IMAGI-NATION{TV} - Connecting with Kindness

Choose by subject for Primary year level mapping:

English

Year 3 English:

• Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
• Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
• Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

Year 4 English:

• Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
• Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Year 5 English:

• Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
• Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
• Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Year 6 English:

• Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
• Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
• Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Health & Physical Education

Years 3 & 4 Health & Physical Education:

• Explore how success, challenge and failure strengthen identities (ACPPS033)
• Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)
• Investigate how emotional responses vary in depth and strength (ACPPS038)
• Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042)

Years 5 & 6 Health & Physical Education:

• Examine how identities are influenced by people and places (ACPPS051)
• Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
• Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
• Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060)

Choose by subject for Secondary year level mapping:

English

Year 7 English:

• Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
• Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)

Year 8 English:

• Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
• Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
• 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)

Year 9 English:

• Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)
• Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
• 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:

• Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
• Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
• Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

Health & Physical Education

Years 7 & 8 Health & Physical Education:

• Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (ACPPS074)
• Analyse factors that influence emotions and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
• Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
• Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)

Years 9 & 10 Health & Physical Education:

• Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
• Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
• Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
• Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
• Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)

Civics & Citizenship

Year 7 Civics & Citizenship:

• How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society (ACHCK052)

Year 8 Civics & Citizenship:

• Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066)

Year 9 Civics & Citizenship:

• How and why individuals and groups, including religious groups, participate in and contribute to civic life (ACHCK079)

Year 10 Civics & Citizenship:

• The challenges to and ways of sustaining a resilient democracy and cohesive society (ACHCK094)

This lesson is part of a wider program: IMAGI-NATION{TV}

Level of teacher scaffolding: Medium – teachers will need to facilitate activities, negotiate some challenging conversation and ensure safety for all students.

Syllabus outcomes: EN2-1A, EN2-4A, EN2-6B, EN2-11D, EN3-1A, EN3-3A, EN3-8D, EN4-1A, EN4-2A, EN4-8D, EN5-2A, EN5-7D, EN5-7D, EN5-8D, GDS2.9, GDS3.9, COS2.1, COS3.1, INS2.3, IRS2.11, IRS3.11, DMS3.2, PDHPE4.3, PDHPE4.6, PDHPE4.13, PDHPE5.1, PDHPE5.3, PDHPE5.6, PDHPE5.9

General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, Intercultural Understanding

Cross-curriculum priority (optional): Aboriginal and Torres Strait Islander Histories and Cultures (OI.5, OI.9)

Time required: 90+ minutes.

Tips for teachers: This lesson is designed to be flexible for use with various year levels and across the curriculum. It can easily be tailored or expanded to focus more deeply on the skills that students are exploring in their classroom context. For example, an English teacher might focus on literacy and comprehension, a Health and Physical Education teacher could focus on emotions and relationships and a Civics & Citizenship teacher could focus on national values and social cohesion.

• Action Planner – one per group
• Blank A4 paper and markers
• Device with internet and presentation capability
• Small gifts – one for each student (could be an edible treat, note, rock with a word on it, etc.)
• Student Worksheets – one copy per student
• Timer

This lesson has been developed in partnership with AIME. AIME is an Imagination Factory that since 2005, has been creating pop-up Imagination Factories on university campuses around the world to unlock the internal narrative of marginalised kids, taking them from a world that tells them they can’t to a world that tells them they can. Kids who experience the Imagination Factory have gone on to achieve educational parity, rise up as entrepreneurs, and take on a whole new mindset that prepares them for success.

AIME created IMAGI-NATION{TV} & the IMAGI-NATION{CLASSROOM} experience to put a mentor in the home every day during the tough times of COVID-19 and beyond. It’s a daily TV show broadcast live on the internet, and it’s a gift for teachers, parents and kids to help make sense of today and imagine tomorrow.

The pursuit is to elevate knowledge; every guest we bring on knows something and has wisdom to share. This show is not just about entertainment to pass the time. We want to remake the mould for the modern hero – from beauty to brains, from selfies to self-knowledge, from hashtags to hope. IMAGI-NATION{TV} is seeking to unlock the best in every single one of us; to inspire a generation of heroes in the form of mentors who fight for a fairer world.