Teaching sequence

Work through this resource material in the following sequence:

20 minutes

Explore: Defining success

35+ minutes

Discover: Imperfect pathways

10 minutes

Thrive: Challenge accepted

Explore: Defining success

Step 1

Pose the question, “What is success?” and ask students to discuss their answers in pairs.

Step 2

Show the video What is Success?, then ask students whether their opinion of success has changed. Invite them to share with the same partner, then facilitate a group discussion.

Use the following questions to prompt discussion:

Did your opinion of success change? How so?
Who do you look up to that is successful?
What about someone who doesn’t fit the standard definition of success?
Why is understanding what success means to you important?
What is 1 success you’ve had in your life?

Provide the following explanation to assist their thinking:

Success in society often refers to fame, power and money. However, this idea can limit our feelings of worth and belonging if we don’t reach or aspire to these ideas of success. Success is unique to each individual, and what you determine success to mean for you can be important in achieving a sense of direction and purpose in life.

Discover: Imperfect pathways

Step 1

Ask students to form a standing circle and explain that in a moment, you’ll read 3 statements aloud. If students believe this person is successful, they should step into the circle.

Read the following statements:

All this person wanted to do was sketch cartoons. He applied for a job with Kansas City Newspaper, and the editor told him, “It’s easy to see from these sketches that you have no talent.” No studio would give him a job, and he ended up doing publicity work for a church, working out of a garage.
All this person wanted to do was shoot hoops. He moved from Australia to the United States to play college basketball but failed to qualify for the NCAA tournament. He was eventually selected with the first overall pick in the 2016 NBA draft before sitting out a year due to an injured right foot. He is the most fined player in NBA history.
This person was raised by her single mother alongside her 3 siblings. She wanted to become an actor but had minimum exposure and worked 3 jobs simultaneously as a teenager. Her family disapproved of her goals and constantly asked when she would “get a real job.” She worked at Subway before finally getting her breakthrough role on Neighbours.

Reveal the 3 people as Walt Disney, Ben Simmons and Margot Robbie.

Explain to students that whether they stepped forwards or not, each person experienced both success and failure. How they managed the obstacles they faced and remained focused on finding purpose is what truly defined them.

Step 2

Inform students they will be creating an A3 poster that investigates a person they look up to and admire. This person could be an athlete, entertainer, politician or businessperson.

The poster will need to include:

their journey to their current position in life
challenges and obstacles faced and overcame and skills learned as a result

what success and purpose mean to this person
text and images.

Students may choose to create this digitally. Provide each student with a Pathway to Success planner and give them 35+ minutes to complete this task.

Step 3

Ask students to form groups of 3-4. Within their groups, they should present their posters and have the opportunity to ask each other questions. If time permits, some students may share with the whole class.

Teacher note: Before students begin, check each student's selection to ensure it is appropriate. Additionally, the posters can be collected to create a display of ‘success’ in the classroom. The Pathway to Success planner can also be distributed digitally and worked on over multiple sessions if time permits.

Thrive: Challenge accepted

Step 1

Inform students that this part of the lesson will ask them to consider their own life direction. It is not necessary for them to know what they want to do in life; however, they may think about particular goals they would like to achieve along the way.

Ask students to reflect on the challenges the person they researched faced and those that other students presented.

Step 2

In small groups, encourage students to brainstorm any possible challenges that could arise on their pathways in life. Give each group a piece of A4 paper to brainstorm. These can be general challenges based on transition periods and expected challenges many people may face.

Examples:

Selecting subjects for Year 11 and 12
Getting their first job
Moving out of home

Step 3

Instruct students to sit in a circle with their group. Explain that one at a time, students will choose 1 of the potential challenges based on their brainstorm as a discussion topic. Within their group, students should brainstorm constructive and supportive ideas to assist in problem-solving these potential challenges and identify some of the skills that could be developed as a result.

Example:

Choosing Year 11 and 12 subjects:

Assess areas they are good at
What they enjoy
Any ideas for the future
Develop skills of decision making, thinking critically, asking for support

Teacher Note: If time permits, students could return to these groups in other sessions and use them to brainstorm solutions to challenges as they arise and offer ongoing support.

Purpose: Investigating the Life Choices of a Public Figure

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UN Sustainable Development Goals

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