Teaching Sequence

Work through this resource material in the following sequence:

20 minutes – Part A: Dreams And Visions
40 minutes – Part B: A Vision For Your School/Community
50 minutes – Part C: A Vision For You
10 minutes – Reflection

Part A: Dreams And Visions

Step 1.

Begin this lesson by drawing a Venn Diagram on the board. Add the term 'dream' to the top of the left-hand circle and the term 'vision' to the right-hand circle.

Invite students to share their understanding of these terms and record key words and ideas in the relevant circles. For each suggestion, encourage students to think about whether this idea or word could be applied to both terms; where this is the case, add these to the points of the Venn diagram where the circles overlap.

Through this process lead students through the following:

A dream is a 'drift of the imagination' or a 'flight of fancy'.
A dream can be something we have while we're asleep or awake, although most of us can't control our night-time dreams.
A dream can be something we wish or hope for in the future.
Vision can have several meanings:
Vision can refer to eyesight (e.g. I am vision-impaired)
A vision can be something that appears before us, such as a person, animal or a scene - this can also be described as a hallucination.
A vision is also something we imagine for the future, for ourselves, our communities or our business. It is a long-term plan for the future.
A vision can be composed of dreams.
Dreams are imagination; visions are work.

Optional: You might like to play this video to help students think more broadly about dreams and identify the components of dreams that overlap with as well as sit outside from visions:

Dreams (https://www.youtube.com/watch?v=kwBzx-WDPDs)

Step 2.

Play this IMAGI-NATION{TV} interview:

AIME TV Interview: Baker Boy (https://vimeo.com/280638931/e8f3f29f8a)

Lead students in a discussion about Baker Boy’s dreams and visualisations. You could use these questions as prompts:

How did Baker Boy get interested in rap music?
What did he dream about?
What part of the interview showed him visualising his future?
What did Baker Boy have to say about planning for your future?

Step 3.

Explain to students that in this lesson they will be focusing on creating two visions: one for their school/community and one for themselves.

They will be doing this by making vision boards. A vision board is a pinboard, piece of paper or cardboard, or online space where you can add ideas that help you visualise your vision. A vision board can be made up of images, text and any other objects that are a source of inspiration and motivation.

Share the following images of vision boards with students:

Image 1

Image 2

(Images created using Padlet)

Part B: A Vision For Your School/Community

Preparation:

Collect a range of old newspapers, magazines, catalogues and other printed materials that students can cut up.

Step 1.

Explain to students that the first vision board they will be making will be for their school/community.

Note: Students can create their vision board using either an online tool (e.g. Padlet) or physically, using a piece of paper/cardboard. A physical vision board has the advantage that you can hang it on the wall and see it all the time, even when you don’t intend to. This can mean ideas around your vision remain in your mind, making it easier to take action and even unintentional steps towards achieving your vision. This lesson will provide instructions for a physical vision board, however, students using an online tool could also follow the instructions for brainstorming ideas using the butchers paper before moving to their online platform.

Break students into groups of three to four students. Give each group one piece of butchers paper and one piece of A3-sized paper/poster cardboard. Explain to students that the butchers paper can be used to brainstorm ideas, to make notes and to create a draft version of the vision board. The A3 paper/card will be used to create the final version of their vision board.

Step 2.

Working in their groups, students should think about what they’d like to see for their school/community in five years time; what is their vision for their school/community for five years time?

Optional: Take a moment to remind students of any values your school officially has.

Invite them to look at the AIME values and think about which of these could also be applied to their school/community, and more importantly which ones they’d like their school/community to work towards. They can also be inspired by these values and select different values that they think would be better suited to their vision.

If your students want to know more about AIME, you could read through this About AIME Factsheet with them.

They should begin by using the butchers paper to make notes and share ideas - at this stage they should be encouraged to record any idea they have, to be inspired by the ideas of others, and to be open to creative and even seemingly silly or wild ideas.

The values are available below and on the Student Worksheet:

No shame	Failure	Change
Know yourself	Flip the script	The gift of time
Brave goals	Initiative	Empathy
Rebelliousness	Out of the comfort zone	Yes and...
Kindness	Trust	Listening
Hope	Forgiveness	Asking questions
Imagination	Hard work/discipline
Freedom	Mentors not saviours

Step 3.

Once students have spent some time sharing and exploring ideas, groups should work together to discuss their ideas and try to select a few (no more than three) that they would like to see their school/community work towards.

Step 4.

They can then begin selecting materials for the final version of their vision board, selecting things that they feel represent the values that they have chosen. The aim here is to visually represent these values; what do these values look like to students? How do they see them in the context of their school/community?

Vision boards could include the following materials:

Images
Drawings
Quotes
Facts
Doodlings
Poems
Stories
Music or lyrics

Students can use the printed materials you have provided, but can also be encouraged to find their own images including personal photos or images sourced from the internet (remind students to keep a record of sources).

Step 5.

Allow students time to complete their boards.

Each group can then present their vision boards to the class. Other groups can provide feedback on vision boards using the following:

Something I really liked about this vision board…
Something I’m not clear about...

Extension: You could also provide an opportunity for students to present their vision boards to a wider audience within your school/community.

Part C: A Vision For You

Preparation:

Collect a range of old newspapers, magazines, catalogues and other printed materials that students can cut up.

Step 1.

Students will now have the chance to work on their own personal vision board. Pose the following questions to students (also available on the Student Worksheet):

What is your vision for yourself for ten years into the future?
What would you like to be doing?
Where would you like to be?
What values would you like to work towards for yourself?

Step 2.

Students will now work independently to create their own vision board based on this question. They will follow a similar process as they did during their work on the school vision:

Spend some time reading through the AIME values and thinking about which ones they’d like to work towards for themselves in the future
Making notes on a piece of butchers paper
Creating a final version of their vision board, either on a piece of paper/cardboard or online (e.g. Padlet).

Students could again consider incorporating the following materials into their vision boards:

Images
Drawings
Quotes
Facts
Doodlings
Poems
Stories
Music or lyrics

Step 3.

Once students have completed their vision boards they could share them with a peer if they are comfortable doing so.

Step 4.

Explain to students that a vision board isn’t like a time capsule - it’s not a snapshot of who you are and who you want to be at a certain moment in time. Instead, it should be treated as something that is changing and evolving and can be imagined as a long-term conversation you are having with yourself.

Encourage students to revisit their personal vision boards at different points throughout the year, and at each revisit, invite students to consider the following:

What do I want to change?
What do I want to add?
What new ideas has my vision sparked for me?

Reflection

Invite students to read the following quote and respond to the questions below:

“Push yourself. Don’t let anyone stop you, don’t let negativity try to turn you down. Life is too short so do as much as you can... Never give up on what you want to become.” ~ Baker Boy

What does this quote make you think about?
What does this quote make you wonder? What questions do you have?
Why do you think having a vision for the future is important?

Differentiated Learning

Extension -

Students might like to present their vision board/s from Part B to a wider audience within your school/community.

Provisions for Learning Support -

Spend some time discussing what the AIME values might mean in more detail, and work as a class to select two or three to focus on for your school. Students can then find materials that they feel demonstrate these values.

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?

IMAGI-NATION{TV} - Window to My Future

Go to

Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info

In this lesson