Activity Introduction

RA_2022_Lesson frame

Subjects: English and Geography

Year Levels: 9 and 10

Topics: Regenerating Australia, sustainability, film, documentary, regeneration.

Teaching Time: 90 minutes.

Quick summary: 

In this lesson, students will build an understanding of the concept of ‘regeneration’ and its benefits for our communities and ecosystems. They will complete a 3-2-1- Bridge Visible Thinking Routine and review a set of key terms related to the topic before watching “Regenerating Australia.” Students will be invited to evaluate the content and develop questions about the film’s content. The class with re-watch snippets of the film to extend their understanding, then work collaboratively to dive deeper into the topic of regeneration in a jigsaw-classroom activity. 

Learning intentions:

  • Students will understand the concept of ‘regeneration’
  • Students will understand that regeneration is something that we can do for our communities and ecosystems.

21st-century skills: 

  Critical Thinking Creative Thinking  CommunicatingSocial Skills

Australian Curriculum Mapping

Content descriptions: 

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).

Year 10 English:

  • 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)
  • Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753).

Year 9 Geography:

  • The perceptions people have of the place, and how these influence their connections to different places (ACHGK065)
  • The way transportation information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
  • The ways that places and people are interconnected with other places through trade in goods and services, at all scales (ACHGK067)
  • The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (ACHGK068)
  • The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069).

Year 10 Geography:

  • Human-induced environmental changes that challenge sustainability (ACHGK070)
  • Environmental world views of people and their implications for environmental management (ACHGK071)
  • The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072).

Syllabus: EN5-3B, EN5-2A, EN5-6C, GE4-1, GE4-2, GE5-2, GE5-4

General capabilities: Literacy, Critical and Creative Thinking.

Cross-curriculum priority: Sustainability, Aboriginal and Torres Strait Islander Histories and Cultures. 

Relevant parts of Year 9 English achievement standards:

Students evaluate and integrate ideas and information from texts to form their own interpretations. Students create texts that respond to issues, interpreting and integrating ideas from other texts.

Relevant parts of Year 10 English achievement standards:

Students develop and justify their own interpretations of texts. 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.

Relevant parts of Year 9 Geography achievement standards:

Students analyse interconnections between people, places and environments and explain how these interconnections influence people and change places and environments. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. Students analyse alternative strategies to a geographical challenge using environmental, social and economic criteria.

Relevant parts of Year 10 Geography achievement standards:

Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion.

This lesson is part of the wider unit of work [Regenerating Australia].

Level of teacher scaffolding: High – support student movement around the classroom during learning activities, and facilitate class discussions.

Resources required:

Keywords: Regeneration, sustainability, community, ecosystems.

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

Regenerating Australia is a Regen Studios film developed and produced in association with WWF-Australia. Cool Australia and Regen Studios would like to acknowledge the generous contributions of Shark Island Foundation, Documentary Australia Foundation, and our philanthropic partners in the development of these teaching resources.


Teacher Worksheet

RA_2022_Lesson frameTeacher Preparation

Learning intentions: Students will...

  • ...understand the concept of ‘regeneration.’
  • ...understand that regeneration is something that we can do for our communities and ecosystems.

Success criteria: Students can…

  • ...explain what the concept of ‘regeneration’ means in their own words
  • ...describe an example of regeneration.

Teacher content information:


Sustainability seeks to reduce harm whereas regeneration takes things a big step further. Regenerative development seeks to reverse environmental degradation and make a positive impact on people and the planet. Regeneration is a way for us to address the contemporary challenges our environment faces today by enabling and encouraging human systems such as governments, communities and the infrastructure they rely on to co-evolve with nature.
A good frame of reference for the damage we are doing is the Planetary Boundaries framework by the Stockholm Resilience Centre: stockholmresilienc

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Student Worksheet

Regeneration is a way for us to address the contemporary challenges our environment faces today by enabling and encouraging human systems such as governments, communities and the infrastructure they rely on to co-evolve with nature.

1. Start by completing the first part of the 3-2-1 Bridge Visible Thinking Routine:

Three Words/Ideas Two Questions One Metaphor or Simile

2. Read through the key terms below, and highlight any that you’re feeling unsure about:

​​Regeneration – Suggested definition: When things regenerate, they come back, growing anew. Regeneration means putting life and connection at the centre of every decision we make. It is about bringing vitality and renewed growth to our communities and our ecosystems. It is a process that achieves a sustained livelihood because sustainability is only achieved by a regenerative process.
Environment – Suggested definition: where people, animals, or plants live.

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