Activity Introduction

Aspire-Holly-photoframeQuick Summary: This lesson is part of the Aspire Generation English Unit. Students examine the experiences of other young people  who have contributed to their communities (these young people are part of La Trobe University’s Aspire Generation Program). Students will consider the challenges faced or opportunities they saw in each video. They evaluate how these young people have made a difference by giving back to their community, and how they articulate their unique experience. Students then reflect upon and synthesise the issues or challenges they have uncovered in their research from previous lessons and develop news headlines that capture the essence of these. Finally, they prepare a short summary presentation for their peers, focusing on spoken communication skills to communicate their insights effectively and reflect on these challenges and issues.

Latrobe Logo 150This lesson supports La Trobe University’s Aspire Generation initiative, which empowers students to drive change through community engagement, volunteerism and leadership opportunities.

Learning Intentions: 

  • Students will understand how other young people’s experiences of local community issues led to opportunities to get involved and make a difference.
  • Students will understand the importance of clear spoken communication in presenting idea and develop their oral presentation and public speaking skills.

21st Century Skills:

Capturing Insights

Australian Curriculum Mapping

Content descriptions
Year 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)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)

Year 10 English

  • Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

General capabilities: Literacy, Personal and Social Capability, Critical and Creative Thinking, ICT Capability

Cross-curriculum priorities: There are opportunities for students to engage with any of the cross-curriculum priorities across the scope of this unit. Direct or specific engagement with any of these can be made based on the unique attributes of the local community. Sustainability, Asia and Australia’s Engagement with Asia, Aboriginal and Torres Strait Islander Histories and Cultures

Relevant parts of Australian Curriculum English Achievement Standards: 
Year 9: By the end of Year 9, students understand how to use a variety of language features to create different levels of meaning. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

Year 10: By the end of Year 10, students 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. Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Topic: Enterprise Learning, Social Issues.

Unit of work: La Trobe University – Aspire Generation – English

Time required: 90 mins.

Level of teacher scaffolding: Medium – facilitate class discussion.

Resources required: Student Worksheets – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a video to the class. 

Digital technology opportunities: Digital sharing capabilities, online research.

Keywords: Aspire Generation, communication, public speaking, local community, citizenship, issues, representation.

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

Worksheets

Teacher Worksheet

Aspire-Emily4-photoframeTeacher preparation

Overarching learning goal: Students will understand how the experiences of other young people can be a source of inspiration and encouragement for others to take action, contribute to their local community and make a difference. They will be able to effectively explain their experiences and the issues and challenges faced by their own community. Students will understand the importance of clear and engaging spoken communication and will build on these skills through preparation and presentation of their community research work.

Teacher content information

La Trobe University’s Aspire Generation connects a community of young people who aspire to make a difference through community service and leadership. They are the givers, the dreamers, the doers and the leaders who passionately pursue opportunities to address the big issues of their time. They think boldly and act responsibly and strive to leave a lasting impact on the world.

This inquiry-based learning unit pr

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Student Worksheet

Thought starter: Knowledge has no value unless you use it and share it.

1. The clips in the links below highlight the experiences of students in La Trobe University’s Aspire Program. These are young people who saw a need or opportunity to get involved and make a difference in their community. Watch one of the clips, then complete the table below. Prepare to share your analysis with the class. There is some room in the table for you to add any thoughts about summaries presented by other classmates.

Aspire: Lachie Cooper
Aspire: Connor Bethune
Aspire: James 
Aspire: Joshlyn
Aspire: Raquel
Aspire: Drew
Aspire: Rebecca
Aspire: Breanna

 

ASPIRE student's name:Issue/Challenge highlightedHow did they get involved/What did they do?Outcomes/ImpactsNotes about spoken communication in the clip: key words and phrases, tone, volume, pitch.

2. If you were to write a headline right now that captured the most important aspec

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