Activity Introduction

Aspire-Thomas3-photoframeQuick Summary: This lesson is part of the Aspire Generation English Unit. Students use their project plan as a basis for community or stakeholder consultation to seek feedback for the proposed actions or initiatives. Through the ‘World Café’ style consultation, students will engage in meaningful dialogue with members of their community, and receive comments and feedback on their plan. They will improve their plan and develop their written and spoken communication skills through drafting letters and having telephone conversations with relevant stakeholders. Finally, students engage in target goal-setting by planning and developing their own success criteria for their projects.

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 develop and apply their writing and public speaking skills to pitch their ideas to various stakeholders and community members.
  • Students will enhance their understanding of the project design phases through the iteration process of revising and refining their ideas.

21st Century Skills:


Australian Curriculum Mapping

Content descriptions
Year 9 English

  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
  • Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)

Year 10 English

  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
  • Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)

Note: Additional content descriptors may apply dependent upon the project.

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: Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. 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: Students show how the selection of language features can achieve precision and stylistic effect. 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. 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. World Café Factsheet, Editing ChecklistProject Planning Tool.

Digital technology opportunities: Digital sharing capabilities, online research.

Keywords: Aspire Generation, communication, public speaking, local community, design thinking, project design and planning, citizenship.

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


Teacher Worksheet

Aspire-Emily-girl3-photoframeTeacher preparation

Overarching learning goal: Students will develop and apply their communication skills through engaging in ‘World Café’ style consultation with relevant community members. They will further enhance these writing and speaking skills through telephone conversations and written communication with relevant stakeholders and in doing so, they will understand the value of community connections and engagement with other people in the community. In iterating their project designs and setting targeted goals and success criteria for their projects, students will develop their time management and group work skills and learn about the importance of cohesiveness and collaboration to achieve group successes.

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 opportuniti

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Student Worksheet

Thought starter What is the value of community consultation?

1. With your group, consider the most effective way to communicate with the community stakeholders who are relevant to or could help with your project. This might include:

  • Writing letters to people or organisations
  • Having telephone conversations, or meetings, in person

A great way to find out about what the community thinks is to host a ‘World Café’ style consultation event. With some planning and attention to the logistics of the event, these are simple yet effective ways to engage with the community about  your projects, initiatives, or proposals. The great thing about a World Cafe is that it can be modified to suit a variety of needs which means that you can consider adapting it for your own class.

The following five components are the most important at a World Café event:

  • Setting
  • Welcome and introduction
  • Small group rounds
  • Questions
  • Harvest

They are explained in a bit more detail on the World Caf

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