Activity Introduction

Aspire-Ethan-scouts2-photoframeQuick Summary: This lesson is part of the Aspire Generation English Unit. Students learn about the concept of ‘vision’ and examine real vision statements from local communities. They will view a TED-talk that describes how a vision for a community transformed the experiences of community members and discuss how that vision was communicated in unique ways. Students then engage in an independent activity where they reflect and consider their own vision for the future of their community or world and select a variety of techniques to communicate this vision to others and inspire them.

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 Intention: 

  • Students will understand the concept of a vision for something better and how this can be communicated.
  • Students will understand how different meaning/s can be communicated through linguistic and non-linguistic (aural, visual) communication.

21st Century Skills:


Australian Curriculum Mapping

English Content descriptions
Year 9 English

  • Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
  • Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY174)
  • 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)

Year 10 English

  • Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
  • 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)
  • 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)

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 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. Internet access. Community Visions FactsheetMy Community Y-Chart.

Digital technology opportunities: Digital sharing capabilities, online research.

Keywords:  Volunteerism, Aspire Generation, communication, community, citizenship, vision, change, future, art.

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


Teacher Worksheet

Aspire-Holly-photoframeTeacher preparation

Overarching learning goal: Students will understand the nature of a community vision or vision for the future and consider their own vision for their local community or the type of world in which they want to live. They will learn how how visions can be varied and be unique to specific community contexts, but also how a vision that is achieved can engage and inspire others. Students will also develop their understanding of how visions can be communicated in visual, aural and linguistic ways, and they will develop their skills with a range of communication techniques and processes in order to communicate their own vision. 

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 re

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Student Worksheet

Thought starter: What is my vision for our future?

1. Print and use this My Community Y-Chart to reflect and list your thoughts about your own community. Be honest and think critically; not all of your reflections need to be positive. If you need some prompting, consider the following questions:

  • What are some of the ‘sights’ or ‘sounds’ of the local community?
  • What would be the things visitors remember when leaving the community?
  • What are your thoughts about living in the community?

After completing your Y-Chart, think about how your experience/reflection on your community compares to others, and why that might be the case. Your teacher will read through and discuss the Community Visions Factsheet with you and the class.

2. Watch the following TED-talk and use the space provided below to make notes on the type of vision being presented, the ways in which the vision was achieved, and the impact it had. Also note the way the vision is being communicated by the presenters. Th

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