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 would 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 be immersed in and connect with the documentary film 2040, focusing on actions they can take that has positive benefits both now and in the future. Students begin by looking at examples of young people who have taken action for the future through social and environmental projects. They then work as a class or in groups to choose a topic they are concerned about, and design, plan and implement a project to get the community involved in taking action on the topic. The social action created can be used to engage another class, the whole school or the wider community, if you choose. Following project completion, students will celebrate and reflect on the success of their project and their participation in the project.
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 here. These 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.
This lesson can be used as a stand-alone lesson or can be used to consolidate and extend learning if you have completed any of the other lessons in this unit.
- Students will understand that they have a role to play in creating the future they want to see.
- Students will understand and be able to drive the processes required for planning and executing an action-based project.
21st century skills:
Australian Curriculum Mapping
Year 5 English
- Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
- Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
Year 6 English
- Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
- Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
- Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
Years 5 & 6 Design and Technologies
- Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
General capabilities: Critical and Creative Thinking
Cross-curriculum priority: Sustainability OI.6., OI.8
Relevant parts of Years 5 English achievement standards: Students create imaginative, informative and persuasive texts for different purposes and audiences, and make presentations which include multimodal elements for defined purposes. Students contribute actively to class and group discussions.
Relevant parts of Years 6 English achievement standards: Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They contribute actively to class and group discussions, using a variety of strategies for effect.
Relevant parts of Years 5 & 6 Design and Technologies achievement standards: Students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques.
Topic: Sustainability, Energy, Consumption.
Unit of work: 2040 – Integrated Unit – Years 5 & 6.
Time required: 210+ mins. (this time allows students to plan and conduct their social action project)
Level of teacher scaffolding: Medium – oversee activities and facilitate class discussions.
Resources required: Student Worksheets – one copy per student. Device capable of presenting a video to the class. S.M.A.R.T. Goals Factsheet, Project Planning Tool, Project Roles, Project Checklist. Butcher’s paper and various coloured sticky notes. Sustainability Factsheet – Optional.
Keywords: 2040, documentary, transport, energy, food, sustainability, future, social action.
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.