Activity Introduction
Quick summary: In this lesson, students will consider multiple perspectives and theories on leadership styles, including some presented in the documentary film, The Leadership. They will research the values and behaviours of leaders, determining what they think makes a great leader. Students will create persuasive and creative texts that determine the leadership qualities they believe are required in the present day and into the future.
It is highly recommended that this lesson is conducted after students have completed The Leadership: Viewing And Responding To The Film – English – Year 10. Please be mindful that this lesson handles difficult topics and may impact different students in different ways. Please ensure students have access to confidential support if they need it.
The Leadership is rated M for mature audiences and contains coarse language and themes of sexual harassment and abuse. Consider whether viewing this film or clips is appropriate for your students.
Learning intentions:
- Students will understand that leadership style is determined by values and behaviours
- Students will understand that leadership styles vary and there are many valid ways to be a leader
- Students will consider multiple perspectives on leadership.
21st century skills:
Australian Curriculum Mapping
Content descriptions:
Years 10 English:
- Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)
- Understand conventions for citing others, and how to reference these in different ways (ACELA1568)
- Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
- Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
- Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
- Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
- 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)
Syllabus outcomes: EN5-1A, EN5-2A, EN5-7D, EN5-8D
General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, Information and Communication Technology (ICT) Capability (optional)
Cross-curriculum priority: Sustainability
Relevant parts of Year 10 achievement standards:
Students develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. Students create a wide range of texts to articulate complex ideas.
Topic: Learning Through Film, Social Issues
This lesson is part of the wider unit of work The Leadership – English – Year 10.
Time required: 160 mins.
Level of teacher scaffolding: Medium – teachers will help students articulate their ideas and select from a range of differentiated activities.
Resources required:
- Device capable of presenting a video to the class
- Student Worksheets – one copy per student
- Devices capable of creating audiovisual recordings, such as an iPad or camera (optional).
Keywords: leadership, styles, perspectives, representation, leaders, Jane Goodall, Jacinda Ardern, Fabian Dattner, Homeward Bound, The Leadership
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
