Teaching Sequence

Work through this resource material in the following sequence:

15 minutes	Part A. Group Identities and Values
30 minutes	Part B. Case Studies of community change
30 minutes	Part C. Engaging a group
5 minutes	Reflection

Part A. Group Identities and Values

Step 1.

Ask students:

What groups do you belong to?
What are their core values?

(You may want to use the suggested answers below as examples):

Group	Values
Sports Club	Winning, team spirit, honesty, commitment
Band	Creativity, openness, friendship

Step 2.

Explain that people are often motivated to do similar things as other people in their groups.

Ask students to think about why this might be the case:

Suggested answers:

Fitting in
Feels like the ‘right choice’
Those people understand them
Proximity (they become aware through others)

Step 3.

Ask students to consider why groups may wish to contribute to the community or civic life? What values encourage contribution to society?

Step 4.

Ask students to brainstorm on their tables some ways they have seen groups contribute to society (e.g. fundraising, volunteering)

Part B: Case Studies Of Community Change

Step 1.

Show students the Record-breaking Campaign Article (source) and accompanying video:

Sikh SBS Story 2020 (https://youtu.be/n8VuqE2CLNo)

Explain that this group of Sikhs managed to make a big difference by engaging thoughtfully with their community.

Step 2.

Ask students to discuss the following questions:

What did the group understand/know about their target audience/community?
How did they seek to encourage them to consider organ donation and register if they supported it?
Why do you think their actions were so effective?

Step 3.

Have students read the Religion And Organ Donation Article (source) in pairs and discuss the questions:

What specific obstacles did the families in the story overcome?
What experiences moved them towards agreeing to organ donation?

Step 4.

Invite students to discuss the case studies.

Ask students:

What lessons can be applied to other groups?
What did you learn about what reassures people about organ donation?
What values promoted engagement with organ donation?

Part C. Engaging a Group

Step 1.

Tell students to pick a group that they think they understand well (it could be cultural, religious, geographic, age-based or other).

Step 2.

Tell students to consider:

What matters to this group? What values do they hold?
What barriers, if any, might there be to their registration to become organ and tissue donors?

Step 3.

Have students create a poster that encourages organ donation as an act of civic duty or community spirit. Students should consider:

What imagery and messaging will appeal to my group?
What facts, relating to my group, will engage them with this issue?
What myths might I need to address?
Where might I put my work to attract the most attention from this group?

You may like to show students this video to give them ideas about imagery and messaging:

Multifaith Organ Donation (https://youtu.be/QEj3BHZ71dM)

Step 4. (Optional)

Students can share their posters with DonateLife via their social pages or by emailing communications@donatelife.gov.au.

Reflection

Ask students to review a peer’s poster. They should consider:

What is eye-catching about the poster?
Is the information clear or unclear? How could it be made clearer?
What has the group done best?

Students can share their constructive feedback with their peers verbally or in writing.

Optional

They might like to register their intention to be a donor and/or talk to their family about what they have learned about organ and tissue donation.

Differentiated Learning

Extension

Students may wish to write a proposal for an entire campaign to engage their target community. This proposal could include ideas for events, social media campaigning or another form of community engagement.

Provisions for Learning Support

For Part B, students with lower English literacy could work with the teacher or in a group to read the articles.
For Part C, students could be supported to make a poster for a target audience they belong to (teenagers).

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

DonateLife - Understanding Your Audience

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