Activity Introduction

Aspire-Ethan-scouts-photoframeQuick Summary: This lesson is part of the Aspire Generation English Unit. Students examine public surveys as a text-type, a communication and research tool which focusses on strategies for framing questions and on interpersonal communication requirements in surveys. They select an issue and consider the information they would like to find out, then develop a survey that will help them collect this information. They practice interpersonal skills in a variety of situations, including face-to-face surveying, with an emphasis on building confidence in asking members of the local community in order to collect data. Students will then analyse and reflect on the strengths and limitations of public surveys as research and data collection tools.

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 that a public survey is a way to collect information and gain a deeper understanding around an issue.
  • Students will understand how effective surveys require consideration of both question framing and data collection strategies and interpersonal skills.
  • Students will understand the importance of – and enhance – their interpersonal skills with respect to surveys.

21st Century Skills:

aspire-surveying-local-people-skills

Australian Curriculum Mapping

Content descriptions
Year 9 English

  • Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)
  • 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)
  • Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

Year 10 English

  • Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
  • 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)
  • Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

General Capabilities: Literacy, Personal and Social Capability, Critical and Creative Thinking, Ethical Understanding, 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 analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. 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 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 how the choice of language features, images and vocabulary contributes to the development of individual style. They evaluate other interpretations, analysing the evidence used to support them. 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. 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: 60 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. Whiteboard and markers. Survey Design and Questioning Strategies Factsheet.

Digital technology opportunities: Digital sharing capabilities, online research.

Keywords:  Aspire Generation, communication, local community, citizenship, issues, survey, questioning, representation, interpersonal skills.

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-Ethan-scouts2-photoframeTeacher preparation

Overarching learning goal: Students will understand that public surveys can be a valuable tool to obtain information and perspectives about local community issues. They will develop their question-framing and survey design skills and apply these through practice face-to-face contexts. In doing so they will enhance their interpersonal communication skills and understand the importance of these with respect to both designing and conducting surveys. Students will also deepen their analytical and reflective skills by interrogating the data collected through their survey experiences. 

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 imp

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Student Worksheet

Thought starter On a scale of one to five, how much do I know about surveys?

1. Consider your experience of surveys and questionnaires then read through the information on the Survey Design and Questioning Strategies Factsheet. Use the space provided below to make any notes about important aspects of the information.

2. Using the information in the Survey Design and Questioning Strategies factsheet, think about the local community issue you have selected. Use the following prompts to help you design and produce a survey that you can conduct. Use the space provided to help plan and draft your survey.

What do I want to find out from the local community about the issue?
What will be the best way to uncover information from the community? How long will it take?
What questions can I ask to help me get this information?

 

Draft and plan your survey questions here:

3. Form groups of four. Depending on individual survey designs, you might n

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