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TCGL > Current Projects > MAD 2013
2013MAD Activities
Cambridge Primary | Geilston Bay High | New Town HighRiverside High | St Aloysius Catholic College Taroona High | TasTAFE
Cambridge Primary School
Project: Calendar for Cambodia & Awareness Day
Grade level of students involved: Grade 5/6
No. of students: 27
Teacher: Jenny Dale
Our vision is for all children to get an educa뀀�on and have new opportuni뀀�es which allow them to be what they want tobe.
Our issue of concern is child rights, par뀀�cularly the right to an educa뀀�on.
What we have done: 5/6 Dale learnt about the UN Conven뀀�onon the Rights of the Child, and how First Australians lost theirrights. When their teacher shared photos of her recent trip toCambodia, the class learnt about the importance of educa뀀�on,and how some Cambodian students miss out on high schoolbecause of the difficulty affording their uniform, texts and a biketo get to school – and wanted to help. The students createdartworks of what bikes mean to them (giving them wings; takingthem to the moon) and had the idea to sell their drawings toraise money. With Miss Dale's help, they decided to create acalendar from their artworks. Students involved their parentsand older friends, invi뀀�ng their businesses to buy adver뀀�sing space on the calendar. They were able to offset all theprin뀀�ng costs ($6) so that the full $10 per calendar sold would go towards fundraising. Order forms were sent home, sothat they knew how many to print without was뀀�ng copies. The students set a goal to raise enough to buy at least 6 bikesand school uniforms through the Cambodian charity Child Wise.
To educate the whole school about how the bikes would help, they organised an Awareness Day, and found ways to usebikes throughout. They held a planning session, dividing up all the responsibili뀀�es. Some students shared theirknowledge with other Cambridge Primary classes, planning and delivering half‐hour mini‐lessons in pairs to teach theyounger grades about Cambodian children and the value of bikes. Some students devised a 120 km sponsored bike‐a‐thon around the school oval, based on their calcula뀀�on that the 6 Cambodian students who received the bikes wouldhave to ride a total of 120 km between them to get to school. Students rode 20 minute shi瀀�s to total 240 laps of 500metres. Even Preps were included, with 5/6 Dale laying out an obstacle course on the netball courts. Students paid 50cto ride the course on Prep Bikes, encountering obstacles in the same way Cambodian students encountered obstacles to
educa뀀�on. Jo Spargo from ABC 936 came to the Awareness Day
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educa뀀�on. Jo Spargo from ABC 936 came to the Awareness Dayto interview the students – and also bought a calendar! At theend of the year, students had raised enough to purchase 20schooling scholarships, including bikes, uniforms and text books.
“It's really fun, but we're making a difference too.” Grade 6Student
“I feel very good for the kids in Cambodia and I know that we’rehelping them by using what we have to help them get more.”Grade 5/6 Student
“I like to help people that haven’t got the best stuff and we canhelp make a difference for them.” Grade 5/6 Student
Geilston Bay High School
Geilston Bay High implemented ruMAD? across the whole school in 2012 and 2013, with the support of Clarence CityCouncil's Community Grants Program. Students found many ways to Make A Difference in their community throughthe Growing a "culture of MADness" at Geilston Bay High School project. As well as the summaries below, you canread more on the Geilston Bay ruMAD? webpage.
Project 1: Bushfire Recovery in Dunalley
Grade level of students involved: 7‐10
Number of students: 8
Teacher: Jill Clenne�
Our vision statement is: A natural disaster has an impact on a community and the environment. It is important thatpeople work together to assist in the recovery of the environment and community.
Our issue of concern is natural disasters.
What we have done: The ‘natural disasters’ group learnt about theimportance of people working together to assist in the recovery of theenvironment and community a瀀�er a natural disaster, and to beprepared for future disasters. By seeking a community partnership withLandcare Tasmania, the students were able to assist directly in therevegeta뀀�on of a Dunalley farming property damaged by the summerbushfires. Students travelled to ‘Fulham’ on August 9th, and togetherwith farmer Sandy Gray, and Vicki Campbell and Colin Winhall ofLandcare, and with equipment from a local hardware store, they workedthrough the cold and freezing rain to plant 300 sapling trees.
“We were all proud of the effort we put in to the day. It feels goodknowing that we all helped in the recovery of such a bad natural disaster. It may only be one property but every li墱ᕖle bithelps. We really felt that we did ‘Make a difference’, which was the whole point of the ruMAD project.” Richard Jones,Grade 10 Student
Photo: ‘Natural Disasters’ students at ‘Fulham’ in Dunalley (courtesy of Colin Winhall).
Project 2: Helping the Homeless
Grade level of students involved: 7‐10
Number of students: 14
Teachers: Jan Siejka, Nina Bestwick & Alison Brooks
Our vision is that all people who want a home, get a home, and that all people have access to running water, electricityand shelter.
Our issue of concern is homelessness.
What we have done: The ‘homelessness’ group explored theirissue at both local and global levels, and involved the widerschool community in making a difference for peopleexperiencing homelessness. A Beanie & Uggs Day raising $45.50was complemented by a successful food drive to supportSalva뀀�on Army care centres. Students formally presented theirfood drive items to Peter Atkinson from the Salvos at a specialwhole school ruMAD? assembly on August 29th. They also usedthe opportunity to educate their peers about homelessness withan awareness‐raising presenta뀀�on and video, and by invi뀀�ng MrAtkinson to address the assembly as a guest speaker.
Students made the link between homelessness and theexperience of asylum seekers, by arranging a school viewing of the documentary “Mary Meets Mohammad” onSeptember 25th. This film’s producer, Heather Kirkpatrick, and a humanitarian entrant, I瀀�i, were also invited for a Q&Asession with students to further their understanding of the issues.
“ruMAD? has taught me to be true to myself and make a difference.” Grade 9 Student
“The Salva�꺨on Army are extremely grateful for your desire to help them and also the school’s ini�꺨a�꺨ve in encouragingand allowing students to ‘make a difference’.” Peter Atkinson, Salva뀀�on Army
Photo: ‘Homelessness’ students presen뀀�ng food drive items to Peter Atkinson of the Salva뀀�on Army (photo by JeremyPicone).
Project 3: Animal Welfare
Grade level of students involved: 7‐10
Number of students: 30
Teachers: Laura Barrow & Kate Thureau
Our vision statement is: We believe that animals should be loved, treated fairly and respected. Animals must alwayshave adequate space for their fitness and wellbeing. Animals should always be well cared for.
Our issue of concern is cruelty towards animals.
What we have done: The group ini뀀�ally worked together with the endangered species group. Beginning with a period ofimmersion, the students became experts on their issues by researching exis뀀�ng community campaigns, then presentedback to the whole class what they had learnt. Local guest speakers from Dogs' Homes of Tasmania and Tasmania Policewere also invited to address the group on topics including dog‐figh뀀�ng.
The students then split into several smaller groups.
1. One group partnered with Dogs’ Homes of Tasmania to educate youngchildren about animal cruelty and how to look a瀀�er your dog. This groupvisited the Prep/1/2 students at Risdon Vale Primary and ran a presenta뀀�onon how to look a瀀�er your dog (accompanied by Kate’s dog, Roxy).
2. A second group made and sold ‘pupcakes’ at Lindisfarne Village for theRSPCA Cupcake Day, and designed a brochure on how to look a瀀�er your dogwhich they handed out with every purchase.
3. A third group produced a short educa뀀�onal video on the rights of pets andtheir basic needs, which they screened in a whole school ruMAD? assemblyon August 29th and posted on YouTube.
4. A final group designed a social media campaign aimed at educa뀀�ng peopleabout the basic rights of animals, sharing videos and informa뀀�on produced byothers with members of their online group.
“ruMAD? has taught me that one person/group can make a difference and raise funds for any founda�꺨on or business.”
“ruMAD? has taught me that one person/group can make a difference and raise funds for any founda�꺨on or business.”Grade 7 Student
“I now know how I could make a difference in the community and I would like to try.” Grade 7 Student
Photo: Poster for pupcakes sold in support of the RSPCA.
Project 4: Devil Helper Day
Grade level of students involved: 7‐10
Number of students: 3
Teacher: Mark Rasmussen
Our vision statement is: We believe that animals should be loved, treated fairly and respected. Animals must alwayshave adequate space for their fitness and wellbeing. Animals should always be well cared for.
Our issue of concern is saving plants and animals from ex뀀�nc뀀�on.
What we have done: A small group of students decided to help the Tasmanian Devil, as a na뀀�ve animal facingex뀀�nc뀀�on. They learnt about the efforts of the Devil Island Project to keep a popula뀀�on of devils disease free whilescien뀀�sts find a cure for the devil facial tumour disease. The group shared their knowledge with a piece in the schoolnewsle�er, hanging posters around the school, and by screening a video in assembly and speaking about the devil togather support for a Devil Helper Day fundraiser organised for September 13th. They raised money by invi뀀�ng gold coindona뀀�ons for Black and White free dress, as well as selling a box full of Furry Friends and charging for face pain뀀�ng(devil faces) at recess and lunch for 50c.
“It was our pleasure to donate to the Devil Island Project... Theday was a great success, everyone enjoyed learning about thedevils and we raised around $98 for the Devil Island Project. Wehope that someday the Tasmanian Devils will live free from thedisease.” Ebony Lockley, Grade 9 Student
“Dear Ebony and all the students and teachers at Geilston BayHigh School, I am wri�꺨ng to express our deepest thanks for raising funds anddona�꺨ng to Devil Island Project. We hope that you all had awonderful day learning about the Tasmanian devil. We are so grateful to have your support and we would like youto know that you have made a huge impact in helping us savethe Tasmanian devils, so THANK YOU!!” Mandy Palmer, Devil Island Project
Project 5: Suppor뀀�ng young people with mental health issues
Grade level of students involved: 7‐10
Number of students: 15
Teachers: Megan Gunn & Anthony Pe�y
Our vision statement is: A perfect world is not always possible but we hope the future allows happiness for everyoneand hope for their future through understanding, educa뀀�on, help and support.
Our issue of concern is depression and other mental health issues.
What we have done: Based on their vision statement, the students determined their mission would be to educatepeople to understand mental health issues and how to be suppor뀀�ve and get help. They developed their understandingof mental health through a visit from Jess Fahey of headspace Hobart, and by researching other local and na뀀�onalini뀀�a뀀�ves that support good mental health. The group also tried an exercise called ‘facts and s뀀�gma’, iden뀀�fying whichcommonly held beliefs about mental health are true or false – such as ‘mental illness is fairly rare and doesn’t affectaverage people’ (false) – and how to address s뀀�gma by challenging stereotypes.
The students decided headspace would be a worthy organisa뀀�on to support, and organised a fundraiser BBQ atBunnings. Jess was also able to a�end to help promote
Bunnings. Jess was also able to a�end to help promoteheadspace to customers. Although a final decision hasn’t beenmade yet, the funds raised might be used to buy framed postersto display in health centres.
“ruMAD? has taught me that a lot of people could have mentalillnesses and nobody would know, mental illnesses are a bigdeal.” Grade 8 Student
Photo: Students raising awareness about mental health issuesoutside of Bunnings.
Project6: Women's rights in Afghanistan
Grade level of students involved: 7‐10
Number of students: 5
Teacher: Ashe Lan
Our vision is to raise awareness of women's rights inAfghanistan.
Our issue of concern is equity for women, children & peoplewith disability.
What we have done: Students planned to raise awareness of the issue and raise funds to help Amnesty Interna뀀�onal intheir current campaign to help to make a difference for women in Afghanistan. Their idea was to cook and serve foodfrom Middle Eastern countries to fundraise, and they began with a survey of the student popula뀀�on to see if otherstudents would want to buy it. The survey was a good idea, and based on the results the students decided against theplan. A guest speaker was also invited to address a women’s rights forum at school to raise awareness, butunfortunately had to cancel. Even though the intended outcomes of the group were not reached, they s뀀�ll managed tolearn more themselves about important human rights issues.
“ruMAD? has taught me that women aren't seen as equals to men. That in our world that shouldn’t be happening.”Grade 7 Student
Photo: ‘Speed Issues Expo’ presenter, Glynis Flower (Hobart Women’s Health Centre) briefs students on the issue ofgender inequality (photo by Susan Grant).
Project 7: Handprints of Peace
Grade level of students involved: 7‐10
Number of students: 14
Teacher: Malcolm Orr
Our vision is to develop an understanding of the effects of warand conflict amongst groups of people.
Our issue of concern is war and conflict.
What we have done: The ‘war and conflict’ group sought to understand types of conflicts, their effect on people, andagencies that work to provide assistance. They developed their understanding through films about conflict, includingBlood Diamond and The Kite Runner, as well as an excursion to the Hobart Cenotaph. Lyndall Rush from the AustralianRed Cross was also invited to speak to the group about interna뀀�onal humanitarian law.
Group progress with a project was disrupted by staff absences; nonetheless students were able to learn much about theimpact of war. Some group members joined the ‘natural disasters’ group, and the remaining group members createdsimple handprint artworks containing messages about peace, which were displayed around the school.
Photo: ‘Speed Issues Expo’ presenter, Lyndall Rush (Australian Red Cross) briefs students on interna뀀�onal humanitarianlaw (photo by Susan Grant).
New Town High School
Project: School Vegie and Fruit Garden
Grade level of students involved: Grades 7‐10
No. of students: 10+
Teacher: Warren Bounds
Our vision is to produce a sustainable and produc뀀�ve produce garden for a closed‐loop project within the schoolboundaries i.e. organic waste (currently taken off‐site in an Eenie bin) used as compost on our garden. The produce willthen be u뀀�lised: within our school Foods department as fresh, local produce; to support disadvantaged families/schoolcommunity members; and to provide meaningful and posi뀀�ve learning experiences for all par뀀�cipa뀀�ng students, acrossa variety of learning areas (Science, Literacy/ Numeracy, Work‐Related Learning, Social).
Our issue of concern is sustainability and local disadvantage.
What we have done: Ini뀀�al plans are being considered, with nego뀀�a뀀�on with exis뀀�ng ‘users’ of non‐used cricket nets.
“The produce from the garden will go to the cooking classes. It will get them fresh vegies and fruit. The compost fromthe cooking classes will go onto the garden and this will save the school from hiring someone to come and remove thecompost bin. It will be a great way for the Foods and Science classes to learn more about how vegetables and fruit aregrown. Over the long run, the garden will save the school money by giving fresh vegies to the foods classes and save theschool from hiring someone to remove compost.” Nick Golley, Grade 8 Student
Teacher quotes: “This will be a great resource for all students – there’s nothing more powerful than growing your ownproduce with your own hands, in posi�꺨ve and socially‐accep�꺨ng outdoor environment with others” Mr. Bounds, Teacher,HOD Science
Riverside High School
Project: ruMAD? Racism Forum
Grade level of students involved: Grades 8
Number of students: 2 (Shanice and Daniel)
Teacher: Fiona Reilly
Our vision statement is: Being a mul뀀�cultural school, we wantto run a forum to make everyone aware that racism takes placein and out of school and that it’s not OK.
Our issues of concern are racism and discrimina뀀�on.
What we have done: All grade 8 home groups par뀀�cipated inruMAD? and were able to present a project that would make a difference either locally, na뀀�onally or worldwide. 8Ichose to organise and hold a forum for the en뀀�re grade about racism on Friday the 20th of September. Two grade 8students originally from India and Ethiopia took on the role of guest speakers at the forum, and shared about theirexperiences of racial abuse and discrimina뀀�on. The student organisers also invited two community guest speakers,Simone and Flo, to discuss how to prevent racism from happening. Simone works as the owner of the Lloyds Hotel, andencountered some physical abuse during school for being the only “coloured person”. Flo is the social worker at KingsMeadows High School and moved to Tasmania to escape a war zone and seek a be�er educa뀀�on. Students also madeand presented a video asking students from all grades around the school to define racism. The response to the forumfrom both students and staff was very posi뀀�ve.
“Because Riverside High School is such a mul�꺨cultural school, we thought it was important to make everyone aware of
what racism is and what effect it can have on someone that is being targeted.” Shanice Chuku & Daniel Cristy, Grade 8IStudent Organisers
St Aloysius Catholic College
Project: Vinnie’s Jus뀀�ce Day
Grade level of students involved: organised by Vinnies and Mini‐Vinniesteams for grades 4‐10
Teacher: Mrs Leanne Prichard
Our theme is “Who Will Speak if We Don’t? Being A Voice for the Voiceless”
Our issues of concern are homelessness, refugees, poverty and using socialmedia for good.
What we have done: Our Vinnies and Mini‐Vinnies students spent manylunch뀀�mes preparing our annual Vinnie’s Jus뀀�ce Day, for Thursday 15thAugust – and it was a huge success! All classes were involved in many of theac뀀�vi뀀�es on offer during the day at the Hun뀀�ngfield Campus, and this yearthe day spilled over to the Kingston Campus with Janelle Kava from Vinniesspeaking with the Grade 4s about homelessness and Loui’s Van selling Milosat lunch뀀�me. The theme of the day was “Who Will Speak if We Don’t?” andour prayer assembly at the start of the day began with Tony Brennan fromthe Tasmanian Catholic Educa뀀�on Office leading the students in the themesong. A瀀�er the prayers for the voiceless in our world, the assembly finishedwith a flashmob to the song “You’re the Voice!” which brought all the
students and our special guests Vin and Trish Hindmarsh to their feet! The rest of the day was full of a variety ofac뀀�vi뀀�es (including the Jus뀀�ce EXPO with stalls by Grade 10 students and social jus뀀�ce organisa뀀�ons, Mass, chalk wall,Milo selling and a mul뀀�cultural lunch), and workshops on homelessness, refugees, poverty and using social media forgood. There were also some amazing guest speakers, including Alphonse Mulumba, a young former refugee from theCongo, who arrived directly from a 22 hour flight from Nigeria to come and tell his story to students from each learningcentre, and inspire them to use their voice for the voiceless. One of the highlights of the day was a talk by two asylumseekers who shared openly with the grade 9 & 10 students about their journey by boat to Christmas Island, theirexperiences at Pontville and their separa뀀�on from their families.
“What a magnificent set of learning experiences today ‐ we were both very moved andinvolved and learnt a lot. The students and staff deserve great credit” Dr. TrishHindmarsh, Director, Tas Catholic Educa뀀�on Office
“I did appreciate moving around the EXPO: the students were so helpful and their stallswere so well set up with interes�꺨ng informa�꺨on.” Sr. Gabrielle Morgan, Tas CatholicEduca뀀�on Office
Taroona High School
Project: A Passion for Our Future Day
Grade level of students involved: 7‐10
Teacher: Yve�e Jones
Our vision is that all students are given the opportunity and support to raise awareness for a cause that they arepassionate about promo뀀�ng and helping.
Our issues of concern are global poverty, health issues (Alzheimer's disease, cys뀀�c fibrosis, cerebral palsy), naturaldisasters, animal welfare, freedom, and climate change.
What we have done: When students Kate Easther and Molly Bird a�ended the 2013 Fairer World Fes뀀�val and saw the
presenta뀀�on of I AM GLOBAL CITIZEN by Marita Jones, they wereinspired to create a social jus뀀�ce day at Taroona High. They spokewith St Aloysius Catholic College students at the MAD Expo abouttheir experience of organising Jus뀀�ce Days, and discussed the ideawith their teacher, Miss Jones. Kate decided to invite Taroona Highstudents to nominate the causes they were passionate about, andform groups to create stalls and ac뀀�vi뀀�es raising funds andawareness. In response to Kate's invita뀀�on, over 15 student groupssigned up to promote organisa뀀�ons and issues including: aChristmas stall and card‐making to support cys뀀�c fibrosis; a cakeand okonomiyaki stall raising funds for the Philippines typhoonappeal; and Fairtrade milkshakes and vegie burgers in support ofBonorong Wildlife Sanctuary. The en뀀�re student body was involvedin the day on Monday 16th December, which began with Kateintroducing Jeremy Picone to deliver the I AM GLOBAL CITIZENpresenta뀀�on for the whole school.
TasTAFE ‐ Alt ED
Project: Issues We Care About – Raising Community Awareness
Grade level of students involved: Year 11‐12
Number of students: 10
Teacher: Rachel Logan and Nic Shepherd
Our vision statement is: Here at AltED we value our family andrela뀀�onships above all else. We care about loyalty and respect.We know the importance of educa뀀�on, health and animal rights.
Our issues of concern are: homelessness and youth health;animal welfare; and issues dealt with by Gandhi, contemporarymusic, and street art.
What we have done: We spent some 뀀�me with visits to animalwelfare places and other sites where good work is done: Dogs’ Homes of Tasmania, Brightside Farm Sanctuary, the CatShelter, and Bonorong Wildlife Sanctuary. Several of us returned to volunteer at the Dog’s Home. We watched anddiscussed a selec뀀�on of DVD Case Studies borrowed from the Global Learning Resource Library which led to reallyinteres뀀�ng conversa뀀�ons about social jus뀀�ce. Our project ended up being quite small but we took much pride in it. Wecreated a wall of posters, each of us researching and wri뀀�ng on the topics that are most important to us: homelessness,pig farming, ea뀀�ng disorders, issues dealt with by rappers, Gandhi, and messages in graffi뀀�. A瀀�er displaying them inside,where other school groups could see them, we then decided to move them to the window of PULSE so Glenorchypassers‐by could read them too. Many passers‐by stopped to have a read. We’re proud of our efforts and want to makea genuine difference.
“The ruMAD? Program has been a frui䞞ul way of engagingstudents in learning about the world and others they may have apassion for making a difference to.” Teacher, AltED
“ruMAD? – yes we are! It was all fun and felt good to get thingsout there in the community.” Kirsty AltED Student
Photos: Voluntary work at Dogs’ Homes of Tasmania; a student'sgraffi뀀� art for White Ribbon Day (a campaign to stop violenceagainst women) which received posi뀀�ve comments from a local
MP.
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