Activity Introduction

Quick summary: We have a complex relationship with our mobile phones that is more than screen deep. Mobile phone use and the impact it has had upon society is a contemporary social issue with far-reaching effects on our community’s safety, health and wellbeing. In this lesson, students will revisit It’s People Like Us and link the documentary to the concept of a community education campaign. Students will then work in small groups to plan and to take social action in the form of a community education session in which attendees will watch the documentary and hear the perspectives of a panel of experts. Students will evaluate the impact of the community education session and reflect on the success of the session, as well as personal learning that occurred throughout the planning and running of the session. 

 

It’s People Like Us is a documentary film created as part of the Transport Accident Commission’s (TAC) Towards Zero road safety strategy. It explores society’s relationship with mobile phones – especially the use of them while driving – and the responsibility that we all have to keep ourselves and each other safe on the roads.

 

Learning intentions:

  • Students understand how a documentary can educate.
  • Students can work together to organise a community education session.
  • Students can evaluate the impact of a community education session.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 7 English

  • Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
  • Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
  • Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Year 8 English

  • Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
  • Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808) 
  • Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)
  • Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
  • Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)

Year 9 English

  • 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 comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
  • 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 (ACELY1748)

Year 10 English

  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
  • 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)

Relevant parts of Year 7 English achievement standards: Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.

Relevant parts of Year 8 English achievement standards: Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways. Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect.

Relevant parts of Year 9 English achievement standards: 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.

Relevant parts of Year 10 English achievement standards: 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.

General capabilities: Personal and Social Capability, Critical and Creative Thinking, Literacy. 

Topic: Social Issues.

Unit of work: It’s People Like Us – English.

Time required: 90 mins.

Level of teacher scaffolding: High – facilitate respectful active listening and responding in class discussion and support students to plan and run a community education session.

Resources required: Student Worksheets – (printed) one copy per student. Project Planning Tool – printed, one per project group. Venue to host community education session with AV equipment. Web and email access. Printer and paper for evaluation surveys. Butcher’s paper, markers and pencils.

Related Professional Development: Teach Persuasive Language Using Documentaries 

Keywords: community education, social issues, social action, persuasion, It’s People Like Us

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

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions:

  • Students understand how a documentary can educate.
  • Students can work together to organise a community education session.
  • Students can evaluate the impact of a community education session.

Success criteria:

  • Students create a project plan.
  • Students work in a team to carry out tasks listed on a project plan.
  • Students describe specific changes in people’s views about the impact of mobile phones on society.
  • Students describe achievements of the class, the group and individual.

Teacher content information: By the end of today, most of us will have checked our phones over 150 times: on the toilet, in the car or at the dinner table. But, have we ever stopped to ask ourselves - is there a time and a place? Is our mobile phone use affecting our health and wellbeing?

It’s People Like Us is a 22 minute documentary that follows five real Australians who, just like us, have found themselves drawn into their screens, sometimes at th

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Student Worksheet

Thought Starter: "Everyone can help reduce road trauma, because while our bodies are vulnerable, death shouldn't be viewed as an inevitable consequence – or the "toll" – of using our roads." - Doug Fryer, Assistant Commissioner, Victoria Police

1. Thinking back to when you saw It’s People Like Us, answer the questions below:

What did the documentary make you think?

What did the documentary make you feel?

What did the documentary make you do?

2. Indicate your response to the following statements:

After viewing It’s People Like Us, I want to make a change to how I use my mobile phone.

Strongly Disagree - 1 2 3 4 5 6 7 8 9 10 - Strongly Agree

After viewing It’s People Like Us, I want to make a change to how others use their mobile phone.

Strongly Disagree - 1 2 3 4 5 6 7 8 9 10 - Strongly Agree

3. You have the opportunity to influence the wider community so that they too understand that they are responsible for the safety of everyone in the community. You’ll be undertaking

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