Before we can educate others, we need to be comfortable with our own understanding of community, safety and education. What safety issue captures your interest? The safety issue you choose will form the basis of your assessments in this unit. Once you have selected a safety issue to focus your assessment on, you will need to also select a community of interest who is related to or impacted by the issue. For example, if I choose road safety as a safety issue, then the community might be young drivers in NSW under age 25 years. You can select the community based on geographical location (Melbourne community), identity (e.g., Greek community), and/or similar interests (e.g., volunteer group). Following this, you will create a Pinterest board illustrating this safety issue and community, which you will need to seek feedback on through collaborative discussions with someone (e.g., co-worker, friend) and then improve it based on their suggestion(s). You will need to write a summary of this discussion and the recommended improvement in addition to how you have addressed their feedback. Lastly, you will write an analytical written piece analysing the safety issue, the chosen community, your collaborative discussion, and educational safety activities that are appropriate for the safety issue and the safety and education needs of the selected community. With the exception of the collaborative discussion with another person, the other components should draw on relevant peer-reviewed literature. 

Assessment 1 requires three parts.

Part one requires you to create and populate a Pinterest board with items relevant to your chosen safety topic and your chosen community. Items may include websites, news/journal articles, videos, books, images etc. You must have at least 10 items uploaded to your Pinterest board. These 10 items should include content (e.g., images, journal articles, websites) on your chosen safety topic AND chosen community, and at least one item must be an educational safety activity related to your chosen safety issue. The educational safety activity should relate to prevention, preparedness, response or recovery.

Part two requires you to find someone else (e.g., classmate, family member, coworker) to provide feedback on your Pinterest curation. In one or two sentences, can they summarise what your curation is about? Can they determine what your chosen safety issue is and the community you have chosen to focus on? From this person's interpretation and understanding of your curation, they must provide at least one recommendation for improvement to your curation. For example, to include a different type of educational safety activity that might be more appropriate. In this assignment, you will need to thoroughly describe your collaborative discussions with this person and their recommendation(s) for improvement. Additionally, you must include some reflection of community education as relevant to the chosen safety issue and community of interest and discuss how you have improved the Pinterest curation based on the feedback that you received. 

Part three requires you to assess the items of your Pinterest curation and develop a concise but analytical written piece of 750 words, whilst drawing on relevant academic literature. It will analyse the safety and education needs within your chosen community for the selected safety issue and based on this context, make evidence-informed judgements about appropriate several educational safety activities concerning prevention, preparedness, response and/or recovery. It should be explicitly stated which category (prevention, preparedness, response, recovery) the educational safety activities fall under. 

At minimum, your written piece should include a screen shot of your Pinterest curation and answer the following questions:

• What is your chosen safety issue?
• What community have you chosen to target?
• What story does your Pinterest board tell about the safety and education needs of your community?
• What was the summary statement about your Pinterest board that you received from your collaborator? How have you improved your Pinterest board based on their feedback? Based on your collaborative discussion, what reflections do you have concerning community education as relevant to the chosen safety issue and community of interest?
•  What are suitable educational safety activities (concerning prevention, preparedness, response, recovery) for your chosen community based on their safety and education needs as related to the selected safety issue?

Specific details about using Pinterest and other resources are available on the Moodle.

Please note that a declaration must be provided if Generative Artificial Intelligence is used on this assessment. 

The assessment criteria for this unit are in the form of a detailed rubric which is available from the Moodle site.

Broadly, you will be assessed on:

• Analysis of your safety issue of interest
• Analysing the safety and education needs of your chosen community within the context of the safety issue that you have selected
• Appraising how certain characteristics of a community impact community safety and education
• Summarising the feedback received through collaborative discussions with another person and how you have improved the Pinterest board accordingly, whilst reflecting on community education as relevant to the chosen safety issue and community of interest based on this conversation
• Analysis of the literature to determine appropriate educational safety activities (concerning prevention, preparedness, response, recovery) for your chosen community based on their safety and education needs as related to the selected safety 
• Communicating a clear and compelling curation of safety education

Building upon your findings from Assessment 1, you will further examine your safety issue for your selected/targeted community in-depth using relevant, peer-reviewed evidence. Based on the in-depth analysis of the safety issue and its root causes, you will formulate an educational activity that is appropriate for addressing the issue for individuals and groups within your targeted community, while accounting for those with complex needs. You will also investigate the factors that shape an understanding of your safety issue as well as evaluate Preston et al. (2015) contemporary perspective and educational framework on community-based learning in community response during disasters. Using the Preston et al. (2015) framework, you will need to ascertain where you think your targeted community sits in terms of their community learning (navigation, organisation, reframing). Communicating your understanding of safety issue(s) to a broader audience helps to enhance learning in a range of settings.

Assessment 2 requires you to write an 800–1000-word Op-ed (Op-Ed). The Op-ed was historically a column in the print newspaper opposite the opinion piece. An Op-ed is an informed written piece about a writer's own thoughts about a specific issue for a particular audience. These short pieces position the voice of the writer to advocate a specific point of view.

The aim of this Op-ed is to provide the community with a critical, evidence-based assessment of your chosen safety issue and formulate an education activity that is appropriate for the issue and your chosen community. The Op-ed is a balance between description and analysis. Your submission must be high-level analysis, capable of being published in your local newspaper or in the Australian Journal of Emergency Management or the Public Health Association of Australia's Intouch blog.

At minimum, your review should cover the following:

• A description and analysis of your safety issue supported by peer-reviewed literature
• Critical evidence-informed analysis and discussion of the root causes of the safety issue
• Formulate an educational activity for the targeted community and chosen safety issue that should be conducted as supported by relevant peer-reviewed literature
• Using the Preston et al. (2015) educational framework, ascertain where you think your targeted community sits in terms of their community learning (navigation, organisation, reframing)

Please upload a self-marked rubric in addition to the Op-ed.

Please note that a declaration must be provided if Generative Artificial Intelligence is used on this assessment. 

Reference:

Preston, J., Chadderton, C., Kitagawa, K., & Edmonds, C. (2015). Community response in disasters: an ecological learning framework. International Journal of Lifelong Education, 34(6), 727–753. https://doi.org/10.1080/02601370.2015.1116116

The assessment criteria for this unit are in the form of a detailed rubric which is available from the Moodle site.

Broadly, you will be assessed on:

• Describing the safety issue thoroughly with support of relevant literature
• Appraising the root causes of an identified safety issue
• Formulating an educational activity that should be conducted to address the issue with support of relevant literature
• Ascertaining where your community sits in terms of their type of community learning according to the Preston et al. (2015) article
• Communicating a persuasive and compelling high-level analysis of the safety issue and description of an appropriate educational activity

Education is a basic element of social change. A community strengths-based approach to safety education places you as a facilitator to help others broaden their understanding of their own lives. By understanding their own lives, people may then be able to strategise changes in response to emergency and disaster situations. The problem-posing educational approach introduced in this unit is a contemporary and useful way to collaborate in the education process with community members and is particularly relevant to safety education. Additionally, the problem-posing educational approach provides an educational opportunity to develop a discussion starter and strategise actions in response to your chosen safety issue for the selected community. Given this, in Assessment 3 you will focus on the application of this problem-posing educational approach to formulate a safety and education activity, through collaboration with another person, that is relevant to your selected safety issue and suits the safety and education needs of the chosen community. For Assessment 3, you will need to use peer-reviewed literature to critically analyse the safety issue. The problem-posing educational approach and the use of relevant peer-reviewed literature should be used to critically analyse the safety and community needs of your chosen community. 

Assessment 3 is a recorded PechaKucha presentation with annotated speaker notes documenting your problem-posing educational approach. A PechaKucha is a recorded PowerPoint presentation of 20 slides with 20 seconds allocated to each slide. There are three main parts to this presentation: naming, dialogue and reflection, and strategy. To reflect a community strengths-based approach, you will be collaborating with a classmate, a work colleague or a member of the identified community you had nominated in Activity 3.1 Forum to complete the activities of the problem-posing educational approach.

When designing this presentation, the following questions must be answered:

NAMING
1. What does the literature say about your chosen safety issue and the selected community's safety and education?

DIALOGUE AND REFLECTION
2. What is your discussion starter for the safety issue?

3. What were the results of the problem-posing discussion with your collaborator? What insights did you gain through this process regarding the safety and education needs of your chosen community? (Referring back to Module 4, discussion questions include: What do you see is happening here from your own viewpoint? Why do you think is happening?)

STRATEGY
4. What feasible strategies were discussed for the chosen community based on their safety and education needs regarding the safety issue?

5. What aspect(s) of this problem-posing process will you develop into a safety education activity to meet the community's safety and education needs regarding the safety issue?

6. How is this problem-posing approach useful for safety and community-based learning? (Using the literature, you must provide a rationale for or refutation of this approach)

Note that there are six points that need to be covered in the PechaKucha presentation (1 slide per question specified above). It is up to you to decide how you will allocate the remaining 14 slides (for a total of 20 slides). You will need to include your annotated speech directly into the speaker notes section of the PowerPoint presentation.

Upload PowerPoint slide presentation and self-marked rubric to the Moodle.

Please note that a declaration must be provided if Generative Artificial Intelligence is used on this assessment. 

Specific details and resources are available on the Moodle.

The assessment criteria for this unit are in the form of a detailed rubric which is available from the Moodle site.

Broadly, you will be assessed on:

• Creating a discussion starter
• Evidencing your collaborative approach
• Formulating an appropriate educational activity for your chosen safety issue
• Evaluating the problem-posing approach for safety and community-based learning
• Communicating a concise and visually appealing presentation