Activity Introduction

Quick 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 examine a persuasive text structure and apply it to the empowerment of women and girls. First, students will brainstorm problems that women and girls currently face and potential solutions to these problems. Then, students will be introduced to Monroe’s Motivational Sequence. Students will describe how a video utilises this sequence and explain the impacts. Then students will create their own texts, utilising this structure, about the empowerment of women and girls.

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. Find out how to see the film in cinemas hereThese lessons have been designed with a media library to support teachers. 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 ensure that the DVD is delivered to you 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 some of the challenges that women and girls currently face
  • Students understand and apply the five stages of Monroe’s Motivational Sequence
  • Students understand how a text’s structure and features impact an audience
  • Students create their own persuasive text incorporating ideas from research

21st century skills: 

Australian Curriculum Mapping

Content descriptions: 

Years 9 English

  • Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)

Years 10 English

  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

Syllabus outcomes: EN5-1A, EN5-2A

General capabilities: Literacy, Critical and Creative Thinking, Intercultural Understanding.

Cross-curriculum priority: Sustainability

Relevant parts of Year 9 achievement standards: Students analyse the ways that text structures can be manipulated for effect. They select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience. Students create texts that respond to issues, interpreting and integrating ideas from other texts.

Relevant parts of Year 10 achievement standards: Students evaluate how text structures can be used in innovative ways by different authors. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images.

Topic: Learning Through Film, Climate Change, Sustainability, Social Issues.

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

Time required: 120 mins.

Level of teacher scaffolding: Medium – facilitate learning and analysis tasks.

Resources required: Student Worksheets – one copy per student. Device capable of presenting a video to the class. Devices for research for students or student groups.

Keywords: 2040, documentary, film, women, girls, empowerment, persuasive writing, text analysis, climate change, sustainability, gender equality.

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

Teacher Preparation

Learning intentions: Students will...

  • ... understand some of the challenges that women and girls currently face
  • ... understand the five stages of Monroe’s Motivational Sequence

Success criteria: Students can…

  • ... describe how a text’s structure and features impact an audience
  • ... apply Monroe’s Motivational Sequence to a text to explore how it fits and deviates from the structure
  • ... create their own persuasive text incorporating ideas from research and utilising the learnt structure

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 people have a serious

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Student Worksheet

Thought starter: Do girls and women in Australia have challenges getting access to education and family planning support?

Generating Challenges and Solutions

Lack of access to education and family planning are two challenges that girls and women around the world currently face.

Working in groups, you need to focus on either education or family planning, and consider the reasons why girls or women may lack access to these rights, both in Australia and around the world. You should consider social, economic, political, medical and religious reasons. Discuss your ideas in your groups and record your responses in your own words in the table below:

Reason Solution
Lack of access to school due to menstruation e.g. Toilets and sanitary products provided

Extend yourself: Put a star next to the challenges you believe are only found in developing countries.

Monroe’s Motivated Sequence

Many persuasive texts follow a sequence known as Monroe’s Motiv

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