Aspire Generation - Surveying Local People to Identify Community Issues

Aspire Generation - Surveying Local People to Identify Community Issues

Lesson 5 of 12 in this unit

  • Secondary
  • Year 9 - 10
  • English
  • Social
  • Equality
  • Social Action
  • ...

Lesson summary

This lesson is part of the Aspire Generation English Unit. Students examine public surveys as a text-type, a communication and research tool which focusses on strategies for framing questions and on interpersonal communication requirements in surveys. They select an issue and consider the information they would like to find out, then develop a survey that will help them collect this information. They practice interpersonal skills in a variety of situations, including face-to-face surveying, with an emphasis on building confidence in asking members of the local community in order to collect data. Students will then analyse and reflect on the strengths and limitations of public surveys as research and data collection tools.

Learning intentions:

Students will...

  • understand that a public survey is a way to collect information and gain a deeper understanding around an issue
  • understand how effective surveys require consideration of both question framing and data collection strategies and interpersonal skills
  • understand the importance of – and enhance – their interpersonal skills with respect to surveys.

Lesson guides and printables

Lesson Plan
Student Worksheet
Teacher Content Info

Lesson details

Curriculum mapping

Content descriptions:

Year 9 English:

  • Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)
  • 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 a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

Year 10 English:

  • Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
  • 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)
  • 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)

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 analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. 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 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 how the choice of language features, images and vocabulary contributes to the development of individual style. They evaluate other interpretations, analysing the evidence used to support them. Students show how the selection of language features can achieve precision and stylistic effect. They 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. 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.

Unit of work: La Trobe University – Aspire Generation – English

Time required: 60 mins.

Level of teacher scaffolding: Medium – facilitate class discussion.

Digital technology opportunities: Digital sharing capabilities, online research.

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
  • Whiteboard and markers
  • Survey Design and Questioning Strategies Factsheet


This lesson is designed to build students’ competencies in the following skills:

  • Communication
  • Community engagement
  • Digital literacy
  • Ethical understanding
  • Initiative
  • Social skills

Additional info

This lesson supports La Trobe University’s Aspire Generation initiative, which empowers students to drive change through community engagement, volunteerism and leadership opportunities.

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