Activity Introduction
In this workshop, students will work directly with influential professionals to imagine a fairer world. The group will create their own definition of fairness. They will then investigate the UN Sustainable Development Goals to understand the current global situation and the imperative for change. As a group, a decision will be made about how they will conduct the imagining session (as a whole, in small working groups or in some other way). Then they will workshop ideas for how to achieve some of the Global Goals and Targets. The session ends with an opportunity for groups to share their ideas and receive feedback.
This lesson is designed to be a collaborative community event.
Find all the IMAGI-NATION{TV} episodes on AIME’s YouTube channel.
Time required: 120 – 360 minutes
This lesson is designed to be flexible for use with various year levels. It can easily be tailored or expanded to focus more deeply on the skills that students are exploring in their classroom context. For example, you might choose to limit the UN Sustainable Development Goals that students can choose from in order to narrow their focus on a particular topic, such as waste, inequality or social justice. Consider carefully the skills and knowledge of community partners or experts you invite to join in so you can connect more deeply with particular topics.
Safety advice: Please keep in mind that some kids in your classroom will identify closely with the issues raised in the UN Sustainable Development Goals. This lived experience may make it difficult for these kids to engage with conversations about the topic so you should not ask them to share their personal experiences or views on these issues unless they volunteer to do so. Please understand that hearing these stories might also be challenging for other students. Ensure all kids know where they can find support or assistance if they need it, such as the school counsellor or by calling one of the following:
- Kids Helpline: 1800 55 1800
- Beyond Blue: 1300 22 4636
- Headspace: 1800 650 890
Please also ensure that all adults that come into your school and have direct contact with students have a Working With Children Check for your state or territory.
- Topics: Creative Thinking, Social Issues
- This lesson is part of a wider program: IMAGI-NATION{TV}
- Level of teacher scaffolding: High – workshop will require some considerable planning and liaising with the community, but during the workshop, facilitation will be much less intensive
- Syllabus outcomes: GE2-4, GE3-4
- General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, Intercultural Understanding
- Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia’s Engagement with Asia, Sustainability
- 21st century skills: Communicating, Community Engagement, Creative Thinking, Cultural Understanding, Empathy, Ethical Behaviour, Global Citizenship, Problem Solving, Teamwork
Australian Curriculum Mapping
Choose by subject for Primary year level mapping:
Years 3 & 4 HASS
- Locate and collect information and data from different sources, including observations (ACHASSI053, ACHASSI074)
- Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056, ACHASSI077)
- Interact with others with respect to share points of view (ACHASSI059, ACHASSI080)
- Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060, ACHASSI081)
- Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061, ACHASSI082)
Years 5 & 6 HASS
- Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095, ACHASSI123)
- Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099, ACHASSI127)
- Work in groups to generate responses to issues and challenges (ACHASSI102, ACHASSI130)
- Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104, ACHASSI132)
- Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105, ACHASSI133)
Choose by subject for Secondary year level mapping:
Years 7 & 8 Civics and Citizenship
- Identify, gather and sort information and ideas from a range of sources (ACHCS055, ACHCS069)
- Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS056, ACHCS070)
- Appreciate multiple perspectives and use strategies to mediate differences (ACHCS057, ACHCS071)
- Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS058, ACHCS072)
- Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS059, ACHCS073)
Years 9 &10 Civics and Citizenship
- Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS083, ACHCS096)
- Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084, ACHCS097)
- Account for different interpretations and points of view (ACHCS085, ACHCS098)
- Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS086, ACHCS099)
- Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS087, ACHCS100)
- Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS088, ACHCS101)
- About AIME Factsheet (one copy per workstation)
- Butchers paper and markers (2-3 sheets per group)
- Devices with internet and presentation capability
- Global Goals Icons (one colour, laminated copy of each)
- Large room and break-out spaces
- Local professionals with influential positions (e.g. five to ten cultural leaders, politicians, police, lawyers, business leaders, entrepreneurs, journalists, artists or media personalities)
- Microphone (optional)
- Soft foam ball (or two)
- Sticky notes
- Tables and chairs that can be easily moved around
- Workshop Presentation (digital copy).
Background Information
AIME created IMAGI-NATION{TV} & the IMAGI-NATION{CLASSROOM} experience to put a mentor in the home every day during the tough times of COVID-19 and beyond. It’s a daily TV show broadcast live on the internet, and it’s a gift for teachers, parents and kids to help make sense of today and imagine tomorrow.
The pursuit is to elevate knowledge; every guest we bring on knows something and has wisdom to share. This show is not just about entertainment to pass the time. We want to remake the mould for the modern hero – from beauty to brains, from selfies to self-knowledge, from hashtags to hope. IMAGI-NATION{TV} is seeking to unlock the best in every single one of us; to inspire a generation of heroes in the form of mentors who fight for a fairer world.
 This lesson has been developed in partnership with AIME. AIME is an Imagination Factory that since 2005, has been creating pop-up Imagination Factories on university campuses around the world to unlock the internal narrative of marginalised kids, taking them from a world that tells them they can’t to a world that tells them they can. Kids who experience the Imagination Factory have gone on to achieve educational parity, rise up as entrepreneurs, and take on a whole new mindset that prepares them for success. |
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Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
