IMAGI-NATION{TV} - Rebel Dreaming

Australian curriculum content descriptions

Year 7 English:

• Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619).
• Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620).
• Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622).
• Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719).
• Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723).
• Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725).

Year 8 English:

• Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626).
• Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627).
• Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807).
• 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).
• Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736).

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

Level of teacher scaffolding: Medium – introduce and monitor activities, facilitate class discussions and text analyses

Syllabus outcomes: EN4-1A, EN4-2A, EN4-4B, EN4-5C, EN4-8D

General capabilities: Literacy, Critical and Creative Thinking

Cross-curriculum priority: Sustainability

• Butchers paper and markers
• Device capable of presenting a video to the class
• Student Worksheets – one copy per student
• The Imagination Declaration

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

• Collaboration
• Communication
• Creativity
• Enterprise
• Global citizenship
• Initiative
• Problem solving

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.