gives examples of skills and abilities. Reading 2 gives information on communication skills, leadership, public relations, skills and personal strengths. Reading 3 gives information about good and fair leadership. Reading 4 gives information about how an individual can use his or her skill and ability to achieve higher.
Lesson 2: Participating in the Community It teaches how to identify community activities that require personal contributions from people. It also explains that personal contributions come in the form of time, resources, knowledge, skills and labour. Finally, it discusses how these personal contributions can be given to the community in a positive way.
Lesson 2 has three (3) supplementary readings. Reading 1 gives information about the different ways to contribute to your community. Reading 2 explains; time, resource, knowledge, skills and labour. Reading 3 gives information about how to identify community needs and how to help in those identified needs. Reading 4 is a simple business letter, written to the community authorities to offer help to an identified need.
Lesson 3: Working with the Community It teaches the importance and the benefits of working with the community. It also identifies and discusses the people and organizations that contribute positively to the community.
Lesson 3 has two (2) readings. Reading 1 gives the reasons why a person should take part in a community activity and Reading 2 gives information about the qualities of a good member of a group who lives in a community.
GR 7 MAL S3 11 SS 1 LESSON 1
Lesson 1: Personal Profiles
Introduction Welcome to Lesson 1 of Subtrand 1, Knowing Your Community. In Grade 6, you have already learnt about the common features that make up a community. These things involve basic services, location of the community, climate, culture, natural resources, population and community members. We will now continue to discuss more about community members. Community members are people who live in a community. You are a member of your community. You will discover and learn the special qualities about yourself and others.
Your Aims:
Define personal profile
Write a personal profile
Identify own strengths and capabilities Identify strengths and capabilities of other people
Personal Profile
What is a personal profile? A personal profile contains information about you which includes your character, skills and abilities. You can write it out in a simple list form which will have your name, gender, date of birth, place of birth, marital status- meaning married or not married, address, occupation, what you like and what you do not like. You can write it out in a simple list form or in a prose form. A prose is a written story of a person. It is just like this short story of Sir Michael Somare which is given below. I would like you to read it so that it will give you a more clear meaning of a personal profile which is written in a prose form.
Personal Profile of Sir Michael Somare
Sir Michael was born in Rabaul on the 9th April 1936 where his father was serving as a police sergeant. Michael, the family’s eldest son returned to the family home village of Karau in the Murik Lakes District of East Sepik Province where he was enrolled in a primary school ran by the Japanese during the World War II. At that school he learnt Sir Micheal Somare to read and write Japanese which he found useful later in his political career.
After the war, in 1946, he attended Boram School eventually Sogeri High School, where he graduated in 1957. He then taught at several primary and secondary schools and was eventually transferred within the public service. This gave him skills in many roles including that of radio broadcaster. He worked in a radio station at Wewak during the mid, 1960s. His political views became known at this time and because of his political views he was transferred from the radio station.
(Continues on the next page)
GR 7 MAL S3 12 SS 1 LESSON 1
He left the public service to establish the Pangu Party with others in 1967 and was elected to the second House of Assembly in 1968. Sir Michael was chief Minister of the third House of assembly from 1972 before Independence, and since Independence in 1975, he has been Prime Minister of Papua New Guinea during three periods:1975 to 1980; 1982 to 1985 and since 2002. Sir Michael is a man who is said to have demonstrated determination, fortitude, and great political skills over his long political career. His style of politics is said to be both nationalistic and conciliatory, being related closely to his strong connections to the culture and tradition of his people. His uncle appointed him as’ sana’ or peace marker in 1973. It may be this peacemaking tradition which has allowed him to work so successfully in coalition partnerships and with others in politics that hold very different views. Source: Adapted from Brian Robertson, Trevor Tindall and Josie Villacorta – Swallow (2008)
Compiling a Personal Profile
Let us now discuss how to compile a personal profile. A personal profile can be compiled through the use of the three different guidelines shown below. Type 1 is suitable to compile your own or a friends’ profile. Type 2 is suitable to create a profile of your own and Type 3 is suitable to create a story of another friend. Other profile questions or information maybe be added to the list in Type 3. However, in Type 3, your information will depend on what type of responsibilities your friend is involved in and his or her experiences
Type 1: First name:…………………….Surname:……………Other Names:………………. Date of Birth:………Age:………Male or Female:…..Religion:………………….… Name of Village, District and Province:……………………………………...... History of Education………………………………………………………………….. What do you like at school?...... What do you dislike at school?...... What are you good at?...... What are you not good at?......
Type 2: I am … (name)…and I am …. (age)…old. I was born in....(year)...... I am from ……………. (place, district, province). I attended… …..(name of the primary school in .….(year)…...and I completed my Grade 6 in …(year)…..My favorite subjects are ……….(name the subjects)……My least subjects are…(name the subjects)……I like ……..(what do you like doing)………..but I do not like ……(what you do not like doing) ……………………………….
GR 7 MAL S3 13 SS 1 LESSON 1
Type 3
...… (Name of your friend)…..was born in… (place, district, province)….He is …(years)….old. He/She attended….. (name of the primary school)…..in the…(place, district, province)…He/She completed Grade 6 in ….(year)....His/Her favorite subjects are …(name the subjects)…His/Her least subjects are …(name the subjects)….At school, he/she likes doing …(name the things he/she liked doing)…but he/she did not like …(name the things he/she did not like)…………He/she is a honest and hard working person. He/she is a good listener and can help solve problems.
Activity 1.1
Create a personal profile of yourself or your best friend using an appropriate guideline.
Strengths and Capabilities
What are strengths and capabilities? Strengths and capabilities are the things which we are good at. It involves skills and abilities. For example, you may be good at thinking fast and organizing activities or perhaps you may be good at doing things with your hands.
Let us now study the strengths and capabilities of Sir Michael Somare. They were taken from his personal profile which was discussed in the first part of our lesson.
Strengths and Capabilities Evidence A good learner He did well at primary and secondary school and he was able to learn new skills such as radio work An adaptable person Was successful in teaching, doing radio work, and politics A good organizer To work successfully in the public service you have to be a good organizer. Successfully starting a new political party would also require very high levels of organizing skills Has excellent leadership Anyone who has been Chief Ministry and then Prime qualities Minister four times, over a period of 35 years, must have excellent leadership skills Able to work with people Many of his governments have been in coalition with other who hold different views parties
Source: Adapted from Brian Robertson, Trevor Tindall and Josie Villacorta – Swallow (2008)
Now turn to the back of your lesson 1 and read the Supplementary Reading 1.1, titled Everyone Has Strengths and Weaknesses. After reading, complete the activity below.
GR 7 MAL S3 14 SS 1 LESSON 1
Activity 1,2:
Can you add another three skills and abilities of your own to the list? ______
Identifying Own Strengths and Capabilities
You are going to assess your own strengths and weaknesses. However, your weaknesses are not what we are going to focus on. Instead, we are going to focus on your strengths because that is what you need to know about yourself. You are going to assess yourself by simply answering these questions in Activity 1.3
Activity 1.3:
Write much, not much, all the time, not all the time, most times, or rarely to assess yourself.
1. Communication Skills - Do you listen with interest to understand the message?______- Is your writing clear and easy to read and understand?______- Do you speak clearly and in a way that is easy for listeners to understand?______- Do you read with interest to try and understand the writer’s message?______
2. Leadership - Are you a leader through position in the family? Eg. A first born______- Are you elected or voted? Eg. Class captain______- Are you a leader because of your skills, talents or knowledge? Eg. Sports Captain___ - Are you a talkative and a popular person?______
3. Public relations - Do you support and give help to others?_____ - Do you work well with others?______Oh no…, I can see that I am not - Do you make friends easily?______good at everything, but I will continue down the list… I might - Do you enjoy helping other people?______be good at some other areas…
4. Skills - Are you good at building and construction?______- Are you good at reading or writing a particular subject?______- Can you tolerate others?______- Do you solve problems?______- Are you able to organize your time well?______- Are you good at any of these things below? (Cooking, sewing, craft work, carving or Canoeing)______- Are you good at a particular sport?______
Study your responses. The Yes will mean that that particular area shows your strength. The No will mean that you are weak in that particular area. The Sometimes
GR 7 MAL S3 15 SS 1 LESSON 1 will mean that you are fairly good in that particular area. Rarely shows that you need to improve in that particular area.
Remember that most people are not good at everything. Everyone wishes that they had more skills and abilities. We should identify our weaknesses and should try to become better in those areas.
Now turn to the back of Lesson 1 and read the Supplementary Reading 1.2 titled, Personal Strengths and Capabilities. After reading, you can reflect back to Activity 1.3 to reassess your strengths and capabilities.
You should also read Supplementary Reading 1.3 titled, Good and Fair Leaders. This reading will help you understand the kind of attitude expected of a leader.
Summary
You have come to the end of Lesson 1. In this lesson you learnt that:
A personal profile contains information about you which includes your character, skills and abilities. A personal profile can be written in two ways. One is the simple list form which will include your name, gender, date of birth, place of birth, marital status- meaning married or not married, address,
occupation, what you like and what you do not like. The other is the
prose form which is a story about you.
You can also write a prose of another person whom you know well.
Strengths and capabilities are the things which we are good at. It
involves skills and abilities.
You can assess your strengths and capabilities through questions. You can identify your weaknesses and should try to become better in those areas such as communication skills, leadership, public relations, reading and writing skills, building and construction skills and many others.
NOW DO PRACTICE EXERCISE 1 ON THE NEXT PAGE
GR 7 MAL S3 16 SS 1 LESSON 1
Practice Exercise 1
Now turn to the back of lesson 1 and read the Supplementary Reading 1.4, titled Matella Makes It to the Top. Then, answer the questions below.
1. (a) Write out Matella personal profile by filling the blanks.
First name:______Surname:______Other names:______
Date of Birth:______Age:______Male or Female:_____Religion:______
Name of Village, District and Province:______
History of Education:______
______
______
______
History of Work/ Jobs:______
______
(b) How did Matella use her K14.00?
______
(c) What type of qualities do you think Matella’s husband has? Think of how he supported her.
______
GR 7 MAL S3 17 SS 1 LESSON 1
Read the passage below to answer Question 2.
First Guinea’s Female Flour Miller
Young Helga Waim is Papua New Guinean’s first known female flour miller.
After completing Grade 10 at Rosary Secondary School, Kondiu, she enrolled at a Technical School at Chimbu Province where she was the only female student who took the automechanic’s course. This include learning basic skills in auto mechanics, auto electric, and panel beating and spray painting, oxyacetylene/ arc welding and agriculture.
Obviously a pioneer, perhaps it is no surprise that now she has set up Chimbu’s first wheat milling service.
With her small electric wheat mill, she processes the wheat grain samples brought to her by the growing number of wheat growers in the province. She can mill flour to suit her customers’ needs; some like it coarse, while others like it fine. She can adjust the mill to suit all baking e.g. bread, cakes and biscuits.
All the flour she produces is 100 per cent whole meal, using the entire wheat grain with no waste or dust. Source: From the Post-Courier 11 September 2003
2. Complete the personal profile table for Helga using evidence from the story – just like the one done for Sir Michael Somare in the lesson.
Strengths Evidence A very good learner
An adaptable person
A very good manager of resources
Has excellent Business Skills
Is a hard worker and able to work well with people
CHECK YOUR WORK. ANSWERS ARE AT THE END OF SUBSTRAND 1
GR7 MAL S3 18 LESSON 1 SUPPLEMENTARY READINGS
Lesson 1: Supplementary Reading 1.1- Everyone Has Strengths and Weaknesses
People’s strengths are identified in the areas of character, skill and ability. Bear in mind that it is not about identifying weaknesses. Therefore, it is more polite and supportive to identify a friend’s strengths rather than their areas of weakness. People might be offended if you identify their weakness. They might be less likely to offer you help by using their strengths.
Every person has particular strengths that can be put to good use to help others. If a group of people work together on one community task then it is likely that together, as a team, they will have all the skills required to complete that task. It is unlikely that anyone person has all the skills and abilities required, but it is very likely that everyone has some skill to offer. Although everyone is different, everyone can contribute.
Here is a list of some examples of personal skills and abilities. There are many more you could add to the list. They are not in any order of importance. It is unlikely that any one person is strong in all of them, but all of us have some of them.
Examples of Skills and Abilities
. Can organize a group project . Can do things on time . Good at building and construction . Organizes time well . Good at craft and construction . Is able to explain to others . Accept what is, and does not complain . Can solve problems . Supports and gives help to others . Is tolerant of others . Can work to a plan and follow instructions . Is a good judge of people . Shows great enthusiasm . Is reliable . Can make others enthusiastic . Is good at a particular sport . Has great ability and physical strength . Can think fast . Makes friends easily . Can grow good plants . Accepts and respects the strengths of others . Can raise animals . Determined to get the job done . Works well with others . Has a disciplined approach to tasks . Is a hard worker . Respects parents and other people . Is a good planner . Is able to think ahead . Can think ahead . Is honest . helping other people . Is good at reading / writing, mathematics or (any particular school subject)
Source: Brian R., Trevor T. and Josie V. S (2008)
GR7 MAL S3 19 LESSON 1 SUPPLEMENTARY READINGS
Supplementary Reading 1.2: Personal Strengths and Capabilities
1. Communication Skills
Communication is about passing and receiving information. We all have to communicate with other people to pass on and receive information. Learning to communicate well with others is a social skill that can be learnt.
Communication can be oral or written. In oral communication, we should speak clearly and in a way that is easy for listeners to understand. If we are listening, we should listen with interest, to understand the message. Listening is important A teacher talking to a student for good communication.
In written communication we should write clearly and in a way that makes it easy for the reader to understand. If we are reading, we should read with interest to try and understand the writer’s message. Good communication promotes good understanding.
2. Leadership
Every day we make decisions about our own lives. The leaders in our community make decisions for us. Leaders are a special group because they have the power to influence or control the lives of other people. They often take decisions that affect others in the community.
We all belong to groups with different levels of leadership. We may have a high position and a low position in another place. For example, a school principal can have a high position in a local community. He or she can make decisions that affect children, parents and teachers in the community, but the same principal may have a low position within the Ministry of Education and may not have any influence on important decisions that affect schools throughout the country.
In traditional Papua New Guinean communities, everyone knew their leaders and the leaders knew the people they were responsible for. In modern Papua New Guinea, there are leaders who make decisions that affect people throughout the country. But many people will never meet their leaders, because it is impossible in large societies for leaders to be known in the way leaders were known in smaller traditional communities.
People can become leaders in many different ways:
. Hereditary leaders may inherit their positions of leadership from their families. . Appointed leaders may be appointed because of their qualifications and experience. . Elected leaders may be chosen by voting, for example, a class captain or a Member of Parliament. . Leaders by force maybe obeyed because they are feared. . Leaders because of wealth or position – wealth may give leaders power over people who depend on them.
GR7 MAL S3 20 LESSON 1 SUPPLEMENTARY READINGS
. Leaders because of skills or knowledge – special skills and knowledge can give leaders power to influence people such as sports captains, warriors, magicians, rain makers, hunters of specific dangerous animals and gardeners of specific important food or plants.
Leadership is an essential role in our society. We need leaders to make decisions on our behalf. Leaders should be: . People who are respected in the community. . People who are elected or appointed to an important office. . People who are able to make wise decisions about important public issues.
A leader in modern society has many responsibilities. A leader’s job is to serve the people and to make decisions in the best interests of most people. However, everyone can be a leader. In small informal groups you have leaders who lead because: . They have a special talent or gift. For example, a public speaker and team captain . They are talkative and a good listener. For example, a school captain . They are physically bigger than others. For example, a front –row rugby player . They are popular. For example, an entertainer
3. Public Relations
Public relations refers to the way in which people in the community find out about community services and businesses and organisations ( like companies ) take care to improve their public relations, so that people in general will think well of them. They may sponsor a sporting event, for example, or they may donate money to a charity. By making sure they have good public relations, they expect that people will support them or their activities.
Public relations are about creating and maintaining goodwill and a good public image. Good public relations can be important for individuals and groups of individuals in companies or other organisations, especially when they want to influence the community. Being friendly and helpful develops good public relations with others. People will then tend to support these group’s activities.
4. Skills
(a) Sporting Capabilities
When we develop our sporting capabilities and our physical skills, we help our community and ourselves. Taking part in individual sporting activities such as swimming and running, and team sports such as rugby and basketball will benefit our bodies and minds, and sport helps us relate to other people within our community.
Major benefits of developing sporting as a part of you
I. Physical benefits Increased energy levels Good muscle development Weight control Improved coordination and flexibility Improved personal appearance Fitness.
GR7 MAL S3 21 LESSON 1 SUPPLEMENTARY READINGS
II. Mental benefits . Increased self-confidence . Improved concentration and mental alertness . Increased ability to relax.
III. Social benefits . Meeting new people . Improved friendships . Learning to work as part of a team
(b) Technical or Practical Skills
The development of a community depends on having people in the community with good technical skills. Think about your community and the people you know who have good technical skills – they may be good at gardening, billum making, house building, carving, nursing, teaching, fixing or making things. Think about the benefits that these people bring to the community.
You may be good at carpentry, cooking, sewing, craft work, carving or canoeing. As you grow older you might learn other technical skills such as driving a car or training to be a doctor, nurse, teacher, mechanic, electrician, plumber or a computer technician. It is important to have long – term and short – term goals about the technical skills you would like to develop to benefit yourself, your family and your community.
(c) Interpersonal Skills
We all need to be involved in relationships with other people. We form relationships because we have certain basic needs to be satisfied. The development of good relationships depends on the development of good interpersonal skills. Interpersonal skills are the social skills we need to relate well to other people in our community.
Interpersonal skills include: . Effective communication skills . Decision – making skills . Cooperation skills . Listening skills
Good interpersonal skills depend on the development of good personal qualities, such as: . Developing trust . Being considerate and polite . Being honest . Being loyal . Considering the feelings of others
These qualities and skills help the members of a group to work well together to achieve common goals.
GR7 MAL S3 22 LESSON 1 SUPPLEMENTARY READINGS
(d) Academic Skills
You gain academic skills at school. You learn to read and written and gain knowledge about social science, language and the arts. You obtain useful skills through making a living. You learn the importance of being a good community member. In various ways your teacher will assess your work during the year, and there will be times when you have to study for tests and exams. When you join the workforce you may again have to study for tests and exams if you are training for particular jobs, for example, as a policeman or a nurse, or if you are trying to gain extra skills.
Studying Well
The key to studying well is to be organised. The following steps will help you plan and organise your program:
1. Organise your study material. Make sure that your work is complete and up to date. 2. Make sure you know what kind of assessment task you are going to do. Then practice the skills you need to complete set tasks. 3. Use study methods such as memorising facts, drawing diagrams or summarising information under key ideas 4. There are always learning areas that we don’t like or find hard to do. The more time you spend on your weak learning areas, the stronger you will become in them.
In time you will be able to use your academic skills to help yourself and your family and contribute to community development in practical ways. You could use your academic skills to help the community to write a project proposal for community development or to write a letter to a government official or non-government organisations (NGO) group to raise awareness on important local issues.
(e) Problem – Solving Skills
There can be many problems in life, but a problem can be seen as a challenge. Problems are like waves in the ocean. They come at different intervals and in different strengths. Everybody faces problems in life and everybody needs a positive attitude to find ways to solve problems. How to solve a problem: . Identify the problem you want to solve. . Find out as much information as you can about the problem. . Identify the difficulties you think you are going to have. . Consider the courses of action you can take to solve the problem. . Consider all possible solutions. . Choose the best solutions with reasons. . Try out the solutions you think will work. . Evaluate the solution . Choose the best solution and put it into practice. . Think about the solution you have chosen. Could you improve it?
5. Personal Strengths
We all have different qualities that make us unique. We are all good at some things and not so good at others. The things we are good at are our strengths. The things we are not
GR7 MAL S3 23 LESSON 1 SUPPLEMENTARY READINGS so good at are our weaknesses. We all need to look at ourselves to know our personal strengths and weaknesses. Our strengths and weaknesses do not remain the same all our life.
Read about Jeremiah’s strengths and weaknesses as outlined below.
Jeremiah’s Strengths and Weaknesses
Things that I like: Singing, reading, listening to gospel music, preaching God’s Word, helping small children, and sometimes teasing my mother
Things I do not like: Being told to do things in the last minutes, looking after
animals such as dogs, cats and pigs, annoying noise of Jeremiah -A Della Salle little cousins in the house, criticisms and false accusations Secondary from my small sister. School Student Source: Face to face Things I am good at: communication
Concentrating and studying in my school subjects
Things I need help with: Mathematical problems in the new reformed curriculum.
Supplementary Reading 1.3: Good and Fair Leaders
When we choose our leaders it is their job to represent us and speak and act for all of us. We expect leaders to behave in certain ways, so being a good and fair leader is not always easy. We should respect all the people. Leaders should not expect other people to follow them just because they are leaders.
Duties and responsibilities that we expect good leaders to do: Be responsible and ready to answer for the way that they behave Represent the people in the community fairly Be open and honest in dealing with other people Have a high standard of personal behaviour Communicate openly with the community Understand the needs and rights of everyone in the community. Listen to the community and do what other leaders say Respect the community
Leadership Code
The Leadership Code, which is part of the Constitution, is a set of rules for members of Parliament and senior public servants to follow so that they are honest and fair. The Ombudsman Commission makes sure that the Leadership Code is followed. Any person who believes that are leader is being dishonest or unfair can complain to the
GR7 MAL S3 24 LESSON 1 SUPPLEMENTARY READINGS
Ombudsman Commission, which will investigate the complaint and take action where necessary. A leader who is taken to court and convicted of an offence in relation to his position, or who does not follow the Leadership Code, is guilty of misconduct in office.
Leaders should Be unselfish and not allowed to be in a position where they can make decisions that will help themselves Not behave in such s way that people do not respect them as persons, the position they hold or the government in Papua New Guinea Be honest and not try to help themselves because of their position as leaders Make sure that their families and others who work for them behave in ways that show that the leader is following this code If necessary, make it clear to the public that they have not done anything wrong Source: Kenneth Rouse (2005)
Now read about the Prime Ministers of our country since independence.
Name Period of Governance Political Party Peter O’Neil 2nd August 2011 to End of 2016 People’s National Congress Party Sam Abal 13th December, 2010 to 2rd National Alliance Party (acting for Somare) August 2011 Sir Micheal Somare 5th August 2002 to 2 August National Alliance Party 2011 Sir Mekere Morauta 14th July 1999 to 5th August People’s Democratic 2002 Movement Late- Bill Skate 22nd July 1997 to 14th July 1999 People’s National Congress Party Sir Julius Chan 2nd June 1997 to 22nd July 1997 People’s Progress Party Late- John Giheno 27th March 1997 to 2nd June People’s Progress Party (acting) 1997 Sir Julius Chan 30th August 1994 to 27th March People’s Progress Party 1997 Paias Wingti 17th July 1992 to 30th August People’s Democratic 1994 Movement Sir Rabbie Namaliu 4th July 1988 to 17 July 1992 Pangu Party Paias Wingti 21st November 1985 to 4th July People’s Democratic 1988 Movement Micheal Somare 2nd August 1982 to 21st Pangu Party November 1985 Sir Julius Chan 11th March 1980 to 2nd August People’s Progress Party 1982 Micheal Somare 16th September 1975 to 11th Pangu Party March 1980 Source: http://www.pngfacts.com/prime-ministers-of-papua-new-guinea.html#ixzz4NOrkoRd4
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Supplementary Reading 1.4: Matella Makes It to the Top
Matella Kuman, who started out as a cleaner and worked her way to earn a Bachelor’s degree in Nursing Administration
Matella is from a little hamlet called Pompimeri in the Kundiawa- Gembogl district of Simbu Province. She started school in 1966 and went as far as Grade Six before dropping out in 1972 because her marks were too low. Not one to give up, she left home in search of a job and a better life for herself. There was no way she would spend the rest of her life being a village girl. Her six years of early childhood education had unravelled a whole new world of learning, a world that held so much promise than the dreary village life that was in store for her in the village. Armed with her Grade Six primary School certificate, she set of on a quest to conquer the world. Matella found employment as a cleaner at the Gopme Health Centre in upper Chimbu, earning a fortnightly wage of K14. For the young teenage, K14 was a lot of money and while toying around with the idea of how to spend it, she chanced up the opportunity to undergo Correspondence Studies through the College of External Studies in Kundiawa. For the next two years, Matella paid her way through Grades seven and eight with part of her K14 fortnightly wage, graduating in 1978 with a Grade Eight certificate from the College Of External Studies. A year later, while still employed as a cleaner, she enrolled at the Kundiawa school of Nursing as a Nurse Aid, the equivalent of a community health worker today, and did a year’s training. She graduated in 1975. 1975 was special for Matella and as she basked in the warmth of an independent Papua New Guinea, she also took comfort in knowing that her life as a cleaner was over, she was now a graduate Nurse Aid, employed in the province’s biggest health institution, the Kundiawa General Hospital.
(Continues on the next page)
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Over the next 13 years, Matella dutifully went about her job, finding love, marrying, raising two children and juggling her medical career. She worked tirelessly, her high school teacher husband urging her on. But she was not content and knew there was still something she still had to do – and that is to go back to school. In 1988, Matella enrolled at the College of Distant Education in Kundiawa to do Grades 9 and 10. She completed these in 1989 with a Grade 10 certificate. She then applied and was accepted to do a four year Diploma in Nursing in Goroka and graduated as a registered nurse in 1993. Matella returned home and was sent to look after the Pari and Wandi Rural Health Centres as Officer In Charge. While Matella worked, she matriculated, completing Grade 11 and 12 and in 2002, enrolled at the University of Goroka for a Diploma in Nursing Education. She returned home and after working for a year, enrolled at the University of Papua New Guinea’s School of Medicine and Health Science under its Nursing Administration program, graduating in 2005 with a Bachelor’s degree in Nursing Education. For Matella Bige Kuman, the journey she set off more than 30 years ago was finally completed. She had under her belt a nursing degree, a testament of sheer hard work and determination. By Arek Madeleine
Source: The National, May 1, 2009 p.7
END OF LESSON 1 SUPPLEMENTARY READINGS
GR 7 MAL S3 27 SS 1 LESSON 2
Lesson 2: Participating in the Community
Introduction Welcome to Lesson 2 of substrand 1. In the last lesson you learnt to assess the strengths and capabilities of other people who live with you in the same community. You also learnt to assess your own strengths as well. Apart from that, you also learnt about personal profile and eventually you compiled one. In this lesson, you will learn about participating in the community.
Your Aims: Explain what personal contribution is Identify personal contributions that can be given to the community Identify community activities that require personal contributions Identify ways of giving personal contributions positively to the community
Personal Contributions
What are personal contributions? The term personal contribution is referring to what a person can give to the community. This involves a person’s time, resources, knowledge and skills and labour.
Let us now look at the meanings of each of these terms; time, resources, knowledge and skills and labour.
(a) Time
Time is a resource. You can waste it or you can use it wisely. When you use time wisely, it benefits yourself and also others.
(b) Resources
Resources are anything we can use. They can come in the form of natural resources and technical resources. Natural resources are the things we find in the nature such as bush vines, pandanus leaves, sea shells and many more that you can find in the sea, forest, rivers or mountains while technical resources are things such as tools and equipment such as canoe, bow and arrow, bush knife, axes, mobiles and computers and many more you can think of.
(c) Knowledge and skills
Knowledge and skills are things that people learn and use. You can gain knowledge and skills at school through the subjects that are taught such as learning about the farming methods, preparing nutritious meals, mending torn clothes and many more. You can also gain knowledge and skills at home when your parents or an elder teaches or advices you on how to do certain things. For example, making cain baskets, bow and arrows, even organising and participating in a traditional feast. After you learn the knowledge and skill then, you are able to use it.
GR 7 MAL S3 28 SS 1 LESSON 2
(d) Labour
Labour is the effort put to use to help themselves, their families or the community. For example, people put in their effort to do such things as go fishing, hunting or building houses.
Now turn to the back of Lesson 2 and read the Supplementary Reading 2.1 titled, Ways to Contribute. The reading will help you to understand the terms which we have just defined.
You should also read Supplementary Reading 2.2 titled Time, Resources, Knowledge and Skills and Labour. This is an extended reading that illustrates specific examples for the four terms.
Identifying Personal Contributions
You will identify your personal contributions more clearly when you take part in helping with a community project.
For example, if you are helping with a gardening activity you will learn that each person helping in that activity has a particular skill to put into it. You will Working Together in a Vegetable Project discover that you may know how to prepare the ground well, another may know how to weed and someone else will know how to plant seeds or seedlings and to use fertilisers and so on.
You will be able to identify the kind of resources you have available which are suitable for the gardening activity. You will also discover the amount of free time you have and how you could actually use it to do the work required in the gardening activity.
Activity 2.1:
Name an activity in your area. Think about what you can contribute and list them down. ______
Identifying Community Activities
Identifying community activities is very important. It is the beginning of discovering what needs there are in the community. Community activities address community needs. For example, a community need for clean water can be addressed by a community water project. Another example would be a need for a clean community.
This can be addressed by a community clean-a-thon activity.
Identifying Community Activities is a practical activity. It will require you to work with other people in the community. This means that you have to imagine that you are working with other members of the community throughout the lesson.
GR 7 MAL S3 29 SS 1 LESSON 2
Now, let us discuss how to identify community activities or community projects. The method or methods you choose will depend on where your community is located.
Obviously, an urban community will be very different from that of a rural community. Anyway, where ever your community maybe, you first have to consult other people in the community. Do you know what consult means? Well… consult means to go to people, books, library, internet and other learning programs to search or ask for information or advice. In this case, you will talk to the people in the community to identify community needs and activities.
The following is a list of the sort of people that you could consult for information and advice about community activities: 1. Church groups 7. Business groups 2. School parent and teacher groups 8. Youth groups ( young people who 3. Board of management have left school ) 4. Women’s group 9. Elders in the village or councillors 5. Agriculture groups 10. Health workers 6. Fishing groups
Next, you will make decisions about what questions to ask a person or a group of people when you meet with them. List your questions or points to discuss in your own exercise book. Then get a responsible and educated person in the community to approve what you intend to do. Your list might look something like this: 1. Is there any area in particular that you need help in? 2. What kind of help do you need? 3. Would you like help from us? 4. Which times are convenient for you to allow us to come in to help? 5. What materials or tools are required for the activity? Do I have the materials or tools? If not, where do I get them?
After consulting with the right people such as the ones listed above, you will come up with a list of activities from each of the groups just like these ones below; Community Possible Activities Resource Suitable Group or time for Materials work
1. Women’s . Kitchen Garden needs to be fixed Knivies, Tuesday Group . Haus Cook needs new roof Axes, & . Haus wind seats needs fixing Nails, Thursday Timbers 3pm to 4pm
2. Agriculture . Piggery fence needs fixing Knivies, Saturday Group . Drains outside the piggery needs to be Axes, 7am cemented Nails, to . Piggery needs a new section for the Timbers, 12 midday mother pig and her 1 week old piglets fence, . Cabbage nursery needs new coconut Wire palm shelters. spades, . Beds need to be prepared for new spades, planting Fork
GR 7 MAL S3 30 SS 1 LESSON 2
Now, you will have to discuss the information you have collected with your friends. After the discussion, you should have a clear picture of your community needs and activities.
Bear in mind that these community activities are ways to address community needs. The help to be given by you and members of your community is referred to as personal contributions.
What to do next?
Remember that we have already looked at how to collect information about community activities and needs by consulting the right people. Then, you have to sort yourself out in order for you to contribute your personal contributions to the community. To sort yourself out, you have to organise and plan. This means that you have to sit with your friends whom you have worked with to discuss your combine skills and strengths.
There are things to remember when you discuss with your friends. These are; What sort of help are you and your friends going to offer? What knowledge, skills and abilities are required for the particular community activity? Can other members in the community also offer these knowledge, skills and abilities?
By now you should already have some idea of the kind of help you are going to offer to the community activities.
For example, the agriculture group has five activities. This information gives all of you a fair idea of what help you will give. Bearing this in mind, you will start to plan and organise yourself.
Activity 2.2:
The table below contain some names. Imagine that these are community members who have been working with you. Complete their skills and abilities that would be needed for the activities by the respective community groups.
Community Names of Example of Skills and Abilities Groups Members Agriculture Mark Eg. Can handle animal well Group …………………………………………………......
Women’s Group Paul Eg. Good at cooking ......
Agriculture and Betty Eg. Works well with others Women’s Group …………………………………………………...... Agriculture Michael Eg. Can grow good plants Group …………………………………………………......
Agriculture and Sharon Eg. Can work to a plan and follows carefully instructions Women’s Group ...…………………………………………………......
GR 7 MAL S3 31 SS 1 LESSON 2
How help can be given to the community
After you and your friends have identified and organised your combined skills and strengths, you then decide how to contact the group community you would like to help. This is the only way in how you and your friends can give your personal contributions to the community.
You could write a letter to the community group you want to help. In this letter you will clearly state; how you want to help and why you want to help. The letter will also give the community group enough time to think about your offer of help before you speak to them.
Refer to the back of Lesson 2 and read the Supplementary Reading 2.3 title, Letter.
You must get your approval from an educated and responsible member of the community before delivering it.
Remember, you are not working on your own. You are working with a team to contribute your combined skills and strengths together to fix, mend, build plant, etc.
As you approach your community with your offer of help, you must know that all of you are going to use your knowledge and skills, time, resources and labour.
REMEMBER: Personal contributions are what you can give to your community. It involves your time, resources, knowledge and skills and labour.
Summary
You have come to the end of Lesson 1. In this lesson you have learnt that; The word “personal contribution” is referring to what a person can give to the community. This involves a person’s time, resources, knowledge and skills and labour. Time is a resource. Resources are anything we can use. Knowledge and skills are things that people learn and use. Labour is the effort put to use to help themselves, their families or theNOW community. DO PRACTICE EXERCISE 2 ON THE NEXT PAGE
Working with a team means to contribute your combined skills and
strengths together in the community activities such as gardening,
planting, fixing, mending, etc.
Personal contribution is given to the community by engaging in the
community activity such as gardening, planting, fixing, mending, etc.
NOW DO PRACTICE EXERCISE 2 ON THE NEXT PAGE
GR 7 MAL S3 32 SS 1 LESSON 2
Practice Exercise 2
Now turn to the back of Lesson 2 and read Supplementary Reading 2.3 titled, Participating in the Community.
1. Why is it important to consult your parents other responsible people about the idea of helping in a community activity? ______
2. What kind of skills and abilities are required in any project activity? ______
3. Why is it important to have a group of people helping on a community project? ______
4. List down four positive attitudes in implementing a community project. ______
CHECK YOUR WORK. ANSWERS ARE AT THE END OF SUBSTRAND 1
GR7 MAL S3 33 LESSON 2 SUPPLEMENTARY READINGS
Lesson 2: Supplementary Reading 2.1: Ways to Contribute
1. Time
Spending time helping others is important. Time is a resource – we can waste it or we can use it wisely. We can use it to benefit ourselves and we can use it to benefit others. Think about the past week. Think about time you spend wisely and time you wasted. Think about time you spend with yourself, with your family, with friends and with other groups in your community. Did it benefit you? Did it benefit others? When we use time wisely, it benefits others and it benefits ourselves, too. Managing time is an important skill needed to achieve goals.
2. Resources
Resources are anything we use. Natural resources can be found in nature. To use natural resources well, we need knowledge and skills. We also need technical resources. Tools and equipment are technical resources. Think about the resources you use each day to contribute to family and community life.
3. Knowledge and Skills
Attending school helps you to gain knowledge and skills that can be shared to benefit the community. You should look for opportunities to exchange ideas, to share, to show, and to help people think and work together. You could help people make better food gardens using your knowledge of improved farming methods; help to prepare nutritious meals for their families; or teach people to mend torn clothes. You could even help your community to write letters or prepare project proposals.
Helping in community work, using your knowledge and skills, will earn you respect and make you feel proud.
4. Labour
Labour is work that people do to help themselves, their families or the community. Labour can be skilled or unskilled. Skilled labour is when you are specially trained to do a particular job like a nurse, teacher or a bank teller. Unskilled labour is when you do not need any special skill to do the job. Everyone, old or young, male or female, can help their community through working hard to do the jobs that need to be done. Team work in the community requires people to work together for a common purpose. We can work together to clear bushes, dig drains, collect items like stones or bush materials for building. We can work together to clean up a market place, beach or a village. There is strength in people working together for the benefit of the whole community. When people work together, the job becomes easier.
Source: Pam N., Stephen P., Eron H. and Joe D. (2005)
GR7 MAL S3 34 LESSON 2 SUPPLEMENTARY READINGS
Supplementary Reading 2.2: Time, Resources, Knowledge and Skills and Labour 1. Time
Example of a timetable for the day
Time Monday Tuesday Wednesdy Thursday Friday Saturday Sunday 5am to 6am MORNING DEVOTION ……………MORNING DEVOTION 6am to 7am BREAK FAST………. BREAK FAST………. 7am to 8am …………………WALKING TO SCHOOL……… 8am to 9am 9am to 10am 10am to 11am 11am to 12am 12am to 1pm L U N C H ...…L U N C H ……L U N C H 1pm to 2pm 2pm to 3pm 3pm to 4pm ……..END OF SCHOOL ….WALKING HOME …. 4pm to 5pm Wash Help Help uniform Prepare mother dinner 5pm to 6pm 6pm to 7pm 7pm to 8pm 8pm to 9pm 9pm to 10pm ….SLEEPING……..SLEEPING………SLEEPING……SLEEPING 10pm to 5pm ….SLEEPING……..SLEEPING………SLEEPING……SLEEPING
Make a personal timetable for a day or a week to show how you intend to use your time. When following your personal timetable, you will be surprise that it will help you to achieve a lot of work. For example, you will be able to have enough time to complete your homework and to study. You will also be able to spent some time helping other children, family or community members.
What is time?
People say that time flies. They ask where the time went. They say that time marches on. You look at a clock or your watch to tell time. Do you ever wonder what time is?
Time is not something you can see or touch. You can only tell that time passes because other things change. Change, such as how tall you are, tells you that there is a past, present, and future.
What Is Past, Present and Future?
Time that is past happened already. You know when your summer vacation is over. The time of last summer’s vacation is past. Summer Vacation is like the Christmas Holidays here in Papua New Guinea. Time that is present is happening right now. As you are sitting reading this, you are in the present.
GR7 MAL S3 35 LESSON 2 SUPPLEMENTARY READINGS
The future is time that has not happened yet. You know when you are looking forward to your birthday. That time is in the future. Source: Microsoft ® Encarta ® 2008.
3. Resources
What are Natural Resources?
Natural resources are useful things found in the environment that are created by nature and not made or influenced by people. Natural resources are things like forests, mountains, rivers, sea, oil, minerals and the land.
The sea, land and bush contain resources from which things can be made. These include bamboo, bark from trees, bush fibres, clay, coconuts, pandanus and shells.
The land gives me food, too, as well as wood for my house and grass for The sea gives me food, my skirt! Keeps me cool at night and is my big highway for transportation
Our land provides food, our homes and our clothes. Our sea provides food, transportation and cooling water.
Source: Stephen Ranck (2007)
Bamboo is used for combs, hair clips, clothing. Bush fibres are used for ropes, grass skirts, bilums and a wide variety of baskets. Cain is used for bridges, trays, baskets, room dividing curtains and furniture. Clay is used to make cooking pots, bowls and ornaments. Coconut shells are made into bowls and other containers. Tin stripes of coconut sticks from the leaves are made into brooms. Pandanus leaves are woven into place mats, baskets and mats. Shells are used as containers and for making necklaces.
GR7 MAL S3 36 LESSON 2 SUPPLEMENTARY READINGS
3. Knowledge and Skills
Skills in Maintenance
Here is an example of a skill that can be demonstrated to others in your community. These skills are learnt at school. Repairing Door Hinges
Frequent opening and closing of doors can cause door hinges to come loose.
What do you need √ screwdriver √ oil A hinge Instructions
1. Tighten the hinge screws firmly 2. Apply oil onto the parts of the hinge that cause friction. 3. If this does not fix the problem, unscrew the door hinges and replace them with new hinges. A screwdriver
Applying oil to hinge Tightening the hinge
Source: Eron Hagunama(2006)
GR7 MAL S3 37 LESSON 2 SUPPLEMENTARY READINGS
Skills in Preparing a Nutritious Meal
Here is another example of skills you could demonstrate to mothers in your community. These skills are learnt at school or through women group programmes.
Tinned Fish with Round Cabbage Ingredients 1 small round cabbage 1 small onion Several garlic cloves 1 piece of ginger 3 tablespoons of oil 2 tablespoons of curry powder 1 large tin of Besta (with tomatoes or with oil) salt to taste
Procedure 1. Finely chop the cabbage 2. Slice the onion and crush the garlic and ginger. 3. Heat the oil in the frying pan. Add the garlic and ginger and fry for a few minutes until golden brown 4. Add the cabbage and curry powder ( if using it). Stir well, then cover the pan and cook for 5 minutes. 5. Open the tin of fish, take out the soft bones and scrap the black skin off the fish. 6. Break the fish into pieces and add to the cabbage mixture. Add salt to taste. 7. Cook for a further 5 minutes. Serve with rice, sweet potato, or bananas.
Adding tinned fish to the cabbage
Source: Sisilia Tawali (2006)
GR7 MAL S3 38 LESSON 2 SUPPLEMENTARY READINGS
4. Labour
Labour is work that people do to help themselves, their families or the community.
Examples of work in the traditional times are gardening, hunting, fishing, fighting to defend the tribe from enemies. Today’s examples of work are construction, secretarial work, nursing, teaching, accountancy, architectural, etc.
You will notice that a lot of people are involved in activities such as selling second hand clothes, betel nuts, cigarettes, water, ice blocks, vegetables, household items, etc. The effort they put in to get their items sold out is also called work.
Supplementary Reading 2.4: Participating in the community
A: Helping with a Community Project
For any group to help with a community project at least two categories of skill are required – organisation and planning skills. Specific skills are also required depending on what kind of project it is.
The work skills required can be quite specific. For example, if you are helping with a building project you will want people involved who know how to lay the foundation of a building, lay the bricks, prepare the cement and know about spacing and quality of timbers and so on. If you are to help with the livestock project, a gardening project or help younger children to read, then these tasks will demand a completely different set of skills.
However, no matter what the project, the organising and planning skills required will be similar. It will involve such skills as; . Being able to think ahead . Being able to plan what has to be done . Being able to plan the order in which things should be done . Being able to be aware that people have to be consulted before the project is started
Every project requires these skills mentioned above.
On the other hand, there are people who always seems eager to get started and are always in a happy mood. These are important attitudes to have in implementing a project.
This is why it is important to have a group of people helping on a community project.
B: Offering Help Is Not Always Easy
It is not always easy to help people in the community. You and your group might think there is an obvious need for a project in the community that you could help with, but other people might have a different opinion on what is or is not required.
Always get an adult opinion before you proceed with any planning. Your teacher and your parents or other relatives would be the best people to consult with about your ideas in the first instance.
GR7 MAL S3 39 LESSON 2 SUPPLEMENTARY READINGS
Your offer of help might offend some people because they might not know your reasons for offering. They might not believe you are able to do the task you propose. They might think you are too young or think that you do not have the skills required for the job. It is best the community knows exactly what is happening and the best way to achieve this is to have everyone involved in the planning. Then there is less chance of any misunderstanding.
C. Methods for Identifying Community Needs
To identify community needs, which might be the basis for a project, you have to consult people in the community. There are many ways to go about with this consultation. The method or methods you choose will depend on how your community is structured.
For example, the community structure around a primary school in a town will be very different from the community structure around a primary school in a small rural village. In a small rural village everyone knows everyone else and if you and the rest of your working team members all mentioned your plans to your parents then the whole village will probably know what you are up to in no time at all. If on the other hand you are at a school in a Provincial town, the parents of one class group might not come into contact with each other very often.
D. Identifying Community Needs and How to Help
You can make decisions about what questions to ask the person or people when you meet with them. Write your questions or points to discuss in a list in your workbook. Your list might look something like the following.
Points to discuss with the Wako Village Women’s Group Date 11 June 2009 Our group wants to help the Wako Village Women’s Group with their kitchen garden attached to the Wako Village Clinic. We need to discuss the following points with them.
1. Would they like help from us in maintaining their kitchen garden? 2. Would it make the work easier for them? 3. We could help them once or twice a week at a convenient time to everybody. 4. We all have experience at gardening and are able to plan out what we will do each time we help. 5. Everyone of us would like to help because we think that having a good kitchen garden at the clinic is important. 6. We can supply our own gardening tools.
Signed: Mark, Paul, Betty, Michael, Sharon
GR7 MAL S3 40 LESSON 2 SUPPLEMENTARY READINGS
Supplementary Reading 2.3 : Letter
Date: 12/08/10
Year 7, Class Group 3 Walo Primary School P.O.Box 2001 Rabual East New Britain Province
The Chairperson The Wako Village Women’s Group P.O.BOX 1123 Rabual East New Britan
Dear Madam
Subject: Offering Assistance to Wako Village Women’s Group
We are four students attending Wako Primary School and we are learning how to help our community as part of the subject “Making a Living”. We think a demonstration kitchen garden at the clinic is very important. For these reason, the four of us would like to help the Wako Village Women’s Group, at least for the next three months. It would help us if you would agree to have a short meeting with us soon, immediately after school one day, to discuss the following. 1. Would you like us to help you with the kitchen garden at the clinic? 2. Would it make the work easier for you? 3. We are willing to help once or twice a week at times convenient to you and our selves. Immediately after school would probably be best for us. 4. We all have experience at gardening and will promise to work closely with you. In this way the garden will be kept, as you want it. 5. We can supply most of the gardening tools which will be needed.
You could contact Mrs Nalle or Kaipu’s mother, and let her know if you agree to a first meeting to discuss our offer.
Yours sincerely
Year 7 Class Group 3 members Racheal Sanga, Kaipu Nalle, Wep Sanga, Kila Apite
Source: Brian R., Trevor T. and Josie V. S (2008) (Adapted and adj
END OF LESSON 2 SUPPLEMENTARY READINGS
GR 7 MAL S3 41 SS 1 LESSON 3
Lesson 3: Working With the Community
Introduction Welcome to lesson 3. In the last lesson, you learnt about how a person can give his or her personal contributions to a community activity. A personal contribution is really the strength area of a person. This can come in the form of time, resources, knowledge and skills and labour. Finally, you discussed the process involved in how personal contributions can be given to the community activity.In this lesson, you will learn about working with the community.
Your Aims: Explain the importance of working with the community Identify the benefits the community receives from personal contributions Identify people and organisations that contribute to the community
Importance of Working with the Community
Let us now discuss the importance of working with the community.
VEGETABLE GROWING PROJECT Working in and helping the community provides you with many opportunities. First of all you get to know the adult members of your community in a different way. You began to understand your own community.
Adults in your community may regard you as “mangi nating” or someone with no value in the Source: Brian.R, Trevor. T and Josie V.S,pg 283 community. But they do not really know who you are? They do not know what you think about, what you want to be, what you like or what you do not like. However, if they get to know you as someone who is working with them and doing a useful job for the community then they will gradually get to know you in a completely different way.
Remember in Lesson 2, you worked as a team to give your personal contributions in the community activities. As you work with others, you will realise that you share many things in common. You will understand why the community groups are involved in certain activities. For example, the agriculture group is involved in piggery while the women’s group is involved in sewing and gardening. As the time goes by, adults in the community will no longer regard you as just school student. They will accept you as responsible and skilled young person with interests and ambitions who want to help the community.
GR 7 MAL S3 42 SS 1 LESSON 3
Activity 3.1:
When you work with the community, you will gain benefits. Write down two (2) benefits. ______
The Benefits the Community Receives
We will now discuss the benefits that the community receives from the personal contributions of the members of the working team.
Firstly, the term benefit is about gaining something from an activity. So we can ask, what are the community gains through the contributions given?
The gains come in two folds. The first one is promoting self- reliance and the other is improving living standards in the community.
1. Promoting self – reliance
What is self - reliance? Self –reliance is about doing things yourself without always depending on other people. It also means that people need to use their resources wisely to meet their own needs.
Did self-reliance exit in our traditional subsistence life? Of course! It was already a part of our traditional ways and it was valued.
We must keep this value because it will benefit our community. Maybe, you are asking yourself - how will it benefit me and my community today?
As we become a modern society, life in the city and even in the villages becomes very challenging. People turn to have a lot of needs such as food and water to eat and drink and shelter to live under, money to pay for goods and services, etc. We cannot always be looking at the government or private enterprise to provide us with all of these things for our living. We need to be able to support ourselves and our community through self - reliance. That means each person today needs to use his or her resources wisely to meet his or her own needs. For example, if Mary has a need for money to pay for medication or school fees, then, she has to use her resources to earn the money. She could make billums, baskets, lap laps, hats and necklaces, and sell at the market to earn the money. When every person does something for themselves, then, the community has a whole becomes self- reliant.
Activity 3.2:
Describe how your community was self - reliant in the past. You can ask an elder to tell the story. Write down the story as it is being told on one exercise book page. ______
GR 7 MAL S3 43 SS 1 LESSON 3
2. Improving Living Standards in the Community
What is living standard? Living standards is referring to level of comfort of our homes, the wealth we have, the money we earn and the general well- being enjoyed by a person or a group in a particular place.
What is Material Comfort?
Well, let us go back to Grade 6. Do you still remember what you learnt in the lesson of features and resources that benefit a community? Features A Good Community Water Tank and resources that benefit a community are such things as schools, health centres, sawmills, electricity power supply, church, water well or tank, cash crops, fertile soil, living in or near a town, employment opportunities, etc.
Therefore, improving living standards means; to fix, mend, repair, plant, repaint, and improve the existing community resources. They become better to use and last for a longer period of time.
Notice that people’s quality of life improves from one generation to the next when each person contributes his or her help to improve the features and the resources in the community. In other words, we can say that improving living standards will cause us to lead healthier lives.
Remember, it is the responsibility of you the members of the community to help improve the standard of living in the community.
Activity 3.3:
Describe how living standards have changed from traditional time to modern time in your community. Again, you can ask an elder to tell you all about it. You may need to use an extra paper. ______
People and Organisations
Working with community involves the people in the community. Are you a part of the community? Of course you are! So, the list begins with you. In lesson 2, you were required to work with other people in the community. This clearly shows that you are a part of a community.
The other people who will be involved in contributing to the community are people who are currently living with you in the community. Most of these people will come under the community groups which we have learnt earlier. These groups are:
. Church groups . School parents
GR 7 MAL S3 44 SS 1 LESSON 3
. Teacher groups . Women’s groups . Agriculture groups . Fishing groups . Business groups . Youth groups . Elders . Councillors . Your own parents, aunties, and uncles
We will look at this people and organisations more specifically in the next lesson. But for now we have just simply made a list of their groups as they exist in the community.
Notice that the groups mentioned above contain resourceful people. These people live with you in your community. They are the ones whom you will consult and work with to bring changes to your community.
Now turn to the back of Lesson 3 and read the Supplementary Reading 3,1 and 3.2 titled Reasons for Taking Part in the Community and Qualities of a Good Member of a Group respectively. The reading will help you to understand the kind of person you should be when you work with other people.
Summary
You have come to the end of lesson 3. In this lesson, you learnt that;
Self-reliance is about doing things yourself without always depending on other people. It also means that people need to use their resources wisely to meet their own needs. Living standards is referring to level of comfort of our homes, the wealth we have, the money we earn and the general well- being enjoyed by a person or a group in a particular place. People and organisations that you will consult and work with to bring changes to your community includes; Church groups, School parents, Teacher groups, Women’s groups, Agriculture groups, Fishing groups, Business groups, Youth groups, Elders, Councillors and Your own parents, aunties, and uncles
NOW DO PRACTICE EXERCISE 3 ON THE NEXT PAGE
GR 7 MAL S3 45 SS 1 LESSON 3
Practice Exercise 3
1. Identify three (3) activities that will benefit your community. ______
2. Explain the term self – reliance ______
3. What do we mean when we say improving living standards? ______
4. Explain how elders of a village play their role in the community. ______
5. Have you ever heard of the slogan “Pick it up, Moresby”? This is a slogan initiated by the National Capital District Commission which is the body responsible for city residence well-being.
What is the meaning of the slogan? ______
CHECK YOUR WORK. ANSWERS ARE AT THE END OF SUBSTRAND 1
GR 7 MAL S3 46 LESSON 3 SUPPLEMENTARY READINGS
Lesson 3: Supplementary Reading 3.1: Reasons for Taking Part in the Community
Building a Community Aid Post When we live together in a community there are many things that need to be done in order to help the community. For example, we need to keep the place neat and tidy and everyone can help to do this by getting rid of rubbish. From time to time we all need help with the things that we do and so we should also be ready to help other people when they need help. If you are willing to give help to other people, then they will be more likely to give help to you and to others when it is needed. When people help each other in this way, they know and respect each other and they will also be able to sort out problems in the community. A good community is the reflection of the way the people look after their community and the way the people treat each other.
Every person is different and behaves in different ways. So when we take part in the community, it is important to know how to present ourselves to avoid problems. Now let us look at the qualities of a good member of a group.
Supplementary Reading 3.2: Qualities of a Good Member of a Group
All people are different and behave in different ways. We say that people have different qualities. For example, some people are very reliable. When they say that they are going to do something we know that they are going to do it. Some people are unreliable. When they say that they are going to do something we are not sure whether they will do it or not. Some people are caring and try to think about other people before they do or say something. Some people are selfish and think mainly about themselves and do not care what happens to other people.
GR 7 MAL S3 47 LESSON 3 SUPPLEMENTARY READINGS
What do you think are the qualities that help you to be a positive member of a group? Possible answers would be: Reliable Honest Trustworthy Caring Kind Hard-working Helpful Loyal or faithful Fair
Do you know that the qualities that you and I expect people to have also tell us about our values?
What are values? Values are the things that you say or think that are important.
Values People show their values by the way they behave, not just what they say. For example, when we value honesty we do not steal from other people, cheat or tell lies. At the same time we do not want other people to steal from us, cheat or tell lies to us. If we say that we value honesty but we do not behave in ways that show we are honest, then people will not believe what we say and will not respect us.
Values come from the things that people believe are good and right and true. We all begin to learn values when we are children and we continue throughout our lives. Parents and teachers help children to develop values that are accepted in the community. We also learn values from being a member of a church or a religion and from other groups in the community. We show our values by the way that we behave, not just by what we say. The values that we use to make decisions are shown below:
Respect Respect for myself and others Respect for laws and for authority Respect for private and public property – the things that belong to other people and the community.
Honesty Being fair and trust worthy Being reliable and dependable Knowing and admitting when other people are dishonest
Obligations – things that you must do Obligations to your family and community Being open-minded, ready to listen, not too quick to judge other people Being interested in the community and prepared to ask questions
Concern Being kind and considerate and understanding the feelings of other people Being cooperative and accepting that people are different and that there can be more than one way of doing things
GR 7 MAL S3 48 LESSON 3 SUPPLEMENTARY READINGS
Dedication Knowing and understanding what is happening in the community Taking part in community activities Helping the community before helping yourself – being civic – minded
Justice Being fair and treating people equally Respecting the rights of other people Letting them do the job that has to be done
As you grow up you will learn how to become a member of different groups who share the same values. You will learn to cooperate with other people and other people will then accept you.
Source: Kenneth Rouse (2005)
YOU HAVE COME TO THE END OF THE SUBSTRAND 1 NOW CHECK YOUR PRACTICE EXERCISE ANSWERS ON THE NEXT PAGE.
GR 7 MAL S3 49 SS 1 PE ANSWERS
ANSWERS TO
SUBSTRAND 1
PRACTICE EXERCISES 1-3
GR 7 MAL S3 50 SS1 PE ANSWERS
ANSWERS TO PRACTICE EXERCISES 1 - 3
Practice Exercise 1
1. ( a ) Write out Matella’s personal profile by completing the blanks.
First name: Matella Surname: Kuman Other names: Bige Date of Birth: not known Age: not known Male/Female: F Religion: Pentcoast Name of Village, District and Province: Pompimeri / Gembogl / Simbu
History of Education Started schooling in 1966 Completed Primary education in 1971 with primary school certificate Completed Grade 7 and grade 8 in 1978 through College of Distance Studies Completed schooling at Kundiawa school of Nursing in 1975 and graduated with a certificate Completed Grade 9 and Grade 10 and graduated in 1989 through College of Distance Studies with a Grade 10 certificate. Completed a Diploma in Nursing in 1993 Completed Grade 11 and Grade 12 in 2002 through College of Distance Studies Completed Diploma in Nursing Education Completed a Bachelors Degree in Nursing Education in 2005
History of Work / Jobs Cleaner at Gopme Health Centre Nurse Aid ( Community Health Worker) Nursing Officer In- Charge at Pari and Wandi Rural Health Centre
( b ) How did Matella use her K14.00? Matella used part of her K14.00 fortnightly wage to pay for her Grade7 and Grade 8 course fees that she was taking through College of Distance Education.
( c ) What type of qualities do you think Matella’s husband has? Think of how he supported his wife.
Supportive Patient Understanding Kind Helpful
2. Complete the personal profile table for Helga using evidence – just like the one done for Sir Micheal Somare in the lesson. GR 7 MAL S3 51 SS1 PE ANSWERS
Strengths Evidence
A very good learner She was the only female student who took the automechanics course. This include learning basic skills in auto mechanics, auto electric, and panel beating and spray painting, oxyacetylene/ arc welding and agriculture. An adaptable person She was the only female student who took the automechanics course. She has set up Simbu’s first wheat mill services A very good manager of She can mill flour to suit her customers’ needs; resources some like it coarse and some like it fine. She can adjust the mill to suit all baking. Eg, bread, cakes and biscuits All the flour she produces is 100 per cent whole meal, using the entire wheat grain with no waste of dust. Has excellent business skills She has set up Chimbu’s first wheat milling service. Is hard worker and able to She processes the wheat grain samples brought to work well with people her by the growing number of wheat growers in the province. She can adjust the mill to suit all baking needs.
NOW GO BACK AND STUDY LESSON 2
Practice Exercise 2
1. Why is it important to consult your parents or other responsible people about the idea of helping in a community activity?
It is important to consult your parents or other responsible people about the idea of helping in a community activity because the information will make everyone around you understand in advance of what you and your working team are intending to do.
2. What kind of skills and abilities are required in any project activity?
The organizing and planning skills involves; . Being able to think ahead . Being able to plan what has to be done . Being able to plan how things should be done . Being able to be aware that people have to be consulted before the project is started
GR 7 MAL S3 52 SS1 PE ANSWERS
3. Why is it important to have a group of people helping on a community project?
It is important to have a group of people helping on a community project because each person has different skills and strengths to contribute.
4. List down four positive attitudes in implementing a community project.
Positive attitudes such as;
. eager to start . Understanding . always in a happy mood . Open minded . forgiving others wrongs . Always volunteering . always joyous . cheerful
NOW GO BACK AND STUDY LESSON 3
Practice Exercise 3
1. Identify three (3) activities that will benefit your community.
Activities that will benefit my community includes; (All possible answers only) - cleaning the market - cleaning the beach - digging drains alongside the public roads - planting flowers along the sides of the public roads - maintaining parts of buildings that are broken - cleaning and maintaining the primary school grounds - maintain good relationships
2. Explain the term self – reliance.
Self - reliance is about helping yourself. It about doing things for yourself, without depending on other people to do things for you. It also means that people need to use their resources wisely to meet their own needs.
3. What do we mean when we say improving living standards?
Improving living standards means to change the way we live to a better lifestyle in the comfort of our home, the wealth we have, money we earn and the rest of the community.
4. Explain how elders of a village play their role in the community.
The elders played their role in the community by;
- giving advice and counseling to the young - making constructive decisions and plans - solving problems using their experiences, knowledge and wisdom
GR 7 MAL S3 53 SS1 PE ANSWERS
5. Have you ever heard of the slogan “Pick it up, Moresby”? This is a slogan initiated by National Capital District Commission, the body responsible for city residence well- being.
What is the meaning of the slogan ?
The slogan Pick it up, Moresby means to pick up the rubbish and throw it into the bin. So, Port Moresby is kept clean.
REVISE SUBSTRAND 1 AND DO SUBSTRAND 1 TEST IN YOUR ASSESSMENT BOOK
GR 7 MAL S3 54 VACANT PAGE
GR 7 MAL S3 55 TITLE PAGE
SUBSTRAND 2
COMMUNICATION
In this Substrand, you will learn about: Identifying Network Partners
Networking
Appropriate Methods to Access Information
GR 7 MAL S3 56 SS 2 INTRODUCTION
SUBSTRAND 2 INTRODUCTION
Welcome to Substrand 2: Communication. It is the second Substrand of your Strand 3 Course Book. Communication is about sending, receiving and interpreting messages. It is very important for families, communities and the rest of the world. Communication binds families, people, communities, businesses, government and non government organizations together. Without communication, there would be no cooperation, no interaction and no organizations. There would be total disorder in and with our families, communities, partner organizations throughout the world. Therefore, it is important to know more about communication and how to channel good communication to those we want to contact.
Substrand 2 has three (3) lessons and six (6) supplementary readings. These are;
Lesson 4: Identifying Network Partners It discusses communication and network partners. It also identifies various government, non government and business organizations in the community and explains their roles.
Lesson 4 has two (2) readings. Reading 1 gives information on the communication process, the importance of effective communication and types of mediums in communication. Reading 2 gives information about Non-Government Organization (NGOs).
Lesson 5: Networking It discusses networking and the different mediums of communication. It also explains the importance of effectively and appropriately using the various mediums of communication to establish networks with partners in the community.
Lesson 5 has two (2) readings. Reading 1 gives information on how to write a business letter and where to find addresses of people and organisations that you are writing to. The reading also explains a telephone and a mobile. Reading 2 gives information about persuasive language.
Lesson 6: Appropriate Methods to Access Information It discusses the new ways and technologies to access information and their benefits and problems.
Lesson 6 has two (2) readings. Reading 1 gives information about computers and Reading 2 gives information about internet.
GR 7 MAL S3 57 SS 2 LESSON 4
Lesson 4: Identifying Network Partners
Introduction Welcome to Lesson 4 of Substrand 2. In your last lesson you discussed the importance of working with the community. You also learnt that self reliance and improved living standards are benefits that come when every person contributes positively to the community activities. Furthermore, you named people and organisations that are also involved in contributing help to community activities. The people and organisations you named were; church groups, school parents, teacher groups, women groups, agriculture groups, fishing groups, business groups, youth groups, elders, councillors, and your parents, aunties, and uncles. In this lesson, you will learn about network partners. Your Aims: Define communication and network partners Identify network partners Discuss the following network partners; Government officers, Non- Government Organisations (NGO), Churches, Community Elders and Specialists, Local Level Government and Business Community. ______
Communication
Communication is a process which involves sending, receiving and interpreting messages. This process may take place internally within a person, or between two people or among a small group of people, or publicly involving a large number of people.
In communication, there is a two – way process. It involves both the sender and the receiver. Messages are sent by the sender, received and interpreted by the receiver, and then a response is returned to the sender.
COMMUNICATION PROCESS
Source Response sent back Destination
SenderSender Receiver Receiver
Message sent out
Notice that there are three elements in the process of communication. The three elements are: the source, the message and the destination. We will discuss them on the next page.
GR 7 MAL S3 58 SS 2 LESSON 4
The source The source is where the message comes from. Message can come from one person or a group of people or through an organisation like the media. The message The message is the information that is sent. It can be sent in any form – ink on paper, through sound waves in the air, or any other signals you can interpret and understand. The destination The destination is the place or person the message is being sent to and received. It can be sent to one person or a group of people listening, watching or reading.
Communication is very important. It will keep you and your community network partners informed.
Now turn to the back of Lesson 4 and read Supplementary Reading 4.1 titled, More About Communication
Network Partners
Let us begin with the word network. It is referring to a system that links one thing to another. Network partners refer to a system that links a group of individuals, a group of families, a group of communities, a group of organisations, and even a group of countries.
Furthermore, network partners share common purpose which drives them to link with one another.
Wantok System or Nepotism in Papua New Guinea is a good example of traditional network partners. It involves people of the same society or language group that stand for each other in times of need.
Nepotism is the English word that describes ‗Wantok System‘. From the Microsoft Encarta dictionary, it says that ―nepotism is favouritism shown by somebody in power to relatives and friends, especially in appointing them to good positions at the work place.‖ A wantok system network will look like the illustration below. NETWORK PARTNERS – WANTOK SYSTEM
Adapted images from: Making A Living, Grade 7 Student‘s Book, pg 292
GR 7 MAL S3 59 SS 2 LESSON 4
Now, let us look at what network partners do. Network partners help one another by: Sharing ideas and learning from each other. Sharing responsibilities and cooperating with each other. Listening to each other‘s problems and complaints and reaching an understanding together. Group discussions that lead to democratic decision making.
Activity 4.1:
Explain how you practice wantok system. ______
Possible Network Partners in a Community
In a community there are different individuals and groups that can come together to create a network for community development drives or initiatives.
Now, let us discuss these different individuals and groups that you can link with to bring development to your community.
1. Government Officers
Who are government officers? Government officers are resourceful people who are employed by the government and they posses special training for their particular jobs. Let me give you an example that you are most familiar with and that is; a teacher or teachers.
Activity 4.2:
Can you list some government officers that work in your community?
1.______3.______5.______2.______4.______6.______
Well done! Now, let me give you my list.
Government officers are people such as; nurses, teachers, didiman/meri, police officers, forestry officers, magistrates and district administrators. Each of these people will give you and your working team advice and information that you require for your community projects especially when it is related to their jobs.
Some of you may be living in the towns and others in the villages so when you go to visit relatives in some of the bigger towns, you must explore and ask questions. Find out which government departments provide advice and information.
GR 7 MAL S3 60 SS 2 LESSON 4
It is important for you to have good communication with government officers so that your community can receive information and benefit from the government services.
2. Non – Government Organisations (NGOs)
What are Non – Government Organisations? Non government organisations are private groups that work to protect and improve people‘s lives. They usually have a special interest on certain aspects of the community such as health, the environment, disaster response, social development, sports, or honest government.
According to records, PNG had 397 NGOs in 2000. Some originated in PNG. Others are branches of international organisations. The NGOs carryout their activities by providing services, education, and training in the communities. Some work side by side with government agencies while others are political in nature. They raise community support for or against the government on key issues.
A few examples of NGO agencies would be Saint Johns, Red Cross, Cheshire Home, Volunteer Service Overseas (VSO), World Wildlife Fund, Oxfam and World Vision. You may see other examples in your Supplementary Book.
Now turn to the back of Lesson 4 and read Supplementary Reading 4.2, titled Non-Government Organizations
3. Churches
Papua New Guinea is a Christian country and so, I do not think that the term churches will look odd to you. Churches are also referred to as Faith Based Organisations.
Now, Let us discuss the work of churches A Baptist Church here in Papua New Guinea. Source: Image from Google
Churches have been in Papua New Guinea since the 18th century and work in many different ways. They contribute a lot to the development of this country. Although they exist mainly to assist in the spiritual development of the people, they also help in the economic and social aspects of development. The social aspect would include; health care, education, peace and justice while the economic aspects includes; running small businesses, cash cropping, artifacts and handcrafts.
You will also notice that church leaders are often good role models for peace, justice and how to work successfully in network partnership arrangements.
4. Community Elders and Specialists
Do you know your community elders and specialists? Are you able to call them by names or do you only know them by face?
It is important for you to communicate with community elders and specialists. They are people who are mostly much older than you are. They have skills, knowledge and wisdom that can influence decisions in the community. They have gained knowledge
GR 7 MAL S3 61 SS 2 LESSON 4 through experiences in their lives over a long period of time. They have seen many changes and developments in their lives. Some of these changes have been good and some have been bad. Their involvement in the community also helps young people to learn important skills, knowledge and attitudes.
5. Local Level Government (LLG)
Local Level Government is the level of government that is closer to the people who live in a community within a district. The members of the Local Level Government are elected as ward councillors. These are key people in organising community projects. They also share information on election programs, project funding assistance and community service work times.
6. Business Community
Business community involves business groups and individuals that run businesses. These are resourceful people, and you may not even know them personally. They can give you information and advice or even provide funding for the community activities. Business community is made up of such group as; smallholder coffee growers, poultry farmers‘ association and public motor vehicle (PMV) operators, second hand clothing sellers, trade store owners, etc. These people can form important networks and contribute positively to community development.
Activity 4. 3: Complete the diagram below by writing in the possible network partners.
Community Development
Summary
You have come to the end of Lesson 4, you learnt that; Communication is a process which involves sending, receiving and interpreting messages. This process may take place internally within a person, or between two people or among a small group of people, or publicly involving a large number of people. Possible network partners in the community are Government Officers, Non – Government Organisations (NGOs), Churches, Community Elders and Specialists, Local Level Government (LLG) and Business Community
NOW DO PRACTICE EXERCISE 4 ON THE NEXT PAGE
GR 7 MAL S3 62 SS 2 LESSON 4
Practice Exercise 4
1. Find out the roles government officers play in your community and complete the table below.
Government Officer Roles
Eg. Teacher Teaches, advices, give guidance to school children
2. Health worker
3. Didiman/meri
4. Police officer
5. District Administrator
6. Business Development Officer
2. Refer to your lesson notes to complete the table below.
Possible Network Partners Roles
1. Government Officers
2. Non – Government Organisations
3. Churches
4. Community Elders
5. Community Specialist
5. Local Level Government
6. Business Community
CHECK YOUR ANSW ERS AT THE END OF THE SUBSTRAND 2
GR 7 MAL S3 63 LESSON 4 SUPPLEMENTARY READINGS
Lesson 4 Supplementary Reading 4.1: More About Communication
What Is Communication?
Communication is a process which involves sending, receiving and interpreting messages. It is important for people to share information. They need to send and receive information. This process may take place internally (within ourselves), between two people or a small group, or publicly before a large number of people.
Communication is a two-way process that involves both the sender and the receiver. Message are sent by the sender, received and interpreted by the receiver; and then returned to the sender.
There are three elements in the communication process.
The source is where the message comes from. Messages can come from one person, or a group of people or through an organisation like the media – newspapers, radio stations or television. The message is the information that is sent. It can be sent in any form – ink on paper, through sound waves in the air, or any other signals you can interpret and understand. The destination is the place or person the message is sent to and received. It can be sent to one person or a group of people listening, watching or reading.
Importance of Effective Communication
Communication is very important in our daily lives. We need to communication within our families and communities and with the rest of the world. Communication binds people together. Without communication, there would be no cooperation, no interaction and no organisation. There would be total disorder in our families and communities throughout the world.
We need effective communication to: Global Communication
Keep the community informed. This means people in the community need to share information through conversations, announcements and meetings – community meetings, community notice boards, and public awareness and so on.
Develop relationships with people by meeting people socially or for business or by sharing similar ambitions and interests.
Network within groups for the benefit of individuals and also the community group, be it social or economic.
GR 7 MAL S3 64 LESSON 4 SUPPLEMENTARY READINGS
Mediums of Communication
In Papua New Guinea, people still use traditional as well as modern forms of communication. In the past people only needed news about their own community, but today people want news about a much larger community and this includes world news. This information comes through the media. Traditional mediums of communication vary from one society to another, and only people of the same society may be able to interpret and understand the message sent. Often traditional communication is slow and it reaches few people. However, with modern methods of communication, all people in the country can receive the messages quickly and understand the messages. Modern mediums of communication Modern forms of communication include radio, telephone, mobile phones, newspapers, television, computer letters, fax and internet. Source: Pam N., Stephen P., Eron H. and Joe D. (2005) Source: internet images,
Supplementary Reading 4.2: Non-Government Organisations (NGOs)
What are Non-Government Organisations? Non-government organisations are private groups that work to protect and improve people‘s lives.
United Nations is an international council or assembly of nations. You will learn of how United Nation channels resources and give help to Papua New Guinea through the many different Non-Government Organisations and agencies.
The table below illustrates what service or help the Non-Government Organisations provide to Papua New Guinea.
Non- Government Organisations The Kind of Service Provided
1. The International Monetary Fund It sends advisors to help Papua New ( IMF) Guinea Department of Finance plan the spending of foreign aid 2. The Economic and Social Council It is responsible for development projects. It collects facts and figures on problems in Paua New Guinea and gives ideas of how to improve conditions 3.The International Court of Justice In the case where Papua New Guinea has an argument with another country, it will look into the case and decide what is right
GR 7 MAL S3 65 LESSON 4 SUPPLEMENTARY READINGS
4. The Food and Agriculture It gives advice and training on healthy food Organisation (FAO) and nutrition 5. The World Health Organisation It gives advice, training and equipment (WHO) through the Health Department in such areas as village health care, immunization programs, malaria control and water supply 6. The United nations Education, It works with the Department of Education Scientific and Cultural Organisation to develop and improve projects in ( UNESCO) agriculture, tourism and the environment 7. The United Nations Development It gives technical advice and training in Programme (UNDP) social and economic development. It has also helped agriculture, forestry and fisheries projects 8. The World Bank It gives technical assistance and loans for education, roads, communication and electricity 9. The United Nations Children‘s Fund It funds family planning programmes and (UNICEF) develop projects that emphasise the health and special needs of children and mothers Source: Adated from Dellasta Encyclopaedia -PNG (1995) Non- Government Organisation (NGO) workers perform certain tasks and jobs. Some of them work in cities and towns while others are found working in rural areas of Papua New Guinea. Non- Government Organisations (NGO) workers are experts. An expert is a person with great deal of knowledge, skills, training, and experience in a particular field or activity. For example, a community welfare counsellor They give advice and training in their trained fields to sustain developments in the communities of Papua New Guinea.
END OF LESSON 4 SUPPLEMENTARY READINGS
GR 7 MAL S3 66 LESSON 5
Lesson 5: Networking
Introduction Welcome to Lesson 5 of Substrand 2. In the last lesson, you learnt about Government officers, Non-Government Organisations (NGOs), Churches, Community Elders and Specialists, Local Level Government and Business Community. You learnt that these are known as network partners. Network partners refers to a system that links a group of individuals , a group of families, a group of communities, a group of communities, a group of organisations, and even a group of countries. A long side that, you also learnt that communication is an important element that keeps you and your community network partners informed.
Your Aims: Explain networking Discuss types of networks Discuss mediums of communication that can be used to establish networks with partners in the community
Networking
If you can remember in lesson 4, networking involves a system that links a group of individuals, a group of families, a group of communities, a group of organisations, and even a group of countries.
Do you also remember the example that was used? It was about wantok system. You learnt that wantoks do the following for each other;
Share ideas and learn from each other Share responsibilities and cooperate with each other Listen to each other‘s problems and Networking suggestions and reach an understanding Source: Google images Carry out group discussions that lead to making decisions collectively
Are you a part of a networking system? Off course you are. You are part of a family and also part of a local community. You may also be part of a network of people who go to the same church, or perhaps speak the same language.
Activity 5.1:
Draw a circle in the middle. Write your name in it. Then, draw other small circles around the one with your name. In the circles around your name, write the names of your immediate family members. Then, draw lines to connect the circle like a net. It will look like the network partners of wantok system in lesson 4.
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Types of Networks
Now let us move on to identifying the types of networks. Everyone living in the community can get into one of these types of networks. The networks are as follows; social network, business network, the network of resource people and religion network.
. Social Network
Social network involves all your good friends whom you can share your ideas or dreams with. These are friends that can encourage you even if they cannot give you any practical help. In bad times, especially at times of loss of a loved one you will find that these good friends can be there for you. In good times, you can share jokes with them, and they can help you celebrate important events in your life.
. Business Network Good School Friends
Business network involves those who run a business. If you eventually run a business, either for yourself or as part of the community project, you will be part of the business network. It is about linking yourself to other business people and to your customers.
. The Network of Resourceful People
Resourceful people are those who can give help to the community. Help in terms of skills and knowledge, advice and information, money and other material resources. These people also have a network. They work along with each other to bring development to the community in which they live in.
. Religion Network
Religion network involves people who share the same events or activities that follows their own religious patterns. Types of religion throughout the world are; Christianity, Buddhism, Hinduism, Islam and Judaism.
Papua New Guinea is a Christian country and therefore, you belong to a Christian Church Network. You will find that as a church, people pray together and carryout all other church programs together. Example of Christian churches are; Roman Catholic, Evangelical Lutheran, United church Seventh Day Adventist, Pentecostals, Anglican, Baptist and Salvation Army
Activity 5.2:
List four resourceful people in your community ______
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Making Initial Contacts with Partner Organisations
Let us now discuss how network partners can come into contact with each other. Networking is based on human contact between individuals and groups. One way this can happen is through group meetings. A group meeting provides chances for contacts to be made with individuals who represent the different network partners.
Now, examples of group meetings are; formal meetings, workshops, short courses, social clubs, church fellowship nights, sport meetings, school P&C meetings, etc. All of these examples create the opportunity for you to come in contact with people from the different network partners. You can also come in contact with network partners through other methods such as letter writing, sending fax message and even through telephone and E-mail. E-mail and telephone will be looked at in the next part of our lesson.
When you make your first contact with network partners, proper interpersonal skills are needed. Here are some that you need to know and use: Introduce yourself briefly Speak clearly and look at the person you are talking to Do not interrupt when the other person speaks Ask questions if there is anything you would like to know Thank them for their time and help Promise that you will contact them when the need arises
Mediums of Communication
Let us now discuss the methods that can be used to communicate with network partners. We will specifically look at organised meetings, written letters, telephones and mobile phones. Others such as Fax messages and E-mail will be looked at in our lesson 6.
1. Organised meetings
Community meetings bring together resources, ideas and support for community development projects. Interested individuals and group representatives from the different network partners can all contribute to discussion at meetings. Meetings are important gatherings where people discuss matters affecting them and the community. Meetings help to pass on advice and information. Action plans can be agreed to carrying out the recommendations of the meeting. Meetings should allow everyone to take part.
2. Written letters
Letter writing is one common way of communicating with network partners. You will write letters to your network partners or contacts when:
You cannot contact them in person or by telephone You want to make communication official and confirm earlier personal or telephone conversations You require extra information
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Writing business letters is different from personal letters. When writing a business letter, remember to make it short and clear. Personal letters are written to friends and families; they can be long and do not follow a set format.
Here is an example of a business letter.
10th October, 2009
Tania Ikupu Waima Village C/- Bereina Diocese PO Box 112 Port Moresby NCD
Ms Esther Aiba Sustainable Living Foundation PO Box 251 Boroko NCD
Dear Ms Aiba
Subject: Information on Organic Farming
I have just completed Grade 8 and I am thinking of starting up a small agricultural project.
I am told by uncles that I need fertilisers and insecticles, if I am to grow tomatoes and cabbages.
However, at school I remember the teacher saying something about organic farming where you don‘t have to use chemicals. I also learnt that fertilisers and insecticles cost a lot of money.
If you have any information that could help, please send it to the address above.
Thank you for reading my letter.
Your faithfully
Esther Aiba
Adapted parts of the letter from: Making A Living Grade 7 Student‘s Book, pg 302
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3. Telephones and Mobile Phones
If you need to pass on or find information quickly, you can use the telephone book or directory or the mobile. To use the telephone well, you should practise speaking clearly. When making telephone calls you should: Dial your number and listen to the dial tone Wait till the phone is answered Greet whoever answers and ask to speak to the person you would like to contact. When the person you want is on line, communicate your message to him/her Listen carefully and make appropriate responses without disruptions After all is said, thank the person and end the conversation. Gently replace the receiver on the phone or switch off your mobile or landline access.
An example of a telephone conversation is shown below.
Ok, just hold on, I‘ll get our Sales Good morning, my name is Allan Malele, Manager I want to find out the price of 4 by 4 timber. 2. 1.
Hello, this is the sales manager, How much is..? Can you How can I help you? 3. deliver? How much will that cost? 4.
Source: Adapted from Making A Living Grade 7 Student‘s Book, pg 307
Remember to keep an accurate record of telephone contact numbers of your network partners. This will make it easier for you to call.
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Activity 5.3:
Briefly describe your first experience of how you first used the telephone or mobile phone. ______
Importance of Using the Various Mediums of Communication
Let us now discuss the importance of using the three mediums of communication which we have discussed earlier.
Mediums of Communication Its Importance 1. Organised meetings - bring together resources, ideas and support - open to interested individuals and group representative to contribute - open discussion of current issues affecting lives - advice and information is passed on - action plans can be agreed immediately - open to allow people to participate - to make communication official 2. Written letters - to collect extra information - to make record permanent
- to send and receive information quickly 3.Telephones and Mobile Phones
Now turn to the back of Lesson 5 and read the Supplementary Reading 5.1 titled, A Business Letter
You should also read Supplementary Reading 5.2 titled, Persuasive Language This is an extended reading. It will give you some ideas of how to use your language smartly. Using your language smartly will enable you to convince other resourceful people to agree to the way you see your project idea.
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Summary
You have come to the end of Lesson 5. In this lesson you learnt that;
Networking involves a system that links a group of individuals, a group of families, a group of communities, a group of organisations, and even a group of countries Types of networks are Social Network, Business Network, Network of Resourceful People and Religion Network Appropriate mediums of communication to establish networks with partners in the community are organised meetings, written letters, telephones and mobile phones When organised meetings are effectively and appropriately used the following takes place; - resources, ideas and support are brought together - interested individuals and groups are brought together - enables representatives to contribute - enables open discussion of current issues affecting lives - advice and information is passed on - action plans can be agreed immediately - enable people to participate When writing letters, the following takes place, to make communication official, to collect extra information and to make record permanent When using telephones and mobiles phones effectively, it enables sending and receiving information quickly
NOW DO PRACTICE EXERCISE 5 ON THE NEXT PAGE
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Practice Exercise 5
Refer to Supplementary Reading 5.1 to answer this questions.
1. You want to quickly collect important information from a business, which medium of communication would you use? Why? ______
2. Where can you find addresses of businesses and Non- Government Organisations? ______
3. Write a business letter. Imagine you want to get information on raising layers. You are to create a short body of the letter and sign off. Use the following information.
Address of the person to whom you are writing to: Mrs Taita Puro Sustainable Living Foundation PO Box 251 Boroko NCD
Date: 20th July, 2011
Subject or reason for writing: Information on Raising Chicken Eggs
CHECK YOUR ANSWERS AT THE END OF SUBSTRAND 2
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Lesson 5: Supplementary Reading 5.1: A Simple Business Letter
Writing a Letter
The person or organisation you wish to contact may be far away from where you live. They may be in Port Moresby or another town. One way to contact them is to write a letter. What you say in the letter will depend on what you are trying to achieve.
Tania Ikupu Waima Village C/- Bereina Station Writer’s Address PO Box 112 Kairuku, Central Province
th Date 10 October, 2009
Ms Esther Aiba Sustainable Living Foundation The address of the person to
PO Box 251 whom you are writing Boroko NCD
Dear Ms Aiba Reason for writing
Subject: Information on Organic Farming
I have just completed Grade 8 and I am thinking of starting up a small agricultural project.
I am told by uncles that I need fertilisers and insecticles, if I am to grow tomatoes and cabbages.
However, at school I remember the teacher saying something about
organic farming where you don‘t have to use chemicals. I also learnt that fertilisers and insecticles cost alot of money.
Body of the Letter of the Body If you have any information that could help, please send it to the address above.
Thank you for reading my letter. Sign off Tania Ikupu
GR 7 MAL S3 75 LESSON 5 SUPPLEMENTARY READINGS
Possible reasons to write a letter.
You want to get some information from either a government department or an NGO. You might write to them asking if they have any information. Information is sometimes written in the form of a brochure or pamphlet or small booklets usually written about a particular thing. You need to know if a particular business has the materials you need for a project. You may need to know the prices. You may need to write to a road freight company or airline to see if they will deliver materials. You will need to find out the cost. An NGO may be offering advice or assistance. You need to write to them telling them about your project and asking for assistance. You may have a product you want to sell, for example, some wooden carvings. You could write to hotels or handicraft shops asking them if they would help you sell these carvings. A government department maybe offering assistance for development and has asked people to write to tell the department about possible projects and requiring funding.
There are many other reasons why you may need to write a letter. If you want to encourage the person to reply, include a self- addressed envelope with a stamp on it, with your letter. (A self-addressed envelope has your own address written on it.)
Address
How can people contact you?
What address will you write on your letter so that the people you are writing to can write back? Some people have Post Office boxes. This means that if there is a post office near you, you can ask them for a special box which has a key. These boxes may be built into the outside wall of the post office. The post office workers put in any mail that is received into the box. The person with the key can go to the post office at any time. They then collect any letter that has been received. These post office boxes do cost money. For some people, they may be too expensive to use.
Where can you find useful addresses?
There are many ways you can find addresses of resourceful people. There may be newsletters that have been sent to your school or church by different organisations, businesses, NGOs, and government departments. These newsletters may contain important addresses. If you think any of these maybe of use, write them down. You may not have any definite plans at the moment, but in the future, when you are a little older, you may decide to write to one or more of these organisations. If you have their addresses written down and these are kept in a safe PNG Business and Street Directory place, then you will be able to write to them.
Another useful place to find addresses is in the White Pages of the telephone directory. A telephone directory is a book that contains the telephone numbers of all
GR 7 MAL S3 76 LESSON 5 SUPPLEMENTARY READINGS the people, businesses and government departments that have telephones. In the Yellow Pages, the telephone numbers and addresses of businesses are listed according to the types of business. For example, all the business that are involved in baking are listed together in alphabetical order
In some remote areas of the country, people often use the post office box of their local church. They then rely on getting any letters from their pastors or priests.
It is important that you think carefully about what address you use. If people can not write back to you, you may be wasting your money writing to them.
Telephone
A telephone is is a telecommunications device that transmits and receives sound, most commonly the human voice. It is a point-to-point communication system whose most basic function is to allow two people separated by large distances to talk to each other. It is one of the most common appliances in the developed world, and has long been considered very important to A telephone businesses, households and governments.
Types of telephone calls
Local Calls are calls you make within the same area or town. They are not timed and you are charged a single 30t fee.
Std Calls are calls you make within the country. The call is timed and you are charged 30t for every minute.
IDD Calls are calls you make to other countries. The calls are timed and the charge is high. A mobile phone
A mobile phone
A mobile phone is also called a cell phone and a hand phone. It is an electronic device used for mobile telecommunications. It is very easy to carry around. It connects with the telephone network over radio wave transmission. People all over the world separated by distance can talk to each other.
Source: Brian R., Trevor T. and Josie V. S (2008) Source: Edgar O. and Robert W. (1994) Internet images and Web definitions
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Supplementary Reading 5.2: Persuasive Language
Developing Persuasive Language Strategies
Before you start to make contact with resourceful people, you need to think about the best ways to go about it. In other words, you have to develop strategies. You should not just rush in with the first idea that comes into your head. You need to think about your idea carefully, and even discuss it with friends. Then you need to make a plan. Who will you need to talk with? What information will you need to give them about your idea?
Using Persuasive Language
Persuasive language is about convincing people to agree to the way
you see things. It involves words that
influence people to accept your ideas.
Language is used not only to communicate ideas but also to persuade or convince others to see things in the way you see them. In other words, to use words to get another person to agree to what you want.
In order to get them to agree, you need to be very careful with the words you use. You need to use persuasive language. Persuasive language contains words that influence people to see things in your way. Although each situation may be different, when using persuasive language, there are some common things that will apply in all cases.
Establishing trust – you will only persuade people if they believe or trust in you. It is best not to exaggerate what you hope to achieve. The word exaggerate means to make something sound better than it really is. Most people can see through lies, so it is always best to be honest. Even if you do not succeed in getting what you want the first time, people will get to know that you are an honest person and this may help you in the future. Any references you have from teachers or pastors may be of help.
Building confidence – even people believe that you are telling the truth, you must also get them to believe that you are capable of doing what you say you plan to do. You need them to have confidence in you. That is why it is important that you are prepared before you meet any resourceful people. You need to put your ideas down in writing as best as you can. You must be clear in your own mind as to what exactly you intend to do or what you need from them. You should practise what you intend to say, and speak calmly and clearly.
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‘Win – Win’ outcome
Why should someone else help you? What is in it for them? If you are seeking help from a government department or from an NGO for example, make sure you know about the aims or objectives of the organisation. Show them how, by helping you, they will also be achieving their own aims or objectives. If you are getting help from a wantok, you may need to say clearly what you propose in the way of ‗payback‘. When both sides get some benefit, this is called a Win- Win situation.
It seems like my village will get the water tanks
This will be the first time we have had a project in that part of the country, That will look good in our report
Making a Win – Win Discussion
Source: Brian R., Trevor T. and Josie V. S (2008)
END OF LESSON 5 SUPPLEMENTARY READINGS
GR 7 MAL S3 79 SS 2 LESSON 6
Lesson 6: Appropriate Mediums to Access Information
Introduction Welcome to Lesson 6 of Substrand 2. In the last lesson, you learnt about networking. It is about a system that links a group of
individuals, families, communities, organisations, and countries. Networking can be classified into groups such as Social Network, Business Network, Resourceful People Network and Religion Network. You also learnt about the importance of the mediums of communication such as organised meetings, written letters, telephones and mobile phones. When these are used correctly, it enables you to access information.
Your Aims: Explain mediums Discuss new ways and technologies to create and access information
New Ways and Technologies to Create and Access Information
In a modern office you will find a variety of office machines such as telephones, cameras, computers, facsimile machines, photocopiers, scanners and printers. All of these are part of the current technology used to make the speed of work and communication easier and faster than before.
You will also notice that a good number of wealthy individuals and families own some of these office machines at home especially in the urban cities. For example, most people own a computer or a laptop to word process their documents quickly and send them out to other people or places where it is required. They also use their computers and laptops to do extra work at home for the departments they work for.
Before continuing, let us define the term appropriate. The term „appropriate‟ means suitable, right and proper. Now, let us discuss the following new ways and technologies that are appropriate to access information
1. Facsimile Machine
A facsimile machine takes a document, copies it and sends it electronically to a receiving fax machine. The machine transmits word processed information, which is information typed by a computer or laptop, as well as hand written information, pictures and graphs. For example, a document copy produced in Alotau, or Manus, will be received at almost the same time in Mt. Hagen. In Mt. Hagen, the receiving fax machine will print out a copy of the document sent. The copy of the A facsimile machine document is called a fax, short for facsimile. Source: Encarta kids, 2008
GR 7 MAL S3 80 SS 2 LESSON 6
This technology is fast, easy to use and can reach anyone with a fax machine. Businesses use this technology a lot in their dealings. It is an important tool for communication for all organisations.
Activity 6.1:
Find out about how a fax machine works?
2. Photocopier
A photocopier is a machine that produces an exact copy of an original document. Photocopying has become one of the most frequently used aids in business communication. For example, you had to make a copy of your school certificate and give that copy to the provincial coordinator at the time of your enrolment with FODE.
3. Printer
In computing, a printer is a device which produces a text and or pictures of documents stored in electronic form.
4. Scanner
A scanner is a device that scans images, printed text, handwriting, or an object, and converts it to a digital image.
On your right is the picture of a latest model machine where it has a printer, a scanner and a photocopier, all in it. A machine such as this is very important. It helps to produce documents that are required immediately for work, meetings, projects, etc. Printer, Scanner and Photocopier Machine Source: Google Images 5. Computer
What is a computer? It is an electronic device that accepts processes, stores, and outputs data at high speeds according to programmed instructions.
Today, computers are an important part of many people‘s daily lives. Kids use computers to play games and to learn in school. Adults use them at home and at work. Papua New Guinea is rapidly following this trend, especially in urban centres.
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6. Laptop
What is a laptop? A laptop is a personal computer designed for mobile use. It is small and light enough to sit on a person's lap while in use. It works by a battery- or AC-power. It is generally smaller than a briefcase. It can easily be transported and conveniently used in temporary spaces such as aeroplanes, in libraries, temporary offices, and at meetings.
7. The Internet A Laptop Source: Google Images The Internet is a system that connects computer networks. The Internet links millions of computers all over the world. It allows your computer to get information stored on other computers far away. Some networks have few computers. Some networks have thousands of computers. Computers connect to the Internet through telephone and cable systems.
The internet lets computers share information. The information travels very fast through the wires and cables from one computer to another. In just seconds, a computer hooked up to the internet can get information from almost anywhere in the world.
You should also know that personal laptops and mobile phones networks can also be hooked up to the internet. This enables, the owners to get information from anywhere in the world.
What is Intranet?
Many governments, big companies, and other organizations have Intranets. Intranet is the computer network within an organisation. The computers on an intranet are hooked up to the Internet. But only people who work for the organization are hooked up. Other people on the Internet cannot see what is on the intranet computers.
8. Website
A website is an internet address. An address identifying the location of a file on the Internet, consisting of the protocol, the computer on which the file is located, and the file‘s location on that computer.
Let us look at a few examples of websites.
www.code.ac.pg - this is the website address for Flexible Open and Distance Education www.dwu.ac.pg/programs - this is the website address for Divine Word University http://www.uog.ac.pg - this is the website address for University of Goroka
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When you enter a website address, the computer will give you an open page of information like the one on your right. It is a PNG website about Science and Technology Books.
9. E-mail
The term ―E-mail‖ simply means electronic mail. It is a fast way of sending a written message. It involves the use of a computer which is connected to the internet. The message is typed in the computer and then sent through the computer network system to another computer which is hooked up to the internet. The message is received just within seconds. To send an e-mail to another person‘s computer, you must have the e-mail address of that person. For example, [email protected] is my e-mail address. You can email me if you are hooked up to the computer network system or the internet.
Activity 6.2:
Identify and list five (5) different companies‘ e-mail addresses from newspapers and magazines. ______
Benefits of Creating Information and Having Access to New Information
Let us now discuss the benefits of accessing new and more information through the use of the table below.
New Ways and Technologies Benefits
1. facsimile - Message or information is sent very quickly within a few seconds and confirmation of the message received is sent in return immediately - A lot of time is saved from very long procedures of writing letters and waiting for responses for weeks or months - Permanent record of information is produced
2. Photocopier - Paper copies of documents and other visual images are made quickly and distributed to people and organisations where they are required.
3. Scanner - A lot of time is saved from rewriting or drawing up completely new images. - It can copy things onto computers then you can alter the things you copied to make it
GR 7 MAL S3 83 SS 2 LESSON 6
look better. Eg, creating an office calendar for use in the office. - You can scan piece of papers or booklet and then reorganise or improve them. Later, you can print the document out again
- It converts documents in electronic form into 4. 4. Printer paper copies. This enables people and organisations to have access to paper copies especially when they are required at meetings
5. 5. A desktop computer and - When it is hooked up to the internet and 6. 6. A laptop intranet, you can collect almost any information that you need within seconds - It is used to do lots of things such as; banking, paying for services, word process personal and business letters, create newsletters and application forms, etc.
- When the computer/laptop is hooked up to the internet and intranet, emails can be sent within seconds to the person or organisation that we need to communicate with and the responses are also received quickly in the same manner.
New technologies have helped everyone to access new and more information. The information that people receive makes them learn new things. When people learn new information, it improves their way of life. It helps them to organise better and do their jobs smartly.
For example, if a student‘s assignment is based on HIV Aids, he can easily go to the library and photocopy information for his assignment. If he has a computer hooked up to the internet, then, he can search the web and collect lots of information needed for the assignment. He will then, organise his information accordingly and write out a good assignment.
Problems of the New Technologies
New technologies in accessing information makes our life easy but on the other hand, it also has its problems. Listed are some that you can experience. You need to have the skills and knowledge in order to use the new technologies Eg, computer skills to use a computer and the internet. If you do not have the skills or knowledge, then, it will be strange to you. Hence, you will not be able to collect information through the internet It is expensive. You need to have enough money to purchase or pay for the service of the technology used. Eg, you need to have money to pay for photocopying your documents. Another, good example is that you need to pay
GR 7 MAL S3 84 SS 2 LESSON 6
for units in order to make a call from your cell phone. Remember, cell phones were looked at in Lesson 5. It is costly to maintain the machines especially in the offices or in a private business office. Eg, if a laptop experiences problems, then, the owner will need to pay a software technician to check it out. New technologies depend on the use of power or electricity. This can be a problem when there is a power cut. For those of you who are in very rural areas where there is no electricity, then, new technologies mentioned in our lesson will really be of no use to you.
Activity 6.3:
Answer these questions
1. What does e-mail stands for?______2. Does anyone in your family have an e-mail address? Yes/No 3. If ‗Yes‘ then, write 3 e-mail addresses.______
Now turn to the back of Lesson 6 and read the Supplementary Reading 6.1 and 6.2 titled, Computers and Internet
Summary
You have come to the end of Lesson 6. In this lesson, you learnt that;
the new ways and technologies to access information are Facsimile Machine, Computers and laptops which are connected to the internet and intranet, Website, and E-mails the new ways of creating or developing copies of information are printers, scanners and photocopiers NOW DO PRACTICE EXERCISE 6 ON THE NEXT PAGE the benefits of having access to new information through facsimile, computers, and laptops is that; - Message or information is sent very quickly within a few seconds and confirmation of the message received is sent in return immediately - A lot of time is saved from very long procedures of writing letters and waiting for responses for weeks or months - Permanent record of information is produced - Information that you can be collected need within seconds - you can do banking, paying for services, word processing personal and business letters and creating newsletters and application forms. - through internet and intranet, emails can be sent within seconds to the person or organisation that we need to communicate with and the responses are also received quickly in the same manner.
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the benefits of creating information through photocopiers, printers, and scanners is that; - Paper copies of documents and other visual images are made quickly and distributed to people and organisations where they are required. - A lot of time is saved from rewriting or drawing up completely new images. - It can copy things onto computers then you can alter the things you copied to make it look better. Eg, creating an office calendar for use in the office. - You can scan piece of papers or booklet and then reorganise or improve them. Later, you can print the document out again - It converts documents in electronic form into paper copies. This enables people and organisations to have access to paper copies especially when they are required at meetings
NOW DO PRACTICE EXERCISE 6 ON THE NEXT PAGE
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Practice Exercise 6
1. Describe a fax machine and explain its function. ______
2. Explain the difference between the Internet and the Website. ______
3. What does e-mail stands for? Explain how an e-mail is sent ______
4. List some ways in which people use of computers.
______
CHECK YOUR ANSWERS AT THE END OF SUBSTRAND 2
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Lesson 6
Supplementary Reading 6.1: Computers
What is a computer?
A computer is a programmable machine that receives input, stores and controls data, and provides output in a useful format.
The main components of a computer are; Monitor Central Processing Unit ( CPU) Monitor Keyboard Mouse Printer Central Processing Unit
Printer
Keyboard
Mouse
Computers started to become popular with big companies in the 1960s. Computers didn‘t become widespread in homes and schools until the 1980s.
How Do People Use Computers?
People use computers in many ways. Stores use computers to keep track of products and check you out at the cash register. Banks use computers to send money all over the world.
Computers help teachers keep track of lessons and grades. They help students do research and learn. Computers let you hook up to networks (many computers hooked together). They let you hook up to a worldwide network called the Internet.
Scientists use computers to solve research problems. Engineers use computers to make cars, trucks, and airplanes. Architects use computers to design houses and other buildings. The police use computers to track down criminals. The military uses computers to make and read coded messages.
Computers are not just desktops and laptops. Computers are everywhere around your home. There are tiny computers inside microwave ovens, television sets, and videocassette recorders (VCRs) or digital video disc (DVD) players. There are even tiny computers in cars to help them run better.
Scientists Solving s Research Problem
GR 7 MAL S3 88 LESSON 6 SUPPLEMENTARY READINGS Hardware and Software
Computers need hardware and software in order to work. Your desktop or laptop and all the parts inside are called hardware. The central processing unit (CPU) makes the computer work. The keyboard, mouse, printer, and monitor are also pieces of computer hardware.
Memory chips are hardware that stores information and instructions. Information also gets stored on the hard disk drive. The programs that run the computer are called software. The computer operating system is software that tells the computer how to run. Applications or programs are Adode is a Program software that do certain tasks. Word-processing programs, for example, let you write school reports and letters.
How can computers do so much?
One reason that computers can do so much is that they have a special language that tells them what to do. Computer language has only two letters: zeros and ones. Computers can read these ones and zeros extremely quickly.
Each zero or one is called a bit. Eight zeros and ones together are called a byte. Bits and bytes get stored in computer memory chips. Every year, computer engineers make chips that can hold more bytes. The chips can hold more information. Programmers can write applications that can do more things.
Who invented the computer?
Many inventions have contributed to the development of modern computers. French mathematician Blaise Pascal and other inventors in the 1600s began making machines that could add and subtract numbers. Wheels, levers, and other moving parts made these machines work. In the 1800s, British mathematicians Charles Babbage and Augusta Ada Byron, countess of Lovelace, worked on plans for machines that could store information on cards with holes punched in them.
American inventor Herman Hollerith made a machine that automatically totaled population figures for the 1890 United States census. His company joined with other companies to become International Business Machines (IBM) in 1924. Other inventors built better computers. But none of these early computers were digital—that is, none used the digits zero and one.
The first digital computer, called ENIAC, was built in the 1940s. It was huge. It was as big as a house. It had more than 18,000 glass tubes inside and weighed more than five elephants.
The first computer used by business was called UNIVAC. Big computers like ENIAC and UNIVAC were called mainframes. The desktop or laptop computer that you use today is much more powerful than those big machines.
GR 7 MAL S3 89 LESSON 6 SUPPLEMENTARY READINGS In the 1940s, scientists at Bell Telephone Laboratories invented a tiny electric switch called the transistor. In the 1960s, scientists and engineers invented integrated circuits or computer chips. Computer chips cram millions of transistors into a space the size of your little fingernail. Computer chips allowed computers to be smaller.
Personal computers (PCs) were invented in the 1970s. Most PCs are meant to be used by only one person at a time. They are small enough to fit on a desk. The Altair 8800 was the first PC. Apple Computer made its first PC in 1977. IBM made its first PC in 1981.
Who invented computer programs?
Computer programs are sets of instructions that tell a computer what to do. Many people worked on early computer programs. The first programs were very hard to write and understand. They were extremely long strings of zeros and ones.
American naval officer and mathematician Grace Murray Hopper in 1952 wrote the first program that turned English computer instructions into the strings of ones and zeros that make computers work. These programs are called compilers. In 1957, she helped develop the first programming language that companies could buy and use. It was called FLOW- MATIC. Hopper was also the first to use the word bug to mean a problem with a computer. She found a moth trapped in one of the computers she worked with. She taped the moth into her notebook and wrote, ―First actual case of a bug being found.‖
Later Developments
As computers have become more powerful and widespread, operating systems have become extremely complex. Few people can use a computer without one. Scientists at AT&T developed an operating system called UNIX in 1969. UNIX and related operating systems such as Linux are popular at universities and among computer professionals. In 1975, Bill Gates and his friend Paul Allen wrote a program for the Altair 8800 and founded the Microsoft Corporation. Microsoft later developed the DOS and Windows operating systems used on many home and office PCs.
Computers keep getting smaller and more powerful. Personal computers that fit on a desktop today are more powerful than early ―supercomputers‖ that filled entire rooms. Cell phones and watches contain tiny computers that can store information such as telephone numbers, addresses, and appointments. These devices allow you to surf the Web and play games. Many computer experts think that computers have only begun to make their mark on
history.
A mobile phone Source: Microsoft ® Encarta ® 2008. Source: Internet Images
GR 7 MAL S3 90 LESSON 6 SUPPLEMENTARY READINGS
Supplementary Reading 6.2: Internet
Do you play computer games over the Internet? Do you surf the Web? Do you send e-mail messages to your friends? You can get all kinds of information on the Internet. People use the Internet to work at home. Scientists use the Internet to help them do research. The Internet has made big changes in the way many people live and work.
What is the Internet?
The Internet is a system that connects computer networks. The Internet links millions of computers all over the world. It allows your computer to get information stored on other computers far away. Some networks have only a few computers. Some networks have thousands of computers. Computers connect to the Internet through telephone and cable systems.
Many governments, big companies, and other organizations have intranets. The computers on an intranet are hooked up to the Internet. But only people who work for the organization that owns the intranet can use it. Other people on the Internet cannot see what is on the intranet computers.
Where did the Internet come from?
The Internet grew out of a computer network called ARPANET. The United States military created ARPANET in the 1960s. From the 1970s until the late 1980s, the U.S. government only let a few scientists and people in the military use it. In the 1980s, the government let networks at universities join with ARPANET to create the Internet. The Internet grew quickly. Schools, libraries, local and state governments, companies, and families were on the Internet by the mid-1990s. Checking internet through the mobile At first, it was hard to get information from the Internet. You could only see words and numbers on your computer screen.
Then a British computer scientist named Timothy Berners-Lee created the World Wide Web in the 1980s.
The Web and the Internet are Different
The difference between the Internet and the Web is sort of like the difference between highways and a delivery service. Delivery service trucks use highways to move packages from one place to another. The Web is like the delivery service. The Internet is like the highways. Information traffic from the Web travels over the Internet.
The Web is made of places called sites. People use special computer programs to make the sites. The sites are stored on computers called Web servers. Each site is made up of documents called Web pages. These Web pages can have text, pictures, sounds, and videos.
GR 7 MAL S3 91 LESSON 6 SUPPLEMENTARY READINGS You need computer software called a Web browser to find and see Web pages. Each Web page has a URL (Uniform Resource Locator). The URL is like an address that the browser looks for. An example of a URL is: http://www.encarta.com/.
Many computer experts think that the Internet became so popular because of the Web. The Web is easier to use than the Internet by itself. By the end of 2000, more than 80 percent of all traffic on the Internet highway came from the Web.
The Internet is growing
Millions of people use the Internet every day. In 1981, only 213 computers were connected to the Internet. By 2003, more than 216 million computers were connected to the Internet.
No one knows for sure exactly how many people use the Internet. Computer experts thought that there were 61 million Internet users worldwide at the end of 1996. There may have been from 700 million to 900 million users by the end of 2003.
How to get on the Internet
You get on the Internet by joining a computer network. The network that you join is called an Internet service provider (ISP). America Online (AOL), Earthlink, and Microsoft‘s MSN are popular ISPs. You pay a fee to the ISP just as you pay a phone company to use their telephone system.
The company that owns your ISP sends you software to install on your computer. The software lets you use the ISP‘s network to get on the Internet. The ISP also gives you an e-mail address.
There are different ways to connect your computer to the ISP. You can hook up your computer with a modem and your home telephone line. This is called dial-up access. You can hook up to the ISP with a digital subscriber line (DSL) or a cable modem. A DSL uses the same wires as your telephone. A cable modem uses the same wiring that cable television uses. DSLs and cable modems bring Web pages to your computer screen much faster than a dial-up connection.
DSLs and cable modems are called broadband connections. Many computer experts think more people must get broadband connections in order for the Internet to continue growing.
Source: Microsoft ® Encarta ® 2008. Source: All Images from the internet
Have you heard of the word GOOGLE? Well, it is an American company specializing in internet search and online advertising. Google is a Search Engine which started as a university project of two students but has now become the biggest online website. Google provides many other services such as analytics, video hosting and community building apart from its Search Marketing products. Source: web definition
END OF LESSON 6 SUPPLEMENTARY READINGS
GR 7 MAL S3 92 VACANT PAGE
GR 7 MAL S3 93 TITLE PAGE
ANSWERS TO
SUBSTRAND 2
PRACTICE EXERCISES 4-6
GR 7 MAL S3 94 SS 2 PE ANSWERS ANSWERS TO PRACTICE EXERCISES 4 -
Practice Exercise 4
1. Find out the roles government officers play in your community and complete the table below. Government Officer Roles
2. 1. Teacher Teaches, advices, give guidance to school children 2. Health worker Provides medical care to the sick and advices on how people should take care of themselves against illness 3. Didiman/meri Gives assistance on cultivating the land and rearing the animals. 4. Police officer Re enforces the law. He/she keeps the public order, prevent and solve crimes 5. District administrator Manages the affairs of the district. Makes sure that the district is functioning in line with guidelines that have been set by the government authorities. 6. Business Development Officer Trains people in the area of starting small businesses with good knowledge of best practices and management theories Refer to your lesson notes and complete this table below.
Possible Network Partners Roles
1. Government Officers They are government employers who give different government services to the community. 2. Non – Government Organisations They work closely with government organisations and provide valuable skills and knowledge to assist community and national development 3. Churches Their main focus is on spiritual development. They also help in the social and economic development of people. 4. Community Elders They provide good leadership and advice 5. Community Specialists They provide skills and knowledge
6. Local level Government They are key government agencies involved in organising and providing community development projects 7. Business Community Give business information, advice and funding for community developments
NOW GO BACK AND STUDY LESSON 5
GR 7 MAL S3 95 SS 2 PE ANSWERS Practice Exercise 5
1. You want to collect information from a business, which medium of communication would you use? Why?
I would use telephones, mobile phones and internet communication because these mediums of communication are fast.
2. Where can you find addresses of businesses and Non – Government Organisations?
- In the newsletters that have been sent out to your school or church - In the white pages of the telephone directory - In the yellow pages of the telephone directory - In the PNG Business and Street Directory - through internet communication
3. Write a letter. Imagine you want to get information on chicken layers. You are to create a short body of the letter and sign off. Use the following information.
20th July, 2011
...... PO.BOX...... The student‘s Address ......
Mrs Taita Puro Sustainable Living Foundation PO Box 251 Boroko NCD
Dear Taita
Subject: Information on Chicken Layers
I have just completed Grade 8 and I am thinking of starting Chicken Layers Project. I want to sell eggs to the nearest boarding school mess.
I am told that there are different types of chickens. Some are for meat and others are for eggs. I also learnt that we have to build the chicken house in a special design where it is easy to collect the eggs.
If you have a booklet that contains all the necessary information on raising chicken layers, then, please, send it to the above address.
Sign your name Yours sincerely
......
Students Name & Signature
NOW GO BACK AND STUDY LESSON 6
GR 7 MAL S3 96 SS 2 PE ANSWERS Practice Exercise 6
1. Describe a fax machine and explain its function
A facsimile machine takes a document, copies it and sends it electronically to a receiving fax machine. The machine transmits word processed information, which is information typed by a computer or laptop, as well as hand written information, pictures and graphs. For example, a document copy produced in Alotau, or Manus, will be received at almost the same time in Mt. Hagen. In Mt. Hagen, the fax machine will print out a copy of the document sent.
2. Explain the difference between the internet and the website
The difference between the Internet and the Website is similar to the difference between high ways and a delivery service. Delivery service trucks use highways to move packages from one place to another. The Web is like the delivery service. The Internet is like the highways. Information traffic from the Web travels over the Internet.
3. What does E-mail stands for? Explain how an email is sent
The term “E-mail” simply means electronic mail. It is written message typed in the computer which is connected to the internet. The message is then sent through the computer network system to another computer which is also hooked up to the internet. That message is received within seconds.
4. List some ways in which people use computers.
These are some ways in how people use computers.
- Large Stores or supermarkets use computers to keep track of products and check you out at the cash register - Banks use computers to record deposits and withdrawals and send money all over the world - Teachers keep track of lessons and grades. - Students do research and learn. - Scientists use computers to solve research problems - Engineers use computers to make cars, trucks, and airplanes - Architects use computers to design houses and other buildings. - The police use computers to track down criminals. - The military uses computers to make and read coded messages
REVISE SUBSTRAND 2 AND DO SUBSTRAND 2 TEST IN YOUR ASSESSMENT BOOK
GR7 MAL S3 97 TITLE PAGE
SUBSTRAND 3
COMMUNITY PROJECTS
In this Substrand, you will learn about: Identifying Cooperative Projects Initiating a Cooperative project
Planning and Implementing a Cooperative Project Participating in the Cooperative Project
GR7 MAL S3 98 SS 3 INTRODUCTION SUBSTRAND 3 INTRODUCTION
Welcome to Strand 3: Community Projects, which is about developments that take place in the communities we live in. These developments involve the cooperation of the community people as well as the partner organizations such as government bodies, non- government organizations, churches, and businesses. At the same time, these developments undergo several steps or processes to become good projects to benefit everyone in the community. The processes involved are; examining skills and knowledge, deciding on a project, developing a plan for the project, working with the community to put the plan into action and finally, evaluating what has been achieved. A community project involves a lot of hard work from everyone but at the end, the community is happy to enjoy the benefits of working together to bring about positive changes to the community.
Substrand 3 has four lessons and nine (9) readings: These are;
Lesson 7: Identifying Cooperative Projects It defines cooperative project and other related terms such as self reliance, self esteem and ownership. It also identifies issues and facilities that can become community projects and the benefits of organizing community projects. Finally, it discusses how to carry out observations of existing projects in the community. Lesson 7 has two (2) readings. Reading 1 gives information about how brain storming works and Reading 2 gives information about concept mapping.
Lesson 8: Initiating a Cooperative Project It defines common interest and discusses the importance of generating ideas of common interest in the communities. It also discusses the process of working collaboratively and its importance to achieve goals in the community. Lesson 8 has two (2) readings. Reading 1 is about savings mangroves and Reading 2 is about having more people like Flex Daroa who plants mangroves save the environment.
Lesson 9: Planning and Implementing a Cooperative Project It discusses the steps taken in planning and implementing a cooperative project. It also discusses the budget and its importance. Finally, it discusses possible sources of funds, materials and resources required for a cooperative project. It also identifies the components of an action plan. Lesson 9 has three (3) readings. Reading 1 gives information about an action project plan, Reading 2 gives information about developing a draft action plan and Reading 3 gives information about how you can sell your project idea.
Lesson 10 Participating in the Cooperative Project It defines terms such as team work, communication, shared objectives, division of labour, monitoring, assessing progress and evaluation. It also discusses the evaluation report and finally, the benefit of working collaboratively in achieving a successful community project. Lesson 10 has two (2) readings. Reading 1 is about evaluating a report and Reading 2 is about working hard. GR7 MAL S3 99 SS 3 LESSON 7 Lesson 7: Identifying Cooperative Projects
Introduction Welcome to Lesson 7 of substrand 3. In the last lesson, you learnt about mediums that are mostly to do with the modern technology. This involves office machines such as facsimile, photocopier, printer, scanner, computer and laptop. A long side that, you also learnt about the internet and the intranet. Finally, you looked at the benefits of having access to new and more information. In this lesson, you will learn about cooperative projects.
Your Aims: Define the following terms; cooperative project, self-esteem and ownership. Identify projects that can be initiated and organised in the community Observe existing projects Explain the benefits of organising community projects.
Project
What is a Project? A project has some specific descriptions that make it different from the normal ongoing work. It has a starting date and an ending date. It has schedules that show when tasks should begin and end. Projects can last minutes, hours, days, weeks, months or years.
Cooperative Project
What is a Cooperative Project? A cooperative project is a project that involves a number of people. In this case, it will involve you and your working team. You and your working team own and run the project. You will also share the profits of the project together. A Cooperative Project begins with you thinking up your own project idea. It can begin with a thought of providing a service such as taking care of children, or growing vegetables and selling them, or constructing coconut scrapers and selling them – there are so many possibilities that you can think of. A Project Idea - Making Carvings to Sell The people in the community you Source: Google Images approach for permission or help with this project will depend on what the project is all about. They could be your parents, other adults you know in the community, a businessperson, a local farmer or gardener, a group from your church or just someone you know who would appreciate the service or product you plan to offer.
GR7 MAL S3 100 SS 3 LESSON 7
Self-reliance
We learnt in Lesson 3 that self-reliance is about helping yourself and doing things for yourself without always depending on other people. You use your own ability to think of ways to use available resources to generate an income. If you are being self reliant-you become more independent, support yourself and develop pride in doing things for yourself
Self esteem
What is self- esteem? Self-esteem is a drive or feeling that comes from deep within yourself. Self-esteem can be positive or negative. Having a positive self-esteem will make you feel proud and confident about yourself that you are able to achieve what you are aiming for.
Ownership
What is ownership? Ownership is being in a state of owning something or making something belong to you. In this context, ownership means you take the lead and control of all tasks in your cooperative project. You are the owner of your cooperative project.
Activity 7.1:
Name three people in your area who are very self reliant and who demonstrate ownership of projects in your community. ______
Identifying Cooperative Projects
Firstly, you have to know what type of project you and your community are going to be involved in. To do this, you will have to do some good investigating in your community. Do you know what investigating is? Well… investigating involves the process of asking questions to find out what are the specific needs of the community and how they can be met. This information can be collected by writing a questionnaire and seeking opinions from the people
Conducting a survey
Listing five possible projects and asking your community people to decide which project needs to be prioritised. Another process which you and your friends will use to collect ideas about what project you could do is called brainstorming and concept mapping.
GR7 MAL S3 101 SS 3 LESSON 7
What is Brainstorming?
Brainstorming is a method of solving problems in which all the members of the group suggest ideas which are then discussed. This process helps ideas flow. You and your working team will use this process to create as many ideas as possible about what project you could do.
Brainstorming can also be described as an activity of writing down everything quickly and without judging its value. It is a Students Doing Brainstorming great activity to see what you Source: Making A Living Outcomes Grade 7 know. Student‟s Book
To begin a brainstorming session, you must first state the main purpose; for example, name of a good project and then, you and your working team will create many related ideas as possible – even though the ideas may look very odd. After the brainstorming session is complete, you can sort out all the ideas into what they relate and unrelated to or necessary and unnecessary to the topic. In order for you to see how the ideas in your brainstorming are connecting, you and your working team will take on to the next method called concept mapping.
What is Concept Mapping?
Concept mapping is a way of organising your ideas so that you can understand what information are important and how different parts of an information fit together to make the complete story. It actually involves a drawing that shows important information, ideas, events and their relationships. It shows how ideas are connected to each other.
Furthermore, in concept mapping you can Students Doing Concept Mapping make some parts of the drawing bigger or smaller. This gives you a picture of the parts of the information which are more important or urgent. You can use different colours and different styles of writing as well as pictures and symbols.
For example, after you have decided what sort of project you want to have, then you have to think about everything associated with making it happen. Each member of your group will have different ideas about what should happen in the project and concept mapping is a way of getting all the ideas connected and down on paper. It is a little bit like brainstorming, but more organised and focused because you have already decided on your main idea – your project. Can you see how the students GR7 MAL S3 102 SS 3 LESSON 7 have done concept mapping in the picture? It involves a lot of lines and arrows to link the ideas of one person to the ideas of everyone else.
Now turn to the end of Lesson 7 and read the Supplementary Readings 71.and 7.2 titled, How Brainstorming Works and More about Concept Mapping respectively.
Effective Cooperative Skills
You must also remember that before you get involved in any cooperative project, you should have effective cooperative skills. They include the skills of communicating and cooperating with the organizations and individuals in your own local network.
As you plan and organize your project with your working team you will have to; make a good first impression with those you approach in the community about your project develop a good plan decide how to present your ideas in the most persuasive way build the confidence and trust of other people, in you and in your group‟s abilities present a “Win to Win” plan so you customers can see that even if you are being paid, they also are getting a good deal
Examples of Cooperative Projects
1. Haus win (House wind or Rest house)
A haus win is an open hut or an extension from the building as a relaxation place. Most rural homes are completely enclosed for security reasons or cultural beliefs. This limits fresh air and sunlight. A haus win in your backyard garden, or beside your home, is an ideal place for entertaining friends and visitors. Most families in coastal villages have A Haus Win – built near the river a haus win. The style and type of haus win varies from region to region in Papua New Guinea.
2. Public Noticeboard
A public noticeboard is a good source of community information where community notices, tok saves and news is placed for the public to read. Public noticeboards are usually found where people frequently visit, in front of churches, post offices, stores, and community halls. In schools and large communities, a public noticeboard is a very useful place for people to go to obtain information.
A Black Board to write community notices
GR7 MAL S3 103 SS 3 LESSON 7
3. Plant Nursery
A Plant Nursery (also called a greenhouse) is where seeds and young plants are placed in pots or plastic bags to be cared for until the plants gain strength to be transplanted. The roof and the walls of the green house are covered with a canopy screen to prevent strong sunlight and hard raindrops damaging young plants. People also place plants in pots and keep them in nursery houses and then sell them for money. Other plants in the pots can be taken into homes and offices to make them look attractive. A Plant Nursery – taking care of the plants 4. Road Maintenance
Roads are the links between homes, villages, schools, towns, and many other places. All roads must be maintained. Maintenance of important roads is the responsibility of the Provincial and National governments. However, the Local and National Governments do not maintain most of the smaller roads that lead to our communities, schools and towns. When roads are in bad condition, it is difficult for vehicles to travel. Bad roads make it difficult for rural village people to transport food to markets and bring back other goods and materials to the villages. People in local communities should take the initiative and maintain these smaller roads.
5. Water Supply
Water is one of the essentials in life. Clean and healthy water to drink, wash and cook with is very important. The type of water supply system in communities varies from place to place. Urban communities use town water supply. Permanent houses may have their own tanks installed to collect water. However, most rural villages in Papua New Guinea still use creeks, rivers, springs and water wells to obtain water. Some communities are lucky to have a water supply system installed in their communities. Water pumps, tanks, dams, and wells can be installed or built by the government and non A Water Supply for the community – government organisations.
Activity 7.2:
Name three of the cooperative projects that already exist in your area. ______
GR7 MAL S3 104 SS 3 LESSON 7 Observations on Existing Cooperative Projects
It is good to observe the existing projects before actually working on another similar type of project. Your observations can be done by asking questions such as the ones that are listed below:
Is the project helpful to the community? Is the project well looked after by the community? Did the project last long enough to help the people? Were there materials available to repair or maintain the project? Who benefited the most by the project? Is the project located in a place where people can easily use it? Are there any particular problems that are affecting the project? What is the support of the community like in the project?
By answering these questions, you are basically trying to find out whether the project is functioning well in the community or not. The information may even give you the direction as to how you could help to improve it or start up a better one.
Now, let us move on to observe the benefits of the community projects which we have discussed above.
Benefits of Cooperative Projects
Below are examples of community projects and the benefits these projects give.
1. A Haus Win- It is an ideal place to entertain friends and visitors and it provides shade during the hot day 2. Public Notice Board- It enables people to read and access information 3. Plant Nursery- It enables the owner to sell for money or put the pot plants on hire to decorate rooms for special occasions and use the pot plants as decorations and beautify homes and officers
4. Road maintenance- It enables people and goods to be transported to and forth and enables trade to take place easily 5. Water Supply- It enables people to have clean water to drink, wash and cook everyday
You must not forget that you also belong to a community. So do not you think the benefits of the community projects will also reflect you? Yes Of course! You will become a useful member with confidence to achieve your aims and goals. You will also take ownership of your community projects and become self reliant.
GR7 MAL S3 105 SS 3 LESSON 7 Summary
You have come to the end of Lesson 7. In this lesson, you learnt that; A Cooperative Project is a project that involves a number of people. It will involve you and your working team. You and your working team own and run the project. You will also share the profits of the project together. Self – reliant means helping yourself and doing things for you without always depending on other people. It involves you using your own ability to think of ways to use available resources to generate an income. Self esteem is a drive or feeling that comes from deep within you. Self-esteem can be positive or negative. Having a positive self- esteem will make you feel proud and confident about yourself that you are able to achieve what you are aiming for. Ownership is being in a state of owning something or making something belong to you. Projects that can be initiated and organised in your community are such as Haus Win, Public Notice Board, Plant Nursery, Road Maintenance and Water Supply You can observe existing projects in the community by answering a set of questions Community projects have benefits for the people and the community
NOW DO PRACTICE EXERCISE 7 ON THE NEXT PAGE
GR7 MAL S3 106 SS 3 LESSON 7
Practice Exercise 7
1. Inside the box below, write down everything you know about a Cooperative Project on “A Good Water Supply”.
Brainstorm on a cooperative project – “A Good Water Supply”
2. In the box below, start with the oval in the centre. Write the name of the cooperative project – “A Good Water Supply” in this oval. Use your brainstorm lists in Question 1 above to write down the key concepts related to the cooperative project. Link these concepts to the cooperative project in the oval.
Concept Map
......
3. Define the following terms;
(a) self – esteem:______
(b) ownership: ______
CHECK YOUR ANSWERS AT THE END OF SUBSTRAND 3
GR7 MAL S3 107 LESSON 7 SUPPLEMENTARY READINGS
Lesson 7 Supplementary Reading 7.1: How Brainstorming Works
Brainstorming does not cause a storm in your brain but it is designed to make you think hard.
Let us begin now….
Most problems are not solved with the first idea that you Good Ideas have. To get to the best idea it is important to consider many purpose (in your case it is to suggest a good project) and then creating as many related ideas as possible – no matter how odd they might appear. After the brainstorming session is complete, you can sort out all the ideas and see what you have.
Here are some general guidelines about brainstorming. Do not Just Happen
1. Agree on why you are brainstorming. Make sure everyone is clear on the topic being explored. 2. Select a recorder from among your group members. This person will write down all the ideas that members contribute 3. Make a few rules such as; Everyone must contribute to the brainstorm No one is allowed to laugh at any suggestion, no matter how ridiculous it may seem All contributions from members must be accepted as part of the brainstorm All suggestions must be recorded on the paper by the recorder Set a time when you will stop the brainstorm
4. When you finish brainstorming, ask everyone to look at the results and then try to organise the responses. You might: Look for any answers that are repeated and only keep one Group similar answers or suggestions together Throw out some that you all agree are not what you want Make a list from what is left, starting with one of the best ideas. This may change of course.
5. Have a group discussion and come to some final agreement (in this case what things are important for a good cooperative project)
GR7 MAL S3 108 LESSON 7 SUPPLEMENTARY READINGS
Have a look at the brainstorming illustration below.
Brainstorming
Recorder
Students are contributing ideas and the recorder is writing the ideas down.
Below are the ideas of the four students in the illustration.
Main Purpose: A Cooperative Project ( Maintaining Plantations Project) Ideas of the four students costs Schedules Plantation owners Tasks Parents Own resources Customers satisfaction Assistance & advice Evaluation How much to collect for our Tools work? Per hour, per day, or per Who will help? barrow load of coconut Security Communicate with plantation Students & teachers owners Care & protection Medication
After the brainstorming session is complete. The students can sort out all the ideas into what they have related and unrelated to topic or necessary or unnecessary to the topic.
GR7 MAL S3 109 LESSON 7 SUPPLEMENTARY READINGS
Supplementary Reading 7.2: More about Concept Mapping
On a concept map, each is usually linked to the next one with simple words. This means that the ideas developed by one person in the group are linked to the ideas developed by everyone else. That‟s why it‟s called a map. But if you cannot think of words to link an idea don‟t let this stop you – just write the idea down anyway.
Good concept maps start with the biggest idea or ideas at the top and work their way down the page to the more specific ideas at the bottom. How you draw out your information depends entirely on the type of project you choose and your brainstorming list. You should not be afraid when you see a lot of information and the connections. You should feel happy because your ideas are connecting well and that you can see the picture of what is important and urgent.
Let us study this example together….
Maintaining plantation Plantation project owners
Our costs
Per hour, per day or per
barrow load of coconuts? Customer Tools satisfaction
Parents Evaluation
This example does not cover all possible aspects of a plantation maintenance project but it shows what a concept map used to develop a project idea might look like. Notice that the boxes are connected by words to the next box in the next box in the direction of the arrow. They don‟t quite make sentences but they show the reason for their connection.
Source: Brian R., Trevor T. and Josie V. S (2008)
END OF LESSON 7 SUPPLEMENTARY READINGS
GR 7 MAL S3 110 SS 3 LESSON 8
Lesson 8: Initiating a Cooperative Project
Introduction Welcome to Lesson 8. In your last lesson, you defined self reliance, self esteem and ownership. The meanings of these words become a reality in your life when you involve yourself in your community project. You also identified examples of community cooperative projects such as Haus Wind, Public Notice Board, Plant Nursery, Road Maintenance and Water supply. Alongside that, you also brainstormed and concept mapped your cooperative project idea. Furthermore, you observed existing projects in the community and discussed the benefits of having these projects in the community. In this lesson, you will learn about initiating a cooperative project.
Your Aims:
Define the common interest of community and partner groups
Discuss the importance of generating ideas of common interest in
communities
Discuss the process of generating ideas and how the ideas can
achieve common goals
Discuss the importance of working collaboratively to achieve goals
Common Interests
Many community groups have been set up by the government; churches or non- government organizations to help people in communities to solve problems and to provide for their needs. These groups or organizations help establish community projects, and carry out awareness campaigns. Their main aims are to improve the way people live, to encourage healthy living and protect the environment from exploitation or destruction.
Activity 8.1:
From the passage above, pick out the common interest of the community groups. ______How did you go?
The common interest is to “help establish community projects, and carry out community awareness campaigns to improve the way people live, to encourage healthy living and protect the environment from exploitation or destruction”. On the next page, you will see a picture of National Capital District Commission (NCDC) workers scrubbing the betel nut stains at the traffic lights outside City Hall in Port Moresby. You can see that the picture heading also says “Stop Spitting”. This clearly indicates that this small team of workers led by Mr. Powes Parkop is a group that is leading by example to help improve the way people should live in Port Moresby, to encourage healthy living and to protect the environment in Port Moresby.
GR 7 MAL S3 111 SS 3 LESSON 8
From this example, you should be able to reflect back to your own communities to see or identify similar kinds of community groups who share the same common interest of helping to improve the way people should live, encourage healthy living and protect the environment from exploitation or destruction.
Importance of generating common interest ideas in communities
It is important to generate ideas because this gives people the opportunity to have a say or express their opinion on changes and development of the community. Generating ideas involves the people and it causes them to be part of the improvement in their communities. It creates a path way to come to common understanding and from there; better plans are worked out for the improvements in the communities. Cleaning betel nut spits in Port Moresby Source: The Post Courier, 29th July, Who is involved in generating ideas? 2009, pg 3
Partner Organisations are involved in generating ideas. Examples of these partner organizations are government and non-government organizations (NGO), church organizations, donor agencies (often sponsored by donor countries) and businesses. These partner organizations give advice and work with the local community on specific projects.
You can also go back to your lesson No. 4 in this course book where these partner organisations were first discussed. In lesson 4, we learnt that they were our possible network partners. If you can also remember that, network partners help one another in terms of: Sharing ideas and learning from each other. Sharing responsibilities and cooperating with each other. Listening to each other‟s problems and complaints and reaching an understanding together. Group discussions that lead to making decisions collectively.
Let us highlight some of these examples more clearly through this table. You can also ask people such as teachers, policemen, agricultural officers and others in your community to name many others for you and make sure you write the names down.
GR 7 MAL S3 112 SS 3 LESSON 8
Partner Examples Organisations
1. Non -Volunteer Service Overseas (VSO) Government -World Vision Organisations -PNG Red Cross ( NGO ) -St Johns Papua New Guinea - Disabilities and Developments - Environment & Conservation - Transparency International, etc
2. Church -Roman Catholic Churches Organisations -Evangelical Lutheran Churches, -United Churches -Seventh- Day Adventist Churches, -Pentecostals Churches -Anglican Churches, -Baptist Churches -Salvation Army Churches 3. Donor - Australian Aid (Aus AID) Agencies - New Zealand Aid (NZ AID) - World Bank - Save the Children Papua New Guinea - United Nations International Children‟s Emergency Fund (UNICEF) - World Health Organisation (WHO) - Japanese International Cooperation Agency (JICA) - Asian Development Bank (ADB) - United Nations Development Program (UNDP)
4. Businesses -Brian Bell -Many others in your provinces that contribute ideas to developments in the country.
5. Government -Law and Justice Sector Departments -Agriculture and livestock -Mining and lands and Physical Planning -Small Business Development Cooperation -National Aids Council Papua New Guinea, etc
Source: PNG Encyclopaedias and PNG Fact Book
Now, let us look at World Bank as an example so it can give us a clear understanding.
About the World Bank
The World Bank is not a bank in the common sense of the word. A single person cannot open an account or ask for a loan. Rather, the Bank provides loans, grants and technical assistance to countries and the private sector to reduce poverty in developing countries.
GR 7 MAL S3 113 SS 3 LESSON 8
How does the World Bank assist local communities on specific projects? To answer this question, we need to see an example.
On the January 11th, 2011, the World Bank signed up a project called Flexible Open and Distance Education Project. In this project, the World Bank released K13 million to improve the education services at FODE. The money was used to improve the students learning materials, assessment materials, tutorials and the conditions of the Provincial Study Centres. In doing so, the World Bank is indirectly helping thousands of Papua New Guinea youths to have access to good education and eventually, they will have a better future.
Another obvious example comes from the church organisations. The churches give advice and work with the local communities throughout Papua New Guinea. They set up schools, health centres, water pumps, counselling offices, training programs for home management, financial management, agriculture, etc. In doing these, they help to improve the way people live, encourage healthy living and educate people to protect the environment in which they live in.
Activity 8.2:
List some NGO group, church organizations, government bodies or businesses that are operating in your local area. What kind of work do they do? ______
How are ideas collected and planned to achieve common goals?
The ideas of how to help to improve the lives of people and the community can be collected through or by watching and listening to people, asking questions and gathering information, conducting a survey and identifying people‟s problems and needs.
Once information is gathered and ideas are generated about how to improve community life, plans and proposals must be prepared. People must agree on what is to be done and in what order. They have to decide which resources to use, and how to organize the labour, money, tools and other materials to successfully complete the project.
Importance of working collaboratively to achieve goals
It is always wiser to work as a team. Involve community group such as women groups, youth groups or local sporting groups. Seeking assistance from partner organisations will open doors for help in many ways, help such as money, materials, skills and expertise can be obtained to implement community development plans. Every year there are funds made available through these organizations for community development. You should make use of them.
GR 7 MAL S3 114 SS 3 LESSON 8
Here is a beautiful example which is taken from the Post Courier. It shows how Felix Daroa from Tubusereia village in the Central Province generated ideas from partner organisations and worked collaboratively with others in the community to achieve his goal that he has in mind for his people.
Extracted from the Post Courier, Wed. July 29th .pg 5 Felix is one of the first to be trained by a marine biologist from the UPNG, Thomas Maniwave and local NGO‟s to make awareness in the village about the importance of mangroves. He said villagers are fast depleting the mangroves to build their homes, bridges and use as firewood. But now, they are aware that mangroves are important and are breeding grounds for fish, they hold the soil together and act as buffers to hurricanes. (Continues on the next page)
Felix formed Lavadae Inc, which is a community based organisation. This community based organisation and the Tubusereia Ihanamona Association held an awareness workshop in February, 2009. They have developed an action plan together with the Environmental Law Centre and the Motupore Research Centre.
Felix says in the past two years he has replanted 3000 mangrove seedlings and is currently teaching the younger children in Tubusereia village the importance of mangroves and how to replant them.
In the picture, you can see Felix leading about 300 children of Tubusereia Elementary School in the replanting of mangroves targeting the figure 4000.
Does Felix Daroa share the common interest which we discussed earlier?
Of course, he does. Felix Daroa shares the common interest of helping to establish community projects. He is carrying out awareness campaigns to improve the way people in Tubusereia should live. He is also encouraging healthy living and protecting destruction of the environment around the coastline or shores of Tubusereia.
REMEMBER: The common interest of Partner Organisations or Community Groups is to” help establish community projects, and carry out awareness campaigns to improve the way we live, to encourage healthy living and protect the environment”.
GR 7 MAL S3 115 SS 3 LESSON 8
Summary
You have come to the end of Lesson 8. In this lesson, you learnt that; The common interest of community and partner groups such as the government; churches or non-government organizations is to help people in communities to solve problems and to provide for their needs. Partner Organisations such as the government; churches or non- government organizations are involved in generating ideas. It is important to generate ideas because this gives people the opportunity to have a say or express their opinion on changes and development of the community. Generating ideas involves the people and it causes them to be part of the improvement in their communities. It c reates a path way to come to common understanding and from there; better plans are worked out for the improvements in the communities. Ideas of how to help to improve the lives of people and the community can be collected through or by watching and listening to people, asking questions and gathering information, conducting a survey and identifying people‟s problems and needs. It is always wiser to work as a team and to involve community groups such as women groups, youth groups or local sporting groups. These will open doors for help in many ways, help such as; money, materials, skills and expertise can be obtained to implement community development plans.
NOW DO PRACTICE EXERCISE 8 ON THE NEXT PAGE
GR 7 MAL S3 116 SS 3 LESSON 8
Practice Exercise 8
Now turn to the end of Lesson 8 and read the Supplementary Reading 8.1 and 8.2, titled, Felix, Children Save Mangroves and We Need More People Like Felix Daroa. Then, answer the questions below.
1. Who educated and trained Felix Daroa in the knowledge of mangroves and how to handle them? ______
2. What was the awareness about? ______
3. What are the mangroves used for in Tubusereia village? ______
4. Explain the importance of mangroves. ______
5. Name the organisations or community groups that gave advice and worked with Felix to achieve the goal of helping to improve the lives of the people of Tubesereia community.
(a)______(d)______
(b)______(e)______
(c)______(f) ______
6. Felix Daroa said “one day when I am gone perhaps in 20 years time, they will realise why I have done this and how they will benefit.” Explain how they (Tubusereia people) will benefit from the replanting of mangroves done by Mr Felix Daroa? You will need a separate blank paper to do this task. ______
7. Explain Post Courier editorial “We need more people like Felix Daroa”. You will need a separate blank paper to do this task. ______
CHECK YOUR ANSWERS AT THE END OF SUBSTRAND 3
GRADE 7 MAL S3 SUPPLEMENTARY 117 L8 READINGS
Lesson 8 Supplementary Reading 8.1: Felix, Children Save Mangroves
“They are ours”, young children from Tubusereia village in the Central Province said raising their hands above the mangrove seedlings they planted yesterday. They are being led by Felix Daroa from Lavadae Inc Community Based Group
Felix, Children Save Mangroves
FELIX has become a laughing stock for fellow Tubuseria villagers as he struggles up the hill with a heavy load of mangrove seedlings to plant in the muck when the tide is down each day. They laugh at me and think that I am mad. They probably are thinking, why I am messing about in the mud when I could be fishing. But I keep at it, planting the mangrove seedlings. “I told myself, one day when I am gone perhaps in 20 years time, they will realize why I have done this and how they will benefit,” Felix Daroa from Tubusereia village in the Central Province said yesterday. Felix says he has in the past two years replanted 3000 mangrove seedlings and is teaching the younger children in Tubusereia village the importance of mangroves and how to replant them. He says villagers are fast depleting the mangroves to use to build their their homes, bridges and as firewood. But they are aware that mangroves are important and are breeding grounds for fish, they hold the soil together and act as buffers to hurricanes. Felix said he was one of the first villager in Tubusereia to be trained by a marine biologist from the University of Papua new Guinea, Thomas Maniwave and local NGOs to spread awareness to others in the village about the importance of mangroves. He formed Lavadae Inc, a community based organization and together with the Tubuseria Ihanamona Association held an awareness workshop in February. They have developed an action plan together with the Environment Law Centre and the Motupore Research Centre. Yesterday Felix led about 300 children of Tubusereia Elementary School to replant mangroves targeting the 4000 figure
By: By Harlyne Joku
GR 7 MAL S3 118 LESSON 8 SUPPLEMENTARY READINGS
Supplementary Reading 8.2: We Need More People like Felix Daroa
We of Papua New Guinea need more people like Felix Daroa, the man who likes to plant mangrove seedling. Sadly, he has been mocked in his own community but it appears his achievements are now being recognized. Felix has spent much of his time in the past two years in planting new mangrove trees. It’s not been an easy task. He has had to carry his loads of seedlings up a hill at Tubusereia village, a short drive from Port Moresby, to get to the muddy muck of the mangroves to do his “greeny” work. “They laugh at me and think that Iam mad” says the man who claims to have planted 3000 mangrove seedlings in the past couple of years. He has been trained by a marine biologist from the University of Papua new Guinea and formed a local association to help the community prepared for work such as his. Yesterday, he led about 300 schoolchildren to replant more mangroves. Mangroves are a vital part of village economics but have been badly affected in some coastal communities by the pressure of development. People seek the durable, insect proof timbers for building without worrying about the various good sides of mangroves, such as protecting the shoreline from storm and tidal damage and the rich harvests of healthy sea food that can be made. The people of Tubusereia are fortunate to have the UPNG marine biology staff nearby and the Motupore research centre. Other mangrove areas of the country are not so fortunate. They rely on the knowledge and good intentions of local citizens nd occasional visitors who realize the worth of the mangrove trees. Felix’s words will hopefully prove prophetic; “I was told myself, one day when I am gone, perhaps in 20 years time, they will realize why I have done this and how they will benefit” So true! Felix could have taken other people’s advice and stuck to something practical, like going fishing for a living. If he had done so, the community would have been poorer for it, although Felix may have been a wealthier individual. We must hope that others in mangrove areas will read of felix’s good deeds and try to follow in his footsteps.
By Harlyne Joku
Source: Editorial on Page 12 of Post Courier (2009)
END OF LESSON 8 SUPPLEMENTARY READINGS
GR 7 MAL S3 119 SS 3 LESSON 9
Lesson 9: Planning and Implementing a Cooperative Project
Introduction Welcome to Lesson 9. In the last lesson, you discussed about common interest of a community and partner groups, then, you discussed the importance of generating and organizing ideas to achieve a common interest or goal in the community. You also discussed the process of generating ideas and how the idea can achieve common goals. Finally, you discussed about the importance of working together in developing plans and achieving goals. In this lesson, you will learn about planning and implementing a cooperative project.
Your Aims: Define the term planning and implementing a cooperative project. Identify planning strategies and procedures before starting a project Define a budget and discuss the importance of having budgets Identify possible sources of funds, material and resources required for a cooperative project in the community Identify possible sources of funds, material and resources required for a cooperative project in the community
What is Planning and Implementing a Cooperative Project?
Firstly planning refers to preparing to do a set of things in order to achieve a goal or any project objective. Remember, the detailed goal or objective has been considered in advance. Implementing means putting into action what you have planned. In this case, planning and implementing a cooperative project means you identity a need in the community, do a plan of action and you carry it out involving community members and partner organizations.
Planning Strategies and Procedures
The following steps need to be considered before starting out on any project.
1. Investigate. Ask questions to find out what the specific needs of the community are and how they can be met. This information can be collected by: Writing a questionnaire and seeking opinions from the community Conducting a survey Listing five possible projects and asking the community members to vote to decide which project is top priority
2. Plan and Design. Once the project has been determined, you need a plan of action. Community members need to be organised into groups and each group should be given a specific job. At this stage members must be able to: design the object (e. g, fencing for community gardens ) or community Improvement project (e. g. Cementing pathways and drainages) and this includes writing a list of resources needed to make or complete the object
GR 7 MAL S3 120 SS 3 LESSON 9
write the steps for completing the project as well as a proposed time-line for completion
3. Implement the Plan. Work cooperatively with the team to complete the task. Appoint a team leader that will; give every member of the team a task accordingly make sure the project is progressing to plans manage time and resource effectively address problems as they occur
4. Evaluate. Once the project has been completed, it is important to evaluate the Project; How clear were the plans and procedures? Did the members work as a team? How reasonable was the schedule? What were some of the problems that made it difficult to complete the project? How will members use this community improvement? Can this project be extended or developed further? Write a report on the process involved in the project? If money is involved, write a financial statement for the project?
Budget
What is a Budget? A budget is a plan for using money from an expected income. A budget shows the expected income and a plan for expenditure and savings. Budgets can be for a government, business, family or an individual. A family or individual budget could change from week to week as income may vary and different needs arise.
A budget is an estimate. It shows: Item- what a person or project group will need to buy Description- identifying details Total amount- how much money will be needed Cost-how much will be spent on the items
A good budget is carefully written so that small things are not forgotten. It is important to check a budget regularly to make sure that expenses are within the amounts of money in the budget.
Just like having budgets for the government, business, family and individuals, there are also budgets for projects. A project budget will include the components mentioned above that is, items, descriptions, total amounts and cost. It will require steps to be drawn up.
The following are basic steps that can be used: - Write how much money is estimated to be earned - List the things you must buy for the project - Give detail descriptions of the things you will buy for the project - Write how much the items will cost - Write how much you would like to save and probably use later for the project
GR 7 MAL S3 121 SS 3 LESSON 9
- Balance your budget. The total amount of your expenditure and savings should be the same amount as your income.
Activity 9.1:
1. What can happen when people do not budget? ______
2. Give three good reasons for operating on a budget. ______
Now, let us study an example of a simple project budget on the next page.
BUDGET FOR THE COMMUNITY WATER SUPPLY
INCOME
Description of sources of income Amount( K )
A donation from the community 526.00 A grant from the Local Level Government 3570.00
Total Income 4096.00
EXPENSES
Description of Types of Expenses Amount( K )
Roof iron - 12 x 3 x K10 per metre 60.00 Nails - 1 kg 6” joint head 4.50 Nails - 1 kg 4” joint head 4.50 Roofing nails(galvanised) - 1 kg round head 6.00 Tuffa PVC Tanks - 1 x 1.000 gallon tank 3200.00 Tap ( outlet) - 1 x 1/ tape 1” 80.00 Gutter - 9m PVC K50 per 3m x 3 150.00 Gutter Bracing Hooks - 9 hooks x K15 135.00 Malthoid - 6m x K5 per metre 30.00 Round Post - 6 x 7m x K3 per metre 126.00
Total Expenses 4096.00
GR 7 MAL S3 122 SS 3 LESSON 9
INCOME = EXPENDITURE + SAVINGS
K4096.00 K4096.00 K (NIL)
Why budgets are needed
A budget helps a person, family, business, government or a community group to use money wisely. The plan makes sure that money is allocated for necessary items. The plan allows for some money to be saved for use in the future. A budget helps individuals to live and function within their income. Those who live within their income have less need to borrow money from friends or the bank. Following a budget help every person and organisation to have few money worries.
Let us discuss a little bit on impulse buying.
Have you ever heard of impulse buying? Well, it is about people spending money on things that are unplanned and not budgeted for. They see something; they like it; they buy it. This is unwise as these things may not be value for money and there may not be enough money left for planned expenses.
Do you think impulse buying can happen to a community group who are shopping for project materials? Of course!!! It is likely to happen especially when there is no plan or budget drawn for the spending. The community group may end up buying more of a kind of material that may be too much for the requirement of the project. Hence, money can be spent on materials that are not needed for the project.
Possible Sources of Resources for a Community Project
This really depends on the type of project. If the project is a small one, for example, Plantation Maintenance for school age children, then, they will have to borrow from parents or plantation managers depending on the individual jobs. If the project is relating to agriculture, for example, vegetable planting, then, some materials can be collected from the agricultural officer who works in the district of that community. Materials such as variety of local vegetable seeds or watering cans and other necessary materials needed for the project can be collected for the community project. You must know that sources of resources for a community project really depend on the type of project and its detailed plans.
Upon good detailed plans, community projects can have their funds, materials, resources be donated or supplied by the following;
-Non – Government Organisations ( NGO ) -Government Departments -Donor Agencies -Local Level Government -Businesses
GR 7 MAL S3 123 SS 3 LESSON 9
Action Plan
What is an Action Plan? An action plan is a plan which describes what is to be done. It‟s a project plan with a slight different name. It usually contains information on: . What is to happen . How it will happen . How to check that it has happened
When there is a lot of work to do it is helpful to divide a big job into small steps. Every member of the community involved in the project should be involved in the writing of an action plan. The action plan can be drawn on a big card and stuck on the wall for all to see. This makes it easier for people to do the work and make things happen.
Below is an example of an action plan form. The headings may vary depending on the type of project.
SECTION DESCRIPTION
1. Introduction This section describes in one or two sentences what the project is about and about how long will it take to complete
2. Objectives Or Aims Or Intentions This section describes the intention or purpose of the project. It is usually stated in a few simple dot point statements. Objectives or aims tell the reader why you are doing the project
3. Resources or Materials Required or This section describes all the resources such Special Conditions Required as materials, finance, labour and perhaps any special conditions that are required to undertake the project
4. Action Required Or Methods Or This is the main part of the action plan and Implementation Processes there might be a few subsections in it. It will describe how the project is to be conducted, who will do what job and perhaps the order in which jobs will be done. It might include a timeline
5. Costs and Receipts This section describes what the expected or estimated costs and receipts will be for the project
6. Evaluation Plan This section describes how the project will be evaluated. It will include the evaluation criteria based on the objectives, aims or outcome described in 2 above. Quite often an evaluation includes a questionnaire to be completed by those who might be concerned about the results of the project
Source: Making A Living Outcomes Grade 7 Student‟s Book, pg 321
GR 7 MAL S3 124 SS 3 LESSON 9
Now turn to the back of Lesson 9 and read the Supplementary Reading 9,1 titled, Draft Action Project Plan – Plantation Maintenance Team
The Supplementary Reading 9.1 should now give you a better understanding of an action plan. If you are still in doubt, just read through it slowly again and compare your lesson notes above with the Draft Action Project Plan.
Activity 9.2:
1. What section/s of your action plan will explain what is to happen? ______
2. What section/s of your action plan will explain how it is to happen? ______
3. What section/s of your action plan will explain how you will check the results? ______
Now turn to the back of Lesson 9 and read the Supplementary Reading 9.2 titled, Developing a Draft Action Plan. It is worth reading and trying. It may be challenging to you but I encourage you to continue on your readings.
Negotiating with the community
Negotiating with the community is the next approach taken after the preparation of an action plan. You should ask a member of your family who is educated and is familiar with such lesson topics to check out your action plan. If you have teachers close by, go to them and show your action plan.
Then, you have to take your action plan to your community contacts that you want to help you with your project. Make sure you understand – „how to sell your idea and how to get the materials, finance and approvals‟.
Usually, community projects involve a lot of people. So, when you actually get involved in one of them in your community, you will not be working on your own. You will have other people drawing the action plans together with you and finally, negotiating with the community together with you.
GR 7 MAL S3 125 SS 3 LESSON 9
Summary
You have come to the end of Lesson 9. In this Lesson you have learnt that; Planning refers to preparing to do a set of things in order to achieve a goal or any project objective. Implementing means putting into action what you have planned. Planning Strategies and procedures involves investigating, planning and designing, implementing the plan and evaluating A budget is a plan for the use of money from an expected income and it shows the expected income and a plan for expenditure and savings.
A written budget shows; Item- what a person or project group will need to
buy, Description- identifying details,Total amount- how much money will
be NOWneeded, DO Cost PRACTICE-how much EXERCISE will be spent 9 ON on THE the NEXTitems PAGE possible sources of funds, material and resources required for a cooperative project in the community comes from the following; Non – Government, Organisations ( NGO ), Donor Agencies, Businesses, Government Departments and Local Level Government
An action plan has the following sections; Introduction, Objectives and
Aims or Intentions, Resources or Materials Required or Special
Conditions Required, Action Required Or Methods Or Implementation
Processes, Costs and Receipts and Evaluation Plan
Negotiating with the community is the next approach taken after the
preparation of an action plan.
NOW DO PRACTICE EXERCISE 9 ON THE NEXT PAGE
GR 7 MAL S3 126 SS 3 LESSON 9
Practice Exercise 9
Now turn to your Supplementary Book on page 56 and read the Supplementary Reading 9.3 titled, How to Sell Your Project Idea.
1. Do you think it is best to tell your community how they will benefit from your project before you tell them how your group will benefit? ______
2. Why will the action plan you take to this meeting be a draft plan only? ______
3. Into which section of your project plan would you put information about costs? ______
4. Which section of your action plan will you put the following information; - Who your project might also help in the community - How the project will provide you with valuable experience - How the project will help you when you leave school - What you hope to learn from implementing the project. These are all topics most community members would be interested to hear about and should encourage them to feel positive towards your project.
______
5. Why do you think most community members would be interested to hear what you say about the information on your action plan? ______
CHECK YOUR ANSWERS AT THE END OF THE SUBSTRAND
GR 7 MAL S3 127 LESSON 9 SUPPLEMENTSRY READINGS
Lesson 9 Supplementary Reading 9.1 : Draft Action Project Plan
This is a draft action project plan. It was written by a team which consisted of four members. They are namely; Tamara, Bill, Marion and Emily.
Draft Action Project Plan
Introduction
This is a project involving the people named above.
The intention is to provide a team capable of a range of coconut plantation activities such as weeding, collecting coconuts and making copra. The team will be available for local plantation work over the school holidays and at weekends if required for at least the next months.
Objectives The objectives of this project are to: Provide a reliable coconut plantation management service to local plantation owners / managers at a reasonable cost Make as much money as possible for the team members Experience working in a community and doing a useful job Expanding each team member‟s network of useful contacts in the community Providing good experience for future careers
Materials Required The materials required for the team of four are as follows: 2 wheel barrows 4 grass knives 4 bush knives The materials will be borrowed from parents or plantation managers depending on individual jobs. Page 1
GR 7 MAL S3 128 LESSON 9 SUPPLEMENTSRY READINGS
Implementation This Plantation Maintenance Team will go into operations during the holidays and at weekends as can be arranged with individual plantation managers in the district. (See activity dates below for details on availability) Before the team starts they will approach as many local plantation managers as possible and are offering to: Cut the weeds around the trees to the regulation distance Apply fertilisers at the correct rate if required Gather and deposit dropped coconuts into piles or deliver to the drying shed Split coconuts ready for drying. Team members will strike a bargain with the plantation manager as to how they will be paid( per hour, per number of nuts, per area cleared of weeds or whatever). This will depend on the preference of the plantation manager and what they think of the offer. This bargain will be agreed prior to any work period being started.
Activity Dates The team is available for contract at any of the following times, December 14 – December 21 7 days January 1 – January 28 27 days January 28 –March 28 weekends only
Costs and Receipts Team members agree that stating a price for their services before they have completed any work is difficult. They therefore agreed that they will first consult with possible employers and test the market this way before deciding on a price. If team members get the tools they required from parents or from the plantation manager, they will have no expenses and all money paid should be profit.
Evaluation Plan At the end of the proposed work period the team will thank each plantation manager who employed them and request that they complete a questionnaire which will include the following questions and perhaps others depending on the particular job. Page 2
GR 7 MAL S3 129 LESSON 9 SUPPLEMENTSRY READINGS
Would you judge the service provided by the Plantation Maintenance Team as reliable? Would you judge the service provided by the Plantation Maintenance Team as good value for money? Do you think it is worthwhile for students to experience working in the community while they are still attending school? Do you feel that you got to know the Plantation Maintenance Team members during the time they worked at your plantation? Would you consider any of the Plantation Maintenance Team members for full time employment after they left school?
Page 3
Source: Brian R., Trevor T. and Josie V. S (2008)
Supplementary Reading 9.2: Developing a Draft Action Plan
To draft an action project plan you need to follow these steps.
1. Use a large sheet of paper to write the headings for your action plan. For example – Plantation Maintenance Team Remember, the heading of your action plan depends on the nature of the project.
2. Write in the points (just a word or two for each point) that you think you should include under each heading in your action plan. For this you should be using your concept map and the results of brainstorming that you learnt in lesson 7.
3. Once everyone in the group thinks you have covered everything you need to, then you can divide up the work between group members to properly write each section of the draft plan.
4. To help you with the kind of language to use and the layout, read the sample plan in the additional information 21
5. When you are happy with your group‟s draft plan, show it to an educated responsible adult in your community who will decide whether it is good enough to show to the community person or group you are going to be working with or asking for help. If necessary, the adult whom you have approached will help you to improve on it.
Source: Brian R., Trevor T. and Josie V. S (2008)
GR 7 MAL S3 130 LESSON 9 SUPPLEMENTSRY READINGS
Supplementary Reading 9.3: How to Sell Your Project Idea
Selling your idea means persuading someone or some group in the community to help you with your project. Remember what you learnt in lesson five (5) about using persuasive language, making a good first impression, establishing trust, building confidence and presenting a Win – Win proposal. This is your chance to put all of that into practice!
It is always best to be honest and let people know as soon as possible what help you would appreciate from them as well as what you can offer them in return. (This is the Win- Win bit!) Or you might approach the conversation the other way around – let them know what they will gain first! You should discuss this with an educated responsible adult before you approach anyone.
You will have a draft project action plan ready for this special meeting with your community contact person. If the adult has approved the plan then there is no need to write anything else for the person or people you are approaching for help. Your action plan should clearly and politely say or state exactly what you are proposing.
You have also to persuade this person or people that you are capable of implementing your project. A good project plan will help greatly but you should also agree on what else you could talk about during the meeting that might really convince them that you are capable. Perhaps you could also let them know about your past experiences which might help prove you are able to do the job – even if it is just work you have done at home.
How to get the materials, finance, and approvals
Your action plan will state clearly what resources or materials you will require for your project. With some projects, this will be the main reason for approaching a person or a group in the community. Your project might need a little starting money, or a loan of some special tools, or credit on some livestock that you will pay for later on, or just an opportunity to work for someone or some group.
It is important that you point out in your action plan other reasons for asking for help. You might want to explain: Who your project might also help in the community How the project will provide you with valuable experience How the project will help you when you leave school What you hope to learn from implementing the project. These are all topics most community members would be interested to hear about and should encourage them to feel positive towards your project.
Source: Brian R., Trevor T. and Josie V. S (2008)
END OF LESSON 9 SUPPLEMENTARY READINGS
GR 7 MAL S3 131 SS3 LESSON 10
Lesson 10: Participating in the Cooperative Project
Introduction Welcome to Lesson 10. In your last lesson, you studied a lot of good information. It was about planning and implementing a cooperative project. You learnt that planning and implementing a cooperative project requires planning strategies and procedures. You also learnt what a budget is and its importance to a cooperative project. Finally, you learnt about possible sources of resources required for a cooperative project and the components of an action plan. In this lesson, you will learn about participating in the cooperative project.
Your Aims: Define the following terms; team work, communication, shared objectives, division of labour, monitoring and assessing progress. Discuss the benefits of communication, sharing common goals and objectives. Define a budget and discuss the importance of having budgets Discuss the term evaluation, evaluation report and the importance of evaluating Discuss the benefits of working together to achieve a successful community project. ______
Team work
What is Team Work? Team work simply means that everyone in the team, group or community are cooperating and participating in an activity that they planned by committing their time, resources, knowledge and skills and labour to achieve their set goals. In your case, you discussed a lot about cooperative projects, and therefore, team work in the community requires you and others in your community to work together to achieve a common purpose.
Communication
Communication simply means exchanging of ideas and thoughts with others in the community. Communication is very important in our daily living. There is a saying „no man is an island‟. We need to communicate with our families, our communities and with the rest of the world. Without communication there would be no cooperation, no interaction and no organization.
Effective communication has several benefits 1. Keep the community informed This means people in the community need to share information through conversations, announcements, and meetings, community meetings, community notice boards, and public awareness and so on.
GR 7 MAL S3 132 SS3 LESSON 10
2. Develop relationships Meeting people and interacting with them develops relationships. Resources and ideas can be shared through people with the same interest as well as other members of the community. Also a good relation is built within the community and the partner organisations. 3. Networking with groups Establishing networks with other groups is also beneficial to individuals and the community as a whole. Source: Cartoons from the Google Clip Art Shared objectives
What is Shared Objectives? Shared objectives refer to sharing of ideas aimed at or wished for. It also refers to sharing the common purpose. Shared objectives cause people to exchange ideas, to show and to help each other to think and work together.
Division of labour
What is Division of Labour? Division of labour refers to work being divided amongst the workers. In our case, we discussed a lot about cooperative projects, and therefore, we can say division of labour is work that is divided amongst you, the community members and the partner organisations who are involved in the community project. When division of labour takes place, the different parts of the job are done quickly and the work becomes easier. Again, this requires team work.
Monitoring
What is monitoring? Monitoring is the act of observing, recording and testing to make sure that there is progress and if something is not right then, there should be some necessary changes made. In the case of a community project, monitoring is a device used to see how the project is progressing. Like I said earlier that it involves observations, records and tests to keep a close watch and check so that the project is functioning correctly and Monitoring Progress on the Graph productively. Source: Google Images
Assessing Progress
What is Assessing Progress? Assessing means to decide or fix the value of something. Progress means forward or onward movement. So, in the case of a community project, we can say it is the deciding or fixing of the value of how much the project has positively operated and has served its purpose from the time it started to its current date.
GR 7 MAL S3 133 SS3 LESSON 10
Evaluation
What is Evaluation? Evaluation means finding out the value of something through a process of assessment. Again, in the case of a community project, it is about comparing the objectives or proposed outcomes of a project with the results or the actual outcomes achieved by the project. Source: Google Images Evaluation Report and its Important
What is an Evaluation Report? An evaluation report is a written account that shows the comparison of the objectives or proposed outcomes of a project with the results or the actual outcomes achieved by the project. It is about explaining why you were successful with some objectives and less successful with others.
Why is it important to have an evaluation report? One of the immediate reasons is that the report immediately informs you about the project. Your teacher, father, mother, uncle or aunty will also read about your successes, your difficulties and your clever actions and solutions. At the same time, it is also a record for you.
The other important reason is that the process of thinking about the objectives of the project, of how you measured your success or your lack of success, and then writing about it, will certainly improve your project skills in the future.
How to write a good evaluation report
To write a good evaluation report you have to remember why some things worked and others did not, how you fixed the problems and all the ideas you had along the way that made your project such a success. Keeping a diary while you do your project is very important. You should write your diary notes each night before you fall asleep. These diary notes will help you identify the things you did that brought success to you or vice verse. The main part of the report should be about why you were successful or not successful with individual project outcomes and what happened each day from the records of your diary.
Format for an evaluation report
There are many formats for an evaluation report. The sample report in your supplementary book is a very general format that you could use or adapt to fit your particular project. The evaluation report needs to cover the following;
1. Project objectives – this section describe the intention or purpose of the project and are taken from the same section in your project plan. You might want to add any late objectives that you decided on after the project starts. 2. Evaluation methods – this section contains a sample of the questionnaire you used. It explains how you conduct the evaluation, who you interviewed, who completed the questionnaire and how you gathered any other information.
GR 7 MAL S3 134 SS3 LESSON 10
3. Results – this section contains all the figures you gathered from the completed questionnaires and any other information you gathered (from the diaries) about the project as it happened. 4. Conclusions and lessons learnt – this section contains a few sentences summing up, explaining and perhaps discussing the results contained in the previous results section. It also contains in dot point form, three or four of the main lessons learnt by the members of the group from your experiences while implementing your project.
Now turn to the back of Lesson 10 and read the Supplementary Reading 10.1 titled, Evaluation Report
Benefits of Working Together In Achieving a Successful Community Project
It is important for you to work with your community on the project that you have identified and planned so that community members have hands on experience; build good relationships with others to share their time, resources, knowledge and skills and labour. When people work together and achieve community objectives, their living standard improves because they have access to some vital services like water supply, health centre, schools, transportation and many more changes. Also when community members take part in decision making with partner organisations or work on the community development projects, it helps them promote self – reliance, self – esteem and ownership.
Activity:
1. What is team work? ______
2. Name the different sections of an evaluation report. ______
3. List benefits of working together in achieving a successful community project ______
GR 7 MAL S3 135 SS3 LESSON 10
Summary
Congratulations! You have successfully completed your tenth lesson of Strand 3. It was quite challenging but you have finally made it through to the end. Let us now highlight what you have learnt in Lesson 10.
In this lesson you learnt that:
Team work simply means that everyone in the team, group or community are cooperating and participating in an activity that they planned by committing their time, resources, knowledge and skills and labour to achieve their set goals. Communication simply means exchanging of ideas and thoughts with others in the community. Communication is very important in our daily living. Without communication there would be no cooperation, no interaction and no organization. Shared objectives refer to sharing of ideas aimed at or wished for. It also refers to sharing the common purpose. Shared objectives cause people to exchange ideas, to show and to help each other to think and work together. Division of labour refers to work being divided amongst the workers. In a Cooperative Project, we can say division of labour is work that is divided amongst you, the community members and the partner organisations who are involved in the community project. When division of labour takes place, the different parts of the job are done quickly and the work becomes easier. Monitoring is the act of observing, recording and testing to make sure that there is progress and if something is not right then, there should be some necessary changes made. Assessing means to decide or fix the value of something.
In the case of a community project, monitoring is a device used to see how the project is progressing.
Evaluation means finding out the value of something through a
process of assessment.
An evaluation report is a written account that shows the comparison
of the objectives or proposed outcomes of a project with the results
or the actual outcomes achieved by the project.
An evaluation report is important because the report immediately informs you about the project. This means your teacher; father, mother, uncle or aunty will also read about your successes, your difficulties and your clever actions and solutions.
GR 7 MAL S3 136 SS3 LESSON 10
The Format of an evaluation report includes areas such as Project Objectives, Evaluation Methods, Results, and Conclusions and Lessons Learnt The benefits of working together in achieving a successful community project are; - members will have hands on experience; build good relationships with others to share their time, resources, knowledge and skills and labour - People‟s living standard will improve. They will have access to some vital services like water supply, health centre, schools, transportation and many more changes. - People‟s self – reliance, self – esteem and ownership improves
NOW DO PRACTICE EXERCISE 10 ON THE NEXT PAGE
GR 7 MAL S3 137 SS3 LESSON 10
Practice Exercise 10
Now turn to the end of Lesson 10 and read the Supplementary Reading 10.2 titled, Hard Work .
1. Do you think Tamara is enjoying her work in the plantation? Why? ______
2. What are Tamara and her friends planning to do? ______
3. Does Tamara‟s mother approve of what she is doing? How do you know? ______
4. Are Tamara and her group getting to know other people working in the community? How do you know? ______
5. What is it that ensures the success of a project more than anything else? ______
6. Would attention to detail and positive attitudes also help a project to succeed? What would also contribute to a successful project? ______
7. Can you think of any other attitudes your group needs to have for a successful project? ______
END OF THE SUBSTRAND 3 NOW CHECK YOUR ANSWERS AT THE END OF THE SUBSTRAND
GR 7 MAL S3 138 LESSON 10 SUPPLEMENTARY READINGS
Lesson 10 Supplementary Reading 10.1: Evaluation Report
Evaluation Report ` Name of project: Plantation Maintenance
Tamara, Bill, Marion, Emily Members of project team:
` 1. Project Objectives
The intention of the project was to achieve the following:
Provide a reliable coconut plantation management service to local plantation management service to local plantation owners/managers at a reasonable cost
Make as much money as possible for the team members
Experience working in the community and doing a useful job
Expanding each team member‟s network of useful contacts in the
community
Providing good experience for future careers After the project was started it was realised that an additional objective for the project was required as follows:
Creating procedures for sharing the work of running the project such as – getting new orders, keeping notes of income and any expenditure and collecting information for evaluation.
2. Evaluation Methods
Evaluation of the project included results from a questionnaire, which was given to the manager of every plantation after the work there was complete. In this way, each plantation manager or supervisor had a chance to comment on the quality of work of the Plantation maintenance Team.
In addition to the questionnaire, each team member kept a diary for the
full 6 months and made notes each day on their experiences in also
included in the results section below.
The evaluation questionnaire is attached as a separate document.
Page 1
GR 7 MAL S3 139 LESSON 10 SUPPLEMENTARY READINGS
3. Results From the questionnaire
Question Summary of comments from managers
1. Would you judge the service Four of the six managers answered
provided by the Plantation yes to this question. Two maintenance Team as managers said we would possibly reliable? improve as we become older and stronger but all were pleased with our work
2. Would you judge the service All six managers said they received provided by the Plantation value for money. In fact one maintenance Team as good manager, Mrs Rodi, gave us some
value for money? extra money because she said we worked really hard and deserved a bit more.
3. Do you think it is worthwhile All of the managers thought this for students to experience was a great deal and Mr Lowa said working in the community we would do better to keep working while they are still attending and forget about school. But we school? don‟t think we should take his
advice!
4. Do you feel that you got to Three of the six managers
know the Plantation answered yes to this question but Maintenance Team the other three were hardly ever members during the time there so we did not get to know they worked at your them. plantation?
5. Would you consider any of Mr Inga left this one blank so we the Plantation maintenance don‟t really know what he was Team for employment after thinking but all of the others replied
they left school? yes.
Attached as a Separate Document
GR 7 MAL S3 140 LESSON 10 SUPPLEMENTARY READINGS
3. Results
In total there were 6 plantation managers or supervisors who completed the questionnaire. They were Mr Lowa, Mr Inga, Mr Toben, Mr Roberts, Mrs Rodi and Mr Donigi.
The managers, except for Mr Inga, who left question 5 blank, were obviously reasonably pleased with the team‟s performance.
We considered that we should have charged a bit more since Mrs rodi
gave us extra money but then decided that perhaps she gave us extra just because she liked us.
Our questionnaire could have been improved or given out to more people than just the managers. We rarely worked with any of the
managers but we did get to know the other plantation workers very well. Therefore the questionnaires should have been given to the plantation workers also.
From information gathered from the diaries it was obvious that team
members learnt many more skills than they had considered possible before the project. They also met more people in the community than they expected and were able to extend their own network which they believe will be of value to them in the future.
From our diaries
Over the time of the project, important comments – which individuals team members noted in their diaries – were as follows. These are exact quotes from diaries.
I met many people each day and about half were local people who I
knew but had never talked to before. Once I talk to people on a regular basis they become more interesting.
It is surprising that many of the people I met have similar interests to me.
I have many more ideas for projects, which I might start in the community either in my space time, or after I leave school
There are many opportunities to make money in our village.
Page 2
GR 7 MAL S3 141 LESSON 10 SUPPLEMENTARY READINGS
4. Conclusion and lessons learnt
This project obviously proved very worthwhile for our team. The results from the questionnaire prove that the plantation managers and supervisors were very satisfied with our work.
Information gathered from the diaries proves that the team also thought the project very worthwhile.
Maintenance team were as follows.
I you are organised it is possible to make some money through offering a service to the community.
Organisation at the start of a project such as this is very important. Even when you think you are organised there is always something you have forgotten!
Working with people in your community may be hard work but met and enjoy the company of others.
It creates a very satisfied feeling to work for your own money.
It would not be too difficult to create other projects working in the community
Page 3
Source: Brian R., Trevor T. and Josie V. S (2008)
Supplementary Reading 10.2: Hard Work
This story is about hard work. It tells us about how Tamara and her team members worked very hard to implement the Plantation Maintenance Project.
Hard Work Tamara‟s grass knife dropped to the floor and she collapsed into a comfortable chair in the kitchen. She didn‟t even have the energy to wash and get out of her old working clothes.
„You had a hard day I suppose?‟ said her mother smiling, as she busily prepared the family‟s evening meal. „So which plantations were you at today and who did you met?‟ But Tamara had nothing to say. She had dropped off to sleep even as her mother spoken to her. „Right‟, thought her mother, „let‟s leave her there until supper is ready. We‟ll get today‟s story later.‟
Tamara‟s group, the Plantation Maintenance Team, had been very successful. Of the three plantation managers they had approached with the action plan, two were immediately impressed and had agreed to give them some work, for a trial period at first, over the Christmas holidays. The other one said that he
GR 7 MAL S3 142 LESSON 10 SUPPLEMENTARY READINGS
didn‟t think they were old enough and to come back in a few years when they were stronger. But that didn‟t deter the team, in fact it made them even more determined to succeed and they hoped that the third plantation manager would hear of their success.
„Today we were just collecting coconuts and taking them in the wheel barrows all the way to the drying shed‟, Tamara said as she and the family ate their meal.
She then really began to warm to her story and everyone else had to stop eating to listen. „I really think they should have just made piles throughout the plantation and then collected them with a tractor or cut them and let the copra dry out a bit before taking it to the shed, but that Mr Lowa is a really hard task master. I suppose he thought it was cheaper to pay us and the others to barrow the coconuts than it would be to use the tractor and trailer. Bill and Marion are going to ask a few others what they are paid tomorrow because for the next contract we are thinking of putting up our …..‟.
At this point Tamara‟s mother interrupted. „Now look we all like to hear what happened today to Tamara but we are also eating so let‟s eat first and tell stories later – okay?‟
Be Determined to Succeed
No matter what your project, the most important thing is to really try hard to make it a success. You may not find it as easy to start a project as Tamara and her friends did. It might be that the group or individual in the community that you approach is not interested in your project. Do not stop there! There are many solutions to such a problem – change your plan and ask again, ask others in the community, and persuade others to speak on your behalf or design another project altogether and involved a different group. Designing another project will be easier the second time. You have plenty of time to implement your plans so do not be afraid to do this if you need to.
Remember success is achieved through good planing and determination, and of these, determination is the most important!
Source: Brian R., Trevor T. and Josie V. S (2008)
END OF LESSON 10 SUPPLEMENTARY READINGS
GR7 MAL S3 143 SS 3 PE ANSWERS
ANSWERS TO
SUBSTRAND 3
PRACTICE EXERCISES 7-10
GR7 MAL S3 144 SS 3 PE ANSWERS
ANSWERS TO PRACTICE EXERCISES 7 – 10
Practice Exercise 7
3. Inside the box below, write down everything you know about a cooperative project on “A Good Water Supply”.
Brainstorm on a Cooperative Project – “A Good Water Supply”
Tank nearest creeks, rivers, springs, water well location Building materials costs maintenance security
Money or funds health standards safety & security
Assistance NGOs LLG school Parents and elders time schedules skills and knowledge
Distance to the village labour own resources
4. In the box below, start with the oval in the centre. Write the name of the cooperative project – “A Good Water Supply” in this oval.Use your brainstorm lists in Question 1to write down the key concepts related to the cooperative project. Link these concepts to the cooperative project in the oval.
Concept Map
- Nearest creek
- Nearest river
Source of Water - Water well Cost and Maintenance
Assistance -Ta nks, pipes, -all material required for A Safe Water Supply - LLG building, - NGOs - Safety & security - Parents & - Location and Distance to the Personal Contributions village Elders - Time - - Skills and Knowledge - School - Labour - Own Resources
(Do not worry if you have your concept map ideas connecting in a little bit different way from this one. It is still correct. As long as it gives you the picture of how important and urgent information relate and connect.)
GR7 MAL S3 145 SS 3 PE ANSWERS
5. Define the following terms;
a) self esteem Self-esteem is a drive or feeling that comes from deep within yourself. Self- esteem can be positive or negative. Having a positive self-esteem will make you feel proud and confident about yourself that you are able to achieve what you are aiming for.
b) ownership Ownership is being in a state of owning something or making something belong to you.
NOW GO BACK AND STUDY LESSON 8
Practice Exercise 8
1. Who educated and trained Felix Daroa in the knowledge of mangroves and how to handle them?
A marine biologist from University of Papua new Guinea and his name is Thomas Maniwave.
2. What was the awareness about?
The awareness was about the importance of mangroves and how to replant them.
3. What are the mangroves used for in Tubusereia village?
The mangroves are used for building houses, building bridges and firewood.
4. Explain the importance of mangroves.
Mangroves are very important because they are breeding grounds for fish; they hold the soil together and act as buffers to hurricanes.
5. Name the partner organisations that gave advice and worked with Felix to achieve the goal of helping to improve the lives of the people Tubesereia community.
a. UPNG Marine Biologist – Thomas Maniwave b. The Local NGOs c. Lavadae Inc. Community Based Oranisation d. Tubusereia Ihanamona Association e. Environmental Law Centre f. Motupore Research Centre
GR7 MAL S3 146 SS 3 PE ANSWERS
6. Felix Daroa said “one day when I am gone perhaps in 20 years time, they ( Tubusereia people) will realise why I have done this and how they will benefit.” Can you explain how the Tubusereia people will benefit from the replanting of mangroves done by Mr Felix Daroa?
They will enjoy a rich harvest of sea food because the mangroves are breeding ground for fish and other sea food. They will be protected against the hurricanes, storms and tidal damages.
7. Explain Post Courier editorial “We need more people like Felix Daroa”.
People like Felix Daroa have dreams to help establish community projects, and carry out awareness campaigns to improve the way people live, to encourage healthy living and protect destruction of the environment. He is also a man who is concerned about the future of others and not just now and for himself.
NOW GO BACK AND STUDY LESSON 9
Practice Exercise 9
1. Do you think it is best to tell your community contact how they will benefit from your project before you tell them how your group will benefit? Why?
Yes, because it will quickly draw their attention closely at your proposal plan objective and will set the pace for them to open up and give the necessary help needed.
2. Why will the action plan you take to this meeting be a draft plan only?
There will likely be some good ideas to add to the plan after the meeting with the contact person. There will be adding of new information and removing of information that is not needed or necessary.
3. Into which section of your project plan would you put information about costs?
Cost and Receipts
4. Into which section of your action plan will you put the following information; - Who your project might also help in the community - How the project will provide you with valuable experience - How the project will help you when you leave school - What you hope to learn from implementing the project. These are all topics most community members would be interested to hear about and should encourage them to feel positive towards your project.
Answer: Objectives or Aims or Intentions
GR7 MAL S3 147 SS 3 PE ANSWERS
5. Why do you think most community members would be interested to hear what you say about the information on your action plan?
They will be interested to hear what you say about the information on your action plan because they would be willing to help with resources and materials. They would be willing to help you find your place in the community as a responsible person. Most of them share the common interest to help establish community projects, and carry out awareness campaigns to improve the way we live to encourage healthy living and protect destruction of the community.
Practice Exercise 10
1. Do you think Tamara is enjoying her work in the plantation? Why?
No, I do not think so because she is complaining. She states that “„I really think they should have just made piles throughout the plantation and then collected them with a tractor or cut them and let the copra dry out a bit before taking it to the shed, but that Mr Lowa is a really hard task master. I suppose he thought it was cheaper to pay us and the others to barrow the coconuts than it would be to use the tractor and trailer”
2. What are Tamara and her friends planning to do?
Tamara and her friends are planning to check out their payment for their work
3. Does Tamara‟s mother approve of what she is doing? Why?
I do not think so because she interrupted Tamara‟s story. In other words, her mother did not want to hear of how hard they were working in place of the tractor and the trailer.
4. Are Tamara and her group getting to know other people working in the community?
Yes, they spoke to three plantation managers. In talking with them, they were able to learn how each of these managers deal with people.
5. What is it that ensures the success of a project more than anything else?
Good planning and determination
6. Would attention to detail and positive attitudes also help a project to success? What would also contribute to a successful project?
Yes. Also the support of the community people like parents, village elders, etc.
7. Can you think of any other attitudes your group needs to have a successful project?
GR7 MAL S3 148 SS 3 PE ANSWERS
Having an attitude of one mind and not giving up easily Being determined
REVISE SUBSTRAND 3 AND DO SUBSTRAND 3 TEST
AND THE STRAND EXAMINATION
IN YOUR ASSESSMENT BOOK
GR 7 MAL S3 149 TITLE PAGE
ANSWERS TO STRAND 3
LESSON ACTIVITIES
GR 7 MAL S3 151 LA ANSWERS LESSON 1-10
Answers to Lesson Activities in Substrand 1 Lesson 1
Activity 1.1: Create a personal profile of yourself or your best friend using an appropriate guideline.
Requires your own personal choice, you can select types 1, 2, or 3 to compile your friend’s personal profile.
Here are given examples to guide you in your marking.
Type 1 First name: ESTHER Surname: AIBA Other names: TAITA Date of Birth: 19th JULY, 1996 Age: 15 YEARS Male or Female: FEMALE Religion: CHRISTIANITY Name of Village, District and Province: WAIMA, BEREINA, CENTRAL PROVINCE History of Education: MARANATHA BAPTIST PRIMARY SCHOOL What do you like at school? HELPFUL TEACHERS, ENGLISH and SOCIAL SCIENCE What do you dislike at school? STUDENTS WHO BULLY What are you good at? SPORTS What are you not good at? TALKING PUBLICLY eg, school debates Type 2 I am ESTHER AIBA TAITA. I am 15 years old. I was born on the 19th July, 1996 .I am from Waima, Bereina, Central Province. I attended Maranatha Baptist Primary School in Port Moresby and I completed my Grade 8 in 2010. My favorite subjects are English and Social Science. My least subjects are Mathematics.I like sports but I do not like talking publicly like having school debates. Type 3 ESTHER AIBA TAITA was born in Waima, Bereina, Central Province. She is 15 years old. She attended Maranatha Baptist Primary School in Port Moresby. She completed Grade 6 in 2010. Her favorite subjects are English and Social Science. Her least subjects are Mathematics. At school, she likes sports and helpful teachers but she did not like students who bully. She is a honest and hard working person. She is a good listener and can help solve problems.
Activity1.2:
Can you add another three skills and abilities of your own to the list?
(All possible answers, you may have your own answers that are not the same as these ones.)
1. Listens well and follows instructions GR 7 MAL S3 152 LA ANSWERS LESSON 1-10
2. Volunteers to complete tasks if responsible person is not available 3. Can organize and manage resources well 4. Good at marketing goods and services 5. Good at keeping financial records
Activity 1.3:
Write much, not much, all the time, not all the time, most times, or rarely, Sometimes, Yes and No to assess yourself.
Requires your own answers according to how you answer the given questions. Here is a sample to help you. It will not be the same as your answers. It is only an example to help you know if you have done the right thing.
SAMPLE 1. Communication Skills - Do you listen with interest to understand the message? All the time - Is your writing clear and easy to read and understand? All the time - Do you speak clearly and in a way that is easy for listeners to understand? Sometimes - Do you read with interest to try and understand the writer’s message? Sometimes 2. Leadership - Are you a leader through position in the family? Eg. A first born. No - Are you elected or voted? Eg. Class captain No - Are you a leader because of your skills, talents or knowledge? Eg. Sports Captain. No - Are you a talkative and a popular person? No 3. Public relations - Do you support and give help to others? Not much - Do you work well with others? Sometimes - Do you make friends easily? Not all the time - Do you enjoy helping other people? Sometimes 4. Skills - Are you good at building and construction? Not much - Are you good at reading or writing a particular subject? YES - Are you tolerating of others? Not all the time - Do you solve problems? Most times - Are you able to organize your time well? Not all the time - Are you good at any of these things below? (Cooking, sewing, craft work, carving or Canoeing Not much - Are you good at a particular sport? YES
GR 7 MAL S3 153 LA ANSWERS LESSON 1-10
Lesson 2
Activity 2.1:
Name an activity in your area. Think about what you can contribute and list them down.
Your answer will depend on the kind of project you choose. However, a sample answer is given on the next page to help you.
Name of activity:
Planting flowers in the community
What you can contribute: - Cuttings of plants - Your time to water the plants, dig the flower beds, weed around the plants - Your skills in making a small fence around the flower beds
Activity 2.2:
The table below contain some names. Imagine that these are community members who have been working with you. Complete their skills and abilities that would be needed for the activities by the respective community groups. You can refer to Supplementary Information 1 in your Supplementary Book for help.
Community Names of Example of Skills and Abilities Groups Members Agriculture Mark Eg. Can handle animal well Group Possible answers - Can nurse sick animals - Can organize and feed a large number of animals - Can nursery seeds and transplant - Naturally loves animals
Women’s Paul Eg. Good at cooking Group Possible answers - Has a good knowledge on different recipes - Can cook dishes for foreign visitors - Can patiently prepare food - Can follow instruction very well Agriculture Betty Eg. Works well with others and Possible answers Women’s - Can organize a group project Group - Supports and gives help to other - Can work to a plan and follow instructions
Agriculture Michael Eg. Can grow good plants Group Possible answers - Can use fertilizers - Can compile plant matters for compost GR 7 MAL S3 154 LA ANSWERS LESSON 1-10
- Can nursery seeds
Agriculture Sharon Eg. Can work to a plan and follows carefully and instructions Women’s Possible answer Group - Can organize time well - Can think fast - Has a discipline approach to task
GR 7 MAL S3 155 LA ANSWERS LESSON 1-10
Lesson 3
Activity 3.1:
List down two benefits that you can gain when you work with the community.
You have the benefit of; 1. Getting to know other people and your community better 2. Being accepted as a responsible and skilled young person with potential abilities to help the community
Activity 3.2:
Describe how your community was self - reliant in the past. You can ask an elder to tell the story. Write down the story as it is being told on one exercise book page.
Your answer will depend on the story you collect from the elder
Activity 3.3:
Describe how living standards have changed from traditional time to modern time in your community. Again, you can ask an elder to tell you all about it. You may need to use an extra paper.
Your answer will depend on the story you collect from the elder
END OF ANSWERS TO LESSON ACTIVITIES IN SUBSTRAND 1
GR 7 MAL S3 156 LA ANSWERS LESSON 1-10
Answers to Lesson Activities in Substrand 2 Lesson 4
Activity 4.1:
Explain how you practice wantok system.
(Possible answer)
I give help to my wantoks when they are in need and in return they give help me when I am in need. Eg, we help each other to pay bride prices, to contribute at haus krais, to buy properties and provide transportation services, etc.
Activity 4.2:
Can you list some government officers that work in your community? (Possible Answers)
1. Nurse 3. Teachers 5. Doctors 2. Policeman 4. Magistrate 6. District Administration
Activity 4.3: Complete the diagram below by writing in the possible network partners.
Business Community
Government Officer Local Level Government
Community Development
Non Government Community Elders and Specialists Organizations
Churches
GR 7 MAL S3 157 LA ANSWERS LESSON 1-10
Lesson 5
Activity 5.1:
Draw a circle in the middle. Write your name in it. Then, draw other small circles around the one with your name. In the circles around your name, write the names of your immediate family members. Then, draw lines to connect the circle like a net. It will look like the network partners of wantok system in lesson 4.
The number of circles around your name will depend on the size of your family. Here is a sample to help you. It shows me and my family.
My Father ( Miria Auruobo) My Mother (Taita Naime) Me (Aiba Miria)
My Brother (Ikupu Miria) My Brother (Auruobo Miria)
My Sister (Taita Miria)
Activity 5.2:
List four resourceful people in your community
Possible answers
1. A teacher 5. Magistrate 2. A didiman 6. Church pastors 3. A nurse 7. Village councillors 4. A policeman 8. Any educated person who serves the community with respect
Activity 5.3:
Briefly describe your first experience of how you first used the telephone or mobile phone.
Your answer will depend on your personal experience.
Here is a sample to help you. It is about Mary’s experience.
Mary lives in Port Moresby. She first received a call from her father who lives in Mt Hagen. The call came through her uncle’s mobile. When the uncle gave the mobile phone to Mary to answer, she was so nervous. She did not know which buttons to press. Mary was shy to speak in front of her uncle so she took the phone and ran out of the house. Mary started talking very loud and at the same time she started GR 7 MAL S3 158 LA ANSWERS LESSON 1-10 throwing her hands in the air as she was talking to her father. Furthermore, throughout the conversation, Mary shifted the phone from her ear to her mouth as she talked and listened for the responses from her father.
GR 7 MAL S3 159 LA ANSWERS LESSON 1-10
Lesson 6
Activity 6.1:
Find out about how a fax machine works?
Your answer will depend on your own experience.
If your answer is yes, then, here are some possible answers. Yes, when I went to the Post office with my parents or uncle and aunty to send some money. Yes, when I went to the District office to see my uncle who is working there Yes, when I went to my mother’s office Yes, I learnt it by reading about it in the magazine Yes, my uncle or parents have one in our family business office.
Activity 6.2:
Identify and list five (5) different companies’ e-mail addresses from newspapers and magazines.
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
Extracted from The National, dated: Monday, January 14th, 2013 Activity 6.3
1. What does e-mail stands for?
Electronic mail
2. Does anyone in your family have an e-mail address? Yes/No
Yes/No (It depends on you)
3. If ‘Yes’ then, write 3 e-mail addresses
It depends on you. But here is an example that can guide you [email protected] [email protected] [email protected]
END OF ANSWERS TO LESSON ACTIVITIES IN SUBSTRAND 2
GR 7 MAL S3 160 LA ANSWERS LESSON 1-10
Answers to Lesson Activities in Substrand 3 Lesson 7
Activity 7.1:
Name three people in your area who are very self -reliant and who demonstrate ownership of projects in your community.
Your answer will depend on where you live. The people you name will be from the community where you live.
For example, in Port Moresby, we would name people like Governor Pawes Pakop, business woman – Janet Sape, PNG gardener – Justin (Th……..),
Activity 7.2:
Name three of the cooperative projects that already exist in your area.
Your answer will depend on where you live. The people you name will be from the community where you live.
GR 7 MAL S3 161 LA ANSWERS LESSON 1-10
Lesson 8
Activity 8.1:
From the passage, pick out the common interest of the community groups.
Many community groups have been set up by the government; churches or non- government organizations to help people in communities to solve problems and to provide for their needs. These groups or organizations help establish community projects, and carry out awareness campaigns. Their main aims are to improve the way people live, to encourage healthy living and protect the environment from exploitation or destruction.
The common interest of the community groups is “to improve the way people live, to encourage healthy living and protect destruction of the environment.”
Activity 8.2:
List some NGO group, church organizations, government bodies or businesses that are operating in your local area. What kind of work do they do?
Your answer will depend on where you are living and the kind of group and organizations that are around you.
This is a sample answer that can guide you in your marking
Non Government organizations (NGOs) like, Red Cross – arranges for blood donations. Runs tests for all the donated blood. Then, distributes the blood bags to hospital to be used. Cheschire Home – takes care of the disables St. Johns – provides ambulance service in Port Moresby. It also provides medical care for the people through its set up health centers and hospitals.
Churches like, SDA churches – provides school and health services for the people. It also runs community development programs for the people. Examples are Kabiufa Secondary School, Tokarara Clinic in Port Moresby Roman Catholic churches - provides school and health services for the people. It also runs community development programs for the people. Examples are Divine Word University in Madang, St. Mary’s Vunapope Hospital in Rabual Lutheran churches - provides schools and health services for the people. Examples are Bumaiyong Secondary School, Anglican Churches – provides care and counselling for HIVAIDS. Eg, Anglica Stop Aids Program Baptist Churches – provides health services Eg, Tinsely Baptist Health Centre
Government Bodies like, SBDC – runs training programs for Papua New Guinean’s so they can set up and manage their businesses successfully Agriculture Department – runs trainings through its programs for farmers to grow and care for cash crops well and raise live stock properly GR 7 MAL S3 162 LA ANSWERS LESSON 1-10
Health Department – provides medical services and also informs the public about the causes, preventions and treatments of diseases
Businesses like, Supermarkets and stores – provides variety of goods for the people Wholesalers – provides variety of goods in large quantities for the people Informal businesses – provides goods and services for people, mostly the goods and services are provided at the door steps. Large companies – provides jobs for the local people.
GR 7 MAL S3 163 LA ANSWERS LESSON 1-10
Lesson 9
Activity 9.1:
Answer these questions
1. What can happen when people do not budget?
People will run out of money
2. Give three good reasons for operating on a budget?
- Budgeting is done so that people can save some money for later use - Budgeting is done so that people can use money wisely and have fewer worries in relation to money. - Budgeting is done to achieve personal goals, eg, to buy a gift for someone, or to buy a expensive item, etc
Activity 9.2:
Answer these questions
1. What section/s of your action plan will explain what is to happen?
Introduction
2. What section/s of your action plan will explain how it is to happen?
Action Required or Methods or Implementation Process
3. What section/s of your action plan will explain how you will check the results?
Evaluation Plan
GR 7 MAL S3 164 LA ANSWERS LESSON 1-10
Lesson 10
Activity 10.1:
Answer these questions
1. What is team work?
Team work simply means that everyone in the team, group or community are cooperating and participating in an activity that they planned by committing their time, resources, knowledge and skills and labour to achieve their set goals.
2. Name the different sections of an evaluation report.
The different sections of an evaluation report are;
a. Project Objectives b. Evaluation Methods c. Results d. Conclusions and Lessons Learnt
3. List benefits of working together in achieving a successful community project
The benefits of working collaboratively in achieving a successful community project would be;
- the general living standard of the people and the community improves - people in the community have access to some vital services like water supply, health care, schools, transportation, etc - people become self reliant - people began to have a positive self esteem of themselves and of the surroundings in their community - people began to learn how to take ownership of the project- in other words, they look after the project and take care of it
END OF ANSWERS TO LESSON ACTIVITIES IN STRAND 3 GO TO YOUR ASSESSMENT BOOK AND DO YOUR TEST 3,
THE STRAND EXAMINATION AND THE PROJECT GR 7 MAL S3 202 REFERENCE
REFERENCES:
Brain R, Trevor T, and Josie V.S. 2008. Making A Living Outcomes Grade 7 Students Book. Pearson Education: Australia
Dianne Mclnnes. 1995. Dellasta Encyclopadia Papua New Guinea Volume 1. National Library of Australia. Dellasta Pacific.
Dianne Mclnnes. 1995. Dellasta Encyclopadia Papua New Guinea Volume 2. National Library of Australia. Dellasta Pacific.
Dianne Mclnnes. 1995. Dellasta Encyclopadia Papua New Guinea Volume 3. National Library of Australia. Dellasta Pacific.
Dianne Mclnnes. 1995. Dellasta Encyclopadia Papua New Guinea Volume 4. National Library of Australia. Dellasta Pacific.
Htt://doeintranet/home/ict-education-2010pdf
Images from Microsoft Encarta Kids, 2008
Images from Google Websites
Jackson R. And Elesallah M. 1990. PNG Fact Book: A one volume encyclopedia of Papua New Guinea. 3rd edition. Oxford. New York
Journeys. 2010. Welcome to the National Capital District. Papua New Guinea Tourism Promotion Authority: PNG
Kate. R., Brian R., Trevor T. and Josie V. S. 2005.Making A Living Outcomes Grade 6 Teacher’s Resource. Pearson. Australia
Pam.N, Stephen P, Eron H, and Joe D. 2005. Making A Living Book 2. Oxford: New York
Pam.N, Stephen P, Eron H, and Joe D. 2005. Making A Living Book Teacher Resource Book. Oxford: New York
Papua New Guinea Telephone Directory, 2010.
The National, 11th February, 2010
The National, 14th January, 2013
The Post Courier, 11th September, 2003
The Post Courier, 29th July, 2009.
GR 7 MAL S3 203 COMMENTS
STUDENTS AND MARKER’S COMMENTS
STUDENT’S COMMENTS: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………
Sign: ………………………………Date: …. /…../……
GR 7 MAL S3 204 COMMENTS
MARKER’S COMMENTS: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……….………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………
Student’s Mark : ……………………………………. Student’s Percentage : ……………………. ……………… Marker’s Name : ……………………………………… Marker’s Signature : …………………… ……………………….. Date : ………………………………………
GR 7 MAL S3 161 CENTRES & PROGRAMS
FODE PROVINCIAL CENTRES CONTACTS
PC FODE CUG CUG NO. PROVINCIAL ADDRESS PHONE/FAX PHONES CONTACT PERSON PHONE CENTRE 1 DARU P. O. Box 68, Daru 6459033 72228146 The Senior 72229047 Coordinator Clerk 2 KEREMA P. O. Box 86, 6481303 72228124 The Senior 72229049 Kerema Coordinator Clerk 3 CENTRAL C/- FODE HQ 3419228 72228110 The Senior 72229050 Coordinator Clerk 4 ALOTAU P. O. Box 822, 6411343 / 72228130 The Senior 72229051 Alotau 6419195 Coordinator Clerk 5 POPONDETTA P. O. Box 71, 6297160 / 72228138 The Senior 72229052 Popondetta 6297678 Coordinator Clerk 6 MENDI P. O. Box 237, 5491264 / 72228142 The Senior 72229053 Mendi 72895095 Coordinator Clerk 7 GOROKA P. O. Box 990, 5322085 / 72228116 The Senior 72229054 Goroka 5322321 Coordinator Clerk 8 KUNDIAWA P. O. Box 95, 5351612 72228144 The Senior 72229056 Kundiawa Coordinator Clerk 9 MT HAGEN P. O. Box 418, Mt. 5421194 / 72228148 The Senior 72229057 Hagen 5423332 Coordinator Clerk 10 VANIMO P. O. Box 38, 4571175 / 72228140 The Senior 72229060 Vanimo 4571438 Coordinator Clerk 11 WEWAK P. O. Box 583, 4562231/ 72228122 The Senior 72229062 Wewak 4561114 Coordinator Clerk 12 MADANG P. O. Box 2071, 4222418 72228126 The Senior 72229063 Madang Coordinator Clerk 13 LAE P. O. Box 4969, Lae 4725508 / 72228132 The Senior 72229064 4721162 Coordinator Clerk 14 KIMBE P. O. Box 328, 9835110 72228150 The Senior 72229065 Kimbe Coordinator Clerk 15 RABAUL P. O. Box 83, 9400314 72228118 The Senior 72229067 Kokopo Coordinator Clerk 16 KAVIENG P. O. Box 284, 9842183 72228136 The Senior 72229069 Kavieng Coordinator Clerk 17 BUKA P. O. Box 154, Buka 9739838 72228108 The Senior 72229073 Coordinator Clerk 18 MANUS P. O. Box 41, 9709251 72228128 The Senior 72229080 Lorengau Coordinator Clerk 19 NCD C/- FODE HQ 3230299 Ext 26 72228134 The Senior 72229081 Coordinator Clerk 20 WABAG P. O. Box 259, 5471114 72228120 The Senior 72229082 Wabag Coordinator Clerk 21 HELA P. O. Box 63, Tari 73197115 72228141 The Senior 72229083 Coordinator Clerk 22 JIWAKA c/- FODE Hagen 72228143 The Senior 72229085 Coordinator Clerk
GR 7 MAL S3 161 CENTRES & PROGRAMS
SUBJECT AND GRADE TO STUDY
GRADE LEVELS SUBJECTS/COURSES 1. English 2. Mathematics 3. Personal Development Grades 7 and 8 4. Social Science 5. Science 6. Making a Living 1. English 2. Mathematics 3. Personal Development Grades 9 and 10 4. Science 5. Social Science 6. Business Studies 7. Design and Technology- Computing 1. English – Applied English/Language& Literature 2. Mathematics - Mathematics A / Mathematics B 3. Science – Biology/Chemistry/Physics Grades 11 and 12 4. Social Science – History/Geography/Economics 5. Personal Development 6. Business Studies 7. Information & Communication Technology
REMEMBER:
For Grades 7 and 8, you are required to do all six (6) courses. For Grades 9 and 10, you must study English, Mathematics, Science, Personal Development, Social Science and Commerce. Design and Technology-Computing is optional. For Grades 11 and 12, you are required to complete seven (7) out of thirteen (13)
courses to be certified.
Your Provincial Coordinator or Supervisor will give you more information regarding
each subject.
GR 7 MAL S3 161 CENTRES & PROGRAMS
GRADES 11 & 12 COURSE PROGRAMMES No Science Humanities Business 1 Applied English Language & Literature Language & Literature/Applied English 2 Mathematics A/B Mathematics A/B Mathematics A/B 3 Personal Development Personal Development Personal Development 4 Biology Biology/Physics/Chemistry Biology/Physics/Chemistry 5 Chemistry/ Physics Geography Economics/Geography/History 6 Geography/History/Economics History / Economics Business Studies 7 ICT ICT ICT
Notes: You must seek advice from your Provincial Coordinator regarding the recommended courses in each stream. Options should be discussed carefully before choosing the stream when enrolling into Grade 11. FODE will certify for the successful completion of seven subjects in Grade 12.
CERTIFICATE IN MATRICULATION STUDIES
No Compulsory Courses Optional Courses 1 English 1 Science Stream: Biology, Chemistry, Physics 2 English 2 Social Science Stream: Geography, Intro to Economics and Asia and the Modern World 3 Mathematics 1 4 Mathematics 2 5 History of Science & Technology
REMEMBER:
You must successfully complete 8 courses: 5 compulsory and 3 optional.