Activity Introduction

Still from 2040 documentaryQuick summary: 2040 is an innovative feature documentary that looks to the future, but is vitally important NOW! Director Damon Gameau embarks on a journey to explore what the future could look like by the year 2040 if we simply embraced the best solutions already available to us to improve our planet and shifted them rapidly into the mainstream.

In this lesson, students will explore how choices in point of view and perspective impact upon a text. They will first examine a range of videos using changing points of view and identify the pros and cons of each approach. In watching these videos, students will also explore multimodal presentations of potential, imagined experiences in the year 2040. Using both the content and craft of these videos as inspiration, students will create narrative texts about their own 2040.

2040 is only available in cinemas until later in 2019. You can make a group booking for your class at your local cinema during the film’s theatrical release commencing from May 23. These lessons have been designed with a media library to support teachers. Find out how to see the film in cinemas here. The Schools Version of the 2040 DVD is now also available for pre-order! School-based screenings can commence from September 1st – pre-order now to get your copy before the end of August. The Schools Version includes an educational license, allowing you to play it in class as a learning tool or even host on-site screenings for your school community.

Learning intentions:

  • Students understand how using differing points of view affects the impact and content of texts
  • Students understand some of the existing solutions for climate change

21st century skills: 

Australian Curriculum Mapping

Content descriptions: 

Year 7 English

  • Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)

Year 8 English

  • Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)

Syllabus outcomes: EN4-1A, EN4-4B

General capabilities: Literacy, Critical and Creative Thinking

Cross-curriculum priority: Sustainability

Relevant parts of Year 7 achievement standards: Students understand how the selection of a variety of language features can influence an audience.

Relevant parts of Year 8 achievement standards: Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts. They listen for and identify different emphases in texts, using that understanding to elaborate on discussions.

Topic: Sustainability, Learning Through Film, Climate Change.

Unit of work: 2040 – English – Years 7 to 10

Time required: 70 mins.

Level of teacher scaffolding: Medium – facilitate class discussion and guide students in activities.

Resources required: Student Worksheets – one copy per student. Device capable of presenting a video to the class. Device capable of creating audiovisual recordings, such as an iPad or camera. Comic strip template (optional) – one copy per student.

Keywords: 2040, documentary, film, sustainability, climate change, point of view, narrative, analysis, multimodal.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Cool Australia, GoodThing Productions and Regen Pictures would like to acknowledge the generous contributions of Good Pitch Australia, Shark Island Institute, Documentary Australia Foundation, The Caledonia Foundation and our philanthropic partners in the development of these teaching resources.


Teacher Worksheet

Still from 2040 documentaryTeacher Preparation

Learning intentions: Students will...

  • ... understand how using differing points of view affects the impact and content of texts
  • ... learn about some of the existing solutions for climate change
  • ... use content from film to inspire their own writing

Success criteria: Students can…

  • ... identify the differences between first, second and third person point of view in texts
  • ... describe the benefits and drawbacks of using each point of view
  • ... select an appropriate point of view to describe their 2040 vision

Teacher content information: A 2018 study by The University of Melbourne on the thoughts and concerns of young people from Generations X and Y found the number one concern across both groups was lack of action around climate change. In particular, "Generation X worries what climate change will mean for their own children, while Generation Y is concerned about the impact on future generations" (The Educator). The report indicates that young p

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Student Worksheet

Thought starter: What's the point of Point of View?

Understanding Point of View

1. In the table below, draw three pictures. Each picture should represent ONE of the statements:

I stole the jewellery. That woman stole the jewellery. You stole the jewellery!

Once complete, team up with a partner to share your drawings and discuss your answers to the following questions:

  • How are the statements different?
  • What did you include in each picture to show the difference between the statements?
  • What did you find challenging about visually depicting these statements? How did you attempt to address these challenges?

Record any important points raised in your discussion here: 


2.What keywords we might look for to find the point of view? Think of some examples and record these in the table below:

  First Person Second Person Third Person

Applying Knowledge to Written Text

You will now explore poi

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