Activity Introduction

Aspire-Emily-girl3-photoframeQuick Summary: This lesson is part of the Aspire Generation English Unit. Students reflect on the their group action projects and what their projects or service ‘gave back’ and contributed to the community. They reflect on their personal involvement within the group, how they participated and the challenges they faced, both individually and as a group. Together, the group will prepare a short report of the project’s successes, failures, challenges, accomplishments and other learnings and interesting things that occurred throughout the development and delivery of the project. Groups then present their project reports to an audience made up of their class, community members, parents, and other staff and students.

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 ideas, and develop their oral presentation and public speaking skills.

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)

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, 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 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: 120+ 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. Self assessment criteria (developed during the La Trobe Aspire Generation – Consulting the Community lesson) Presentation Planning Tool,

Digital technology opportunities: Digital sharing capabilities, online research.

Keywords: Aspire Generation, communication, public speaking, local community, reflection, 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-Thomas4-photoframeTeacher preparation

Overarching learning goal: Students will develop their critical reflection skills by engaging in guided self and group reflection of their projects and also of the learning they have achieved about issues, community service, communication and teamwork. This reflection will allow them to fully appreciate the positive impact of service and action through their volunteer work or community service, and reflect on how their own connection to, and place within their community has changed. Through presenting to a public audience, students will develop and enhance their communication skills and increase their confidence in face-to-face presentations.

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 th

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Student Worksheet

Thought starter: What does it feel like to give back to the community?

1. Make sure you have your own copy of the criteria that your group developed in the La Trobe Aspire Generation – Consulting the Community lesson. Firstly, complete the evaluation of your group project as individuals. Take time and be honest with your judgment. After completing this, share your evaluation with your group members and they will do the same. Take turns working through each criteria and explaining why you each made the particular judgements.

Consider using a ‘Claim, Support, Question’ Visible Thinking routine to help structure your discussions. Remember to be honest but supportive in this process.

Make a claim about the topic → Claim: An explanation or interpretation of some aspect of the topic.
Identify support for your claim → Support: Things you see, feel, and know that support your claim.
Ask a question related to your claim → Question: What's left hanging? What isn't explained?

Collate your g

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