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Teacher Toolkit 2017

InspiredCitizens

fya.org.au/inspiredcitizens

Inspired Citizens - Teacher Toolkit | 2

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The Inspired Citizens initiative is a partnership between the Australian of the Year Awards and the Foundation for Young Australians. Visit - www.fya.org.au/inspiredcitizens

The Foundation for Young Australians (FYA)

FYA is the only national independent non-profit organisation dedicated to all young people in Australia. We believe young people are not a problem to be helped or solved. They are ambitious, creative and capable of rethinking the world and solving tomorrow’s problems today. Delivering a range of initiatives (co)designed with young people, FYA aims to develop the skills, networks and ideas of young Australians so they can create a better future. www.fya.org.au

Copyright and disclaimer

The materials presented in this report are for information purposes only. The information is provided solely on the basis that readers will be responsible for making their own assessments of the matters discussed. Readers are advised to verify all relevant representations, statements and information and to obtain independent advice before acting on any information contained in or in connection with this report. While every effort has been made to ensure that the information is accurate, the Foundation for Young Australians does not accept liability for any loss or damages that may be incurred by any person acting in reliance upon the information.

Copyright © 2017 The Foundation for Young Australians. All rights reserved.


Contents

Section 1 - Introduction

What is Inspired Citizens?

Using the Toolkit

Additional Information

Section 2 - Learning Modules

Module 1: What makes an Inspired Citizen

Module 2: Big Ideas

Module 3: Plan to Action

Module 4: Implementation

Module 5: Celebration

Appendix A - How Inspired Citizens relates to the National Curriculum

Appendix B - Worksheets

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36

CONTENTS

Section One

IntroductionThis section of the toolkit provides an overview of Inspired Citizens and how to use the toolkit in your school.



What is Inspired Citizens?Why, How & What

Why?

Research shows that young people have lost interest in traditional democratic practices and feel that traditional political activity is no longer appropriate to address the concerns associated with active citizenship and contemporary youth culture.

Participating in Inspired Citizens provides students with a unique opportunity to:• Understand the importance of active citizenship

• Be inspired to lead change

• Take part in an immersive learning experience where they create real world projects

• Build skills that make them enterprising, including:

• Creativity and innovation

• Confidence and agency

• Global citizenship and cultural intelligence

• Critical thinking and problem solving

• Communication and teamwork

We hope that Inspired Citizens highlights the importance of investing in young people’s leadership capacities by building their skills, networks and purpose to continue to find new ways of doing things to create the future we want to live in.

How?

Inspired Citizens is an in-school, student-led initiative brought to you by the Australian of the Year Awards (AOTYA) and the Foundation for Young Australians (FYA). It’s all about active citizenship: equipping young people with the skills and mindsets to participate fully in their community on the way to becoming future-focused leaders.

Student teams from 12 secondary schools across Australia will design, implement and evaluate a project idea that addresses an issue in their community. A full day in-school workshop, $500 grant and digital toolkit will guide you before we celebrate students’ success at FYA’s Unleashed Festival. Four finalist schools will be selected to create a short impact film, with the winner taking home the Unleashed Inspired Citizens award!

What?

May

12 School’s selected to participate in Inspired Citizens 2017, receiving access to a digital toolkit and $500 grant

May - July

FYA deliver a one day in-school workshop to support students’ ideas

Aug - Sept

Teachers implement the toolkit, supporting young people implement their projects.

Oct

Unleashed Awards! Four finalists create a short impact film with the winner taking home the Inspired Citizens Award.

Nov - Dec

Young people’s projects are shared through four short films and articles on fya.org.au

Online resources available to guide young people and teachers

INTRODUCTION


Layout

This toolkit has been designed to be delivered in a conversational style, so that you can support students’ inquiry-based learning and participation in the Inspired Citizens program. This involves starting with a series of questions, problems or situations rather than with predetermined outcomes or assuming a linear pathway toward the end result. The idea of inquiry based learning has informed the mapping of the toolkit to years 7-11 of the National High School Curriculum Achievement Standards (see appendix a).

When looking through the toolkit you will notice that each learning module is set up the same and includes, in this order:

• a colour coded box with the parts of the module you are using (explained below)

• the time allocation for each part

• an overview of why the part is included

• the skills the young people will develop

• an activity with directions on how to deliver it and where to find the associated worksheet

• There are a occasional hints and optional activities throughout to support students’ learning. Feel free to use them as you see fit.

Colours

This toolkit has been colour coded for ease of use. In each part there is a table at the top with one area coloured, which is the area that is covered next. The section number is in the top box and the title and activities are listed below. The transparent area(s) are the remaining parts of that section, in order. See the example below.

Principles for delivery of the toolkit

We invite you to adopt the following principles when facilitating the toolkit, some or most of which you probably already use in your practice!

1. You are all in one team: ‘Youth-led’ means youth-adult equity in decision-making processes - working ‘with’, not ‘to’. In practice this means teachers can help out in ways that befits their role/experience, eg as a facilitator or supporter as agreed by the whole team.

2. Experiential learning: So learning will be happening while the project is being developed and run. Teachers can help this learning by continually checking in with questions to assist students’ analytical thinking and decision making by simply asking why? how? and what?

3. Validate students’ experiences, insights and feelings: This doesn’t mean agreeing with, but instead making sure that all young people feel safe to express themselves.

4. Challenge assumptions and critiques sensitively: Working in harmony with the validation principle, teachers can ask careful and considered questions and/or provide extra information to support young people’s knowledge acquisition.

5. Encourage empathy: Moving beyond sympathy for the community to understanding why they feel how they feel, which is essential for designing projects that affect change.

Using the ToolkitLayout, Colours, Principles & Glossary

INTRODUCTION

Part B Part C Part D Part E

THE ISSUE• World Cafe• Community Interviews

Part A


Glossary of Terms

Inspired Citizens has been co-designed by FYA with young people, teachers and community stakeholders whose definitions of active citizenship and leadership are defined below:

Overall, this toolkit is underpinned by the idea that when youth leadership meets active citizenship this results in youth empowerment; young people leading change in their community which fosters a sense of belonging.

You will also be introduced to a range of enterprise skills (FYA 2014) that young people will build, which are listed below.

Active citizenship

Leadership

Communication

Confidence and agency

Creativity and innovation

Critical thinking

Enthusiasm for ongoing learning

Financial literacy

Global Citizenship

Problem Solving

Project management

Team work

SKILL DEFINITION

Doing something in your community; belonging and acceptance, collaborating with and for people; awareness, knowledge and sharing that with others; knowing your rights and responsibilities.

Empowering others: leadership is collective and comes in many different forms; standing up for what’s right and solving problems; being creative, innovative and forward thinking; setting an example; accepting criticism and learning from mistakes.

Listening, verbal and writing communication; negotiating

Self esteem, resilience, initiative and determination

An openness to new ideas and an ability to identify opportunities and translate ideas into action

Synthesising and analysing information, decision making

Strong and consistent active interest in new learnings and experiences

Business finance; making informed monetary decisions

Intercultural understanding and participation, knowledge of civil rights and institutions, understanding concepts of democracy

Finding solutions to complex issues

Planning and organising information, people and activities

Building networks, collaborating, managing conflict, seeing other perspectives

INTRODUCTION


Additional InformationFAQs & Further Support

FAQs

1. What year level is Inspired Citizens for? Inspired Citizens is designed to be delivered with students in years 7 - 11. See Appendix A for the relevant curriculum mapping.

2. Do I have to follow the learning modules in sequential order? Inspired Citizens is designed to be flexible and adaptable to your school’s context. We recognise that you might have already covered some parts of the content in this toolkit in other classes, so feel free to make an informed decision on which parts you use.

3. Do the students have to provide a budget for the $500 grant application? Yes, your students need to submit a grant application with a breakdown of what the funds will be used for. A template is provided in Module 2.

4. Do the students have to provide an acquittal for the $500 grant? No, once the school receives the grant it is up to you and your students to spend it, wisely!

5. Can all participating schools apply for the Unleashed Award? YES! Every school is encouraged to apply for the Unleashed Inspired Citizens Award. The application must be made using the student evaluation of their project. The selection criteria will be shared with all schools closer to the Unleashed festival date.

6. Can all participating schools apply to have a film made of their student-led project? YES! Every application for the Unleashed Inspired Citizens Award is also an application to have a film made. Four finalists will be selected from applications to make a short impact film on their project, with the winner taking home the Unleashed Inspired Citizens Award.

7. Is our school supported to attend Unleashed? Two students and one teacher from the four finalist schools will be supported to attend Unleashed (travel and accommodation).

8. Do the students have to implement their project idea before the Unleashed Festival? Yes, each student-team is expected to implement their project in Term 3 in order to apply for the Unleashed Inspired Citizens Award and to have a film made of their project.

9. How is Inspired Citizens connected to the Australian of the Year awards? Inspired Citizens is a joint initiative of the AOTY and FYA. Each student team is supported to apply for the Young Australian Of The Year awards. More information on this soon!

Further Support

If you re quire further information or support please do not hesitate to contact Inspired Citizens Project Manager, Chelsea Lang, using the following details:

Chelsea Lang

The Foundation for Young Australians GPO Box 239 Melbourne Victoria 30001

Phone: 0410 625 912

Email: [email protected]

INTRODUCTION

Section Two

Learning ModulesThis section outlines each learning module so that you can implement Inspired Citizens in your classroom.



01 In this module we will explore what makes an Inspired Citizen. We will begin the journey of mobilising your students to recognise their capacity to make change. We will reflect on what motivates people to start a project for change, to engage their community and to become future-focused leaders.

Time Allocation

This Part will take approximately 30-40 minutes

OverviewDiscuss with your students the opportunity for social innovation that can happen when young people are given the chance to create change within their communities.

Let them know that the following activities will give them the opportunity to be inspired by some young changemakers (the 2016 Young Australians of the Year) and to explore the skills and power they already possess to make positive change in their communities.

Skills your students will build

• Critical thinking - Thinking differently about young people’s capacity to create change

• Confidence and agency - Ability to recognise personal strengths and opportunities for growth

• Enthusiasm for ongoing learning - Reflecting on current skills and the opportunity for improvement

MODULE 01

What makes an Inspired Citizen?

• We are Inspired Citizens• Orange Sky Thinking• What kind of Changemaker Are You?

Part A


Activity 1 - We are Inspired CitizensAt this early stage we invite you to have a whole class discussion with your students about the Inspired Citizens program.

• Write the phrase Active Citizenship on the board and invite your students to brainstorm what this means to them

• Once you have working definition, feel free to share the definitions provided on page 6 as further reference.

You can then provide an overview using the following information:

• Inspired Citizens is all about active citizenship and youth leadership. Students will be able to explore what these ideas mean to them before designing, implementing and evaluating a project that address an issue in their school community

• Students will be given the opportunity to apply for one $500 grant to bring their project idea to life

• Students can apply for the Unleashed Inspired Citizens Awards, with four finalist schools (out of 12) being selected to make a short impact film and 2 students from each finalist school supported to attend the Unleashed Festival in Melbourne!

Activity 2 - Orange Sky ThinkingShow your students this video of Lucas Marchesi and Nic Patchett, the 2016 Young Australians of the Year. While watching, ask them to fill in Worksheet 1 - Orange Sky Thinking.

At the conclusion of the video, ask your students to share their thoughts and answers in a group discussion. You can use the following questions to debrief:

• What did you feel whilst watching this video?

• Who would like to share what they wrote down?

• Who is excited about being involved in Inspired Citizens? Why?

Activity 3 - What Kind of a Changemaker Are You?At FYA we refer to young people who lead change as changemakers. Discuss with your students that this activity is an opportunity for them to take some time for themselves to assess and reflect on their own strengths as changemakers.

Print out Worksheet 2 - What Kind of a Changemaker Are You? and ask your students to individually complete the survey. Discuss with your students that they have the chance to document the skills and abilities they already possess that provide a foundation for them to create positive change. They will then have another chance at the end of their Inspired Citizens journey to re-mark the same survey and acknowledge the progress they have made.

When the students have completed the survey, ask them the following questions to help them evaluate this information:

• What are your top three ‘changemaker’ skills?

• What skills do you hope to improve on throughout your Inspired Citizens journey?

• How did it feel to reflect on your skills in this way? Was it easy or difficult to rate yourself?

MODULE 01

https://www.youtube.com/watch?time_continue=2&v=ORzX9-dtWmU


02 In this section we will explore the issue that the young people want to promote and work together to come up with a creative project idea to actually promote it. We will also look at how important community networks are in making social change happen.

Time Allocation

This Part will take approximately 40-50 minutes. NB * the interviews will need to be conducted as homework, either during morning tea or lunchtime. Part B begins with them analysing the interviews to develop their vision.

OverviewDiscuss with your students the benefits of using a strengths-based approach to identify the issue. The strengths-based approach is “an approach to people that views situations realistically and looks for opportunities to complement and support existing strengths and capacities as opposed to focusing on and staying with the problem or concern. The problem and the person are separate; however, the problem is never minimised” (Bernadette Glass).

For example, if it is something that you want to stop, like bullying, thinking about it from a strengths-based approach means that you are taking something negative and making it positive by drawing on the people’s strengths involved in addressing it.

Example one: Bullying = Anti-Bullying

If you are focusing on promoting something that is already positive, like gender diversity, then you are in luck as this is already a strength!

Example two: Gender diversity = gender diversity Using a strengths-based approach supports progress towards the following outcomes:• empowerment

• sustainability

• trust and hope are embedded

• ideas are solutions-focused

• strong relationships are formed

MODULE 02

Big Ideas


THE ISSUE• World Cafe• Community Interviews

Part A



• Team work - This will involve being open minded and curious to everyone’s ideas and contributions.

• Creativity - Some people call this “thinking outside the box”.

• Communication - Preparing and conducting interviews.

Activity 1 - World Cafe Discuss with your students that this activity consists of 3 x 6 minute “conversations that matter”. Print out Worksheet 3 - World Cafe, and use the following instructions to conduct the activity.

• Separate the group into smaller groups of around 4-5 students.

• Give each group one of these worksheets and some textas.

• Each group discusses the first question for 6 minutes and records their thoughts.

• Change groups for the second question and discuss.

• Change groups for the third question and discuss.

Hint

Put the finished worksheets on the wall and refer back to them throughout the day. This will either support you to reaffirm the reasons they chose this issue or allow them to update and evolve their thoughts, which is fine.

Activity 2 - Community Interviews Based off the answers from the World Cafe, brainstorm with your students the people in their school who they want to see ‘use’ and ‘engage’ with their idea and write them down on the board. Discuss with your students that they will be designing an interview schedule to gather information from these people to create a shared vision for change. This will also help them design a “prototype” in the upcoming learning modules, which is a first draft of an idea that can later be developed into a finished idea, or that others can be built from.

Print out Worksheet 4 - Community Interviews and follow these steps to explain to your students how they can design and conduct their interviews:

• Form groups of 4-5

• Give each group one worksheet and explain that it is important to begin with broad questions about a person’s life and behaviours, which are included in the Worksheet

• Work with each group to develop their own questions (2-3) that relate directly to the issue they are working on and their vision for change. For example, “what are your views on [the issue]?”, “how could we address [the issue]?”, or “what would you like to see change by addressing/promoting [the issue]?”

• Nominate one person to write and one person to ask questions and change this for each person you interview

• Decide on a time in the next day (morning tea or lunch time is probably the easiest) that they will conduct your interviews

• When you ask people to do an interview, clearly explain that you are asking them the questions to inform the design of a project for your school

MODULE 02


MODULE 02

Time Allocation

This Part will take approximately 30-40 minutes.

OverviewDiscuss with your students that they are going to analyse the information from the people they interviewed to develop a shared vision for change. Explain that having a vision will guide their work - it should be inspirational but also achievable. For example, FYA’s vision is that:

Australia is investing in all young people, utilising their time, talent and ideas in the creation of new and better ways of doing things to ensure a strong economy and e(quality) of life.

Having a clear vision will also help them evaluate their project - because hey, they will want to know what impact they have had!


• Creativity and Innovation - Exploring ideas through drawing.

Activity 1 - Dream DrawingDiscuss with your students the idea that dreaming inspires hope - as the saying goes, pictures tell 1,000 words! Explain that they are going to have an opportunity to use the feedback from the interviews to draw something that represents the change their community wants to see.

Follow these steps:

• Print out Worksheet 5 - Dream Drawing

• Create groups of 4-5 and provide each group with one copy of Worksheet 5, Dream Drawing and a bunch of coloured markers or pencils

• Invite each group to fill out their Worksheet

• On the back of the worksheet, invite each group to draw something that represents the change their community wants to see. NB encourage everyone in the group to contribute to the drawing!

De-brief with the following question:

• Why did you draw what you drew?

• Did you learn something new about your school community? Why?

• How will this help you shape your idea?

• What was it like working in a group?

“


THE VISION• Dream Drawing

Part A


MODULE 02

Time Allocation

This Part will take approximately 90 -100 minutes.

OverviewDiscuss with your students that it is now time for them to design their project and that we will be utilising an empathic mindset. Empathy is an important mindset for designing projects as it helps you know a) who will want to engage with your project and b) how it will affect them. A cool organisation called Ideo says you need 7 mindsets to successfully design products and services that people will use.

There are many ways to respond to a complex issue and there are also many ways to promote positive issues and ideas. Ultimately, it is important to keep it simple!

We will follow the three C’s to get your students focused on finding the best response:

• be Clear (know why you are doing this) [we did this in the vision]

• be Compassionate (think about the values that are driving you and the impact it will have on other people = empathy)

• be Creative (it’s cool to be different)


• Creativity & innovation - You get to come up with your own project ideas.

• Confidence - Connecting the issue to a response that is yours.

• Team work - Moving from lots of ideas to one as a team.

Activity 1 - Values on ShowTo start with, let’s get compassionate.

Have your students watch this video of a group of young people who were driven by a set of clear values and how they wanted to affect other people.

Debrief using the following questions:

• What are the values that drive this group?

• What are some of your values?

• Why is it important to de driven by values?

• How can you use your values to influence the target audience of your project?


THE DESIGN• Values on Show• Plastic Bag Challenge

• Idea Generation• Draft Idea

• “Yes and?”• Prototype

Part A

https://www.youtube.com/watch?v=iu96Ois8G6k


Activity 2 - Plastic Bag Challenge

Now, let’s get creative! Using a plastic bag (or a tea towel), invite your students to come up with as many new uses for the item in 1 minute.

You can de-brief with them using the following questions:

• What strategies did you use to generate ideas?

• Was it easier to come up with new ideas working in a team? Why/ why not?

• What would you do differently?

• What can this teach us for our coming up with ideas for our project?

Activity 3 - Idea Generation

Discuss with your students that this next activity is both the most enjoyable and the hardest, as it involves using all the information they have gathered and created so far to generate project ideas.You will need large pieces of paper and coloured markers/pencils for this activity.

Follow these steps:

• Form groups of 4-5 • Provide each group with one piece of large paper and some coloured markers• Provide your students with the completed Worksheet 5 - Dream Drawing• Invite each group to draw the following mind map on their large piece of paper

Now you can invite each group to fill out the mind map using the following steps:

• Write down the issue you are addressing/promoting in the top left box.• List yours and the strengths and hobbies of the people you interviewed in the top right box.• List the answers from the the last question in Worksheet 5 - Dream Drawing in the bottom

middle box.

Dream Drawing Ideas Strengths & Hobbies

Issue

Project Idea

Mind Map

MODULE 02


Once they have filled out the mind map, invite them to start connecting the three boxes together to create project ideas, like the example below.

Dream Drawing Ideas

Friendship and CommunityHold an Event

Footy

Public SpeakingTeam Work

Footy

Anxiety and Depression

R U OK? Event

Strengths & Hobbies

Issue

Project Idea

Example

Hint - Inspiration

If your students are struggling to generate ideas, or you want to provide some extra motivation during the session, feel free to use an example that relates to you and put it up on the board. After this, ask if one of the students is brave enough to brainstorm with the whole group and then have them spend 10 minutes working on it by themselves.

It’s important to remind them of two things:

• They are capable of doing cool stuff if they have the right support

• They’re not alone - there are other young people out there who have done stuff like this before! If you have time, play this video of a young person from Ballarat who started with an idea to address an issue in his community and FYA supported him to turn it into a reality or this video of a Young Australian of the Year winner who advocates for the inclusion and support of deaf people

Activity 4 - Draft Idea

Ask each group to pick their best three ideas using Worksheet 6 - Draft Idea to shortlist and compare ideas. Once you have checked their ideas, ask each group to discuss which one of their ideas they wish to share with the whole class.

Once every group has one idea they want to share, invite each group to share their idea with the class using the following frame:

• What the idea is

• How it addresses the issue

• Why it is unique and creative

MODULE 02

https://www.youtube.com/watch?v=raFdT7WwAW8&feature=youtu.be

https://www.youtube.com/watch?v=Ky9D59KxyAw


Optional Activity 5 - “Yes And?”If you (and your students) think the whole class should work together in one big group, use the following activity to bring their ideas together.

Invite each group to write their idea up on a piece of large paper and put it on the ground. Then facilitate a discussion using post-it notes and invite your students to spend 10 minutes rapidly going, “yes, and...” to the project idea they have come up with, thinking particularly about the following questions until there is consensus on moving forward with one idea:

• Combinations: How do you combine these 4-5 ideas to make one great idea?• Bigger: Can you make that one great idea work if you make it a bit bigger?• Smaller: Will that one great idea be more achievable if you make it a bit smaller?

Activity 6 - PrototypeDiscuss with your students that they are now in a position (either as a whole class or small groups) to create a prototype, another core element of “design thinking”, which is the first version of an idea or product that you can test with users. Remind them that you have been using design thinking principles throughout the Inspired Citizens program by including users in the design of their project.

Simplify this by drawing the following diagram on the board:

Remind your students of Worksheet 3 and 4 where they talked about, and interviewed, the people that they wanted to affect with their project.The next step is to create a prototype of their idea that they can ‘test’ with these people, which could be any of the following (or something else that they think of!):

• A diagram• A model• A role play• A poster with information

You can now inform your students that they will be creating a questionnaire to get feedback from the users as homework. Use the following steps:

• Print out Worksheet 7 - Testing Questionnaire • Ask them to create 3-4 questions to help them future-proof their idea, using the model below• Nominate a scribe and question answerer, changing this with each question• Set a time to ask the questions, either before or after school or during morning tea or lunchtime• Encourage your students to explain to the people they ask that they are doing this to finalise their

project idea and encourage them to make any changes to the idea before the next class, as they will be sharing this with everyone

MODULE 02

Prototype

Get Feedback

Refine

Feedback Model

What did you like?

Any questions or clarifications?

What should change?

What stood out?

+

? !

-


Time AllocationThis Part will take approximately 40 - 50 minutes.

OverviewDiscuss with your students that while some might say that planning for evaluation is not the most exciting part of creating a project for change, it is important that your students think about how they are going to measure and reflect on all their hard work!

Explain that the first part of evaluating is understanding what your final product is, so you will begin by sharing insights from the prototype interviews before creating an evaluation plan.

Their evaluation report will also be how they apply for the FYA Unleashed Inspired Citizens Award and short film creation.


• Critical thinking & problem solving - Understanding how to document your progress

• Project management - Organising information

Activity 1 - Feedback to Finish LineInvite your students to share back any insights they gathered from the interviews on their prototype using the following questions:

• What feedback did you receive?

• What was it like talking to people about your prototype?

• Did anything have to change?

Activity 2 - Why Evaluate?Discuss with your students that this activity is an opportunity for them to think more closely about the impact their project will have.

Use the following questions to have a whole class discussion to help your students recognise how a monitoring and evaluation plan will benefit their project and will assist them in creating their evaluation report when their project has concluded.

1. How are we going to know what’s working and what’s not? Eg. do a survey, conduct interviews

2. Who’s going to want to know if it’s working or not? Eg. the school, community members , partners, project team

3. How will this information help us? Eg. to find out what might need to change in the future to make things work better

4. How do we show others what we have achieved? Eg. a written report, diagrams, pictures, all of the above?

MODULE 02


THE IMPACT• Feedback to finish line• Why evaluate?

• Evaluation plan

Part A


HintThis is a great opportunity to introduce your students to the two types of data used in the monitoring and evaluation process:

Qualitative feedback (personal and anecdotal): recording thoughts and feelings Eg. What do you want to measure using people’s thoughts, opinions and experiences throughout the project?

Quantitative feedback (numbers and statistics): recording measurements Eg. What do you want to measure using numbers?

It’s great to get your students into the habit of documenting their progress at all stages of their Inspired Citizens journey, you never know what will come in handy when completing the final evaluation report!

MODULE 02

What will you want to know?

What questions will you ask?

Where can you get this information from?

Who in your team will get the information?

E.g. Are people likely to try and stop bullying if they see it happening?

Are you more likely to speak up about bullying now?

Participants at our event

Team member

Eg. How many people came to the event?

How many tickets were sold? How many people acutally attended?

Admin data Team member

Activity 3 - Evaluation PlanThis activity will provide the foundation for the evaluation report that students will complete later in this toolkit. Using Worksheet 8 - Evaluation Plan, invite your students to fill out the boxes. Remind them that whenever a team member thinks of a particular aspect of their project that will need evaluation, put it here!

See the example below which you might want to write up on the board and work through to get them started.

Example Evaluation Plan


MODULE 02

Time AllocationThis Part will take approximately 30 - 40 minutes.

OverviewDiscuss with your students that networking is a key part of leading change. Therefore it is really important to get your students to think about the people in your community who believe in your purpose and are keen to help you support the project. Remind your students that building networks also helps you get places - like getting a job!


• Enthusiasm for ongoing learning - Seek and listen to multiple opinions.

• Communication - Being able to explain your project.

Activity 1 - Strength in Numbers

This activity will help your students understand the importance of community support and insight.

• Ask for one volunteer.

• That one volunteer stands up the front by them self and the facilitator gently pushes them on the shoulder - they will lose balance.

• Now ask for four more volunteers.

• Now these four people stand behind the first person and put their hands on each other’s shoulders and the facilitator will try and push them - they will be steady.

You can debrief with the following questions and process (in italics):

• What did you notice? What changed when there were more people? (e.g. strength in numbers) Facilitator validates this and then asks more people to share back. Facilitator acknowledges the different feedback and poses a new question.• What do you notice happens when more people are able to provide feedback? (e.g. more insight is offered) Facilitator notes that this is the power of having strong networks and champions to support you.


THE COMMUNITY• Strength in Numbers• Networking

Part A

Activity 2 - Networks RuleUsing Worksheet 9 - Networks, work with your students to brainstorm all the organisations and people in your community that could support their project. A good way to start this activity is by asking the following four questions:

• What are some of the important roles that people play in your community (e.g. police, doctors, coaches, teachers, business owners etc.)?

• Who of these people could assist us?

• Why should or would they support you?

• Who else could assist us (e.g. health service providers, sports clubs, local businesses)?


03 Now it is time to understand what needs to get done, by who, and how much it is all going to cost. Lastly, it is important (and fun) for your project to stand out from the crowd, so let’s work with your students to make the project stand out!

Time Allocation

This Part will take approximately 50 - 60 minutes

OverviewDiscuss with your students that your school can apply for a $500 grant to bring this project to life. To make sure they get the most impact out of this grant, explain that they need to know why they need it and clearly say how they are going to spend it.

Let your students know that in this part they will be invited to create and write up a simple budget. Remind them that sometimes we need to update budgets when things happen unexpectedly, like items costing more than originally expected, a guest speaker pulling out or rain effecting the event.

Skills your students will build• Project management - Prioritising your budget planning

• Financial literacy - Being able to plan your project costs.

MODULE 03

Plan for Action

Part B Part C

MONEY, MONEY, MONEY• Money meets purpose• Build your own budget

• Yes and?• Financial purpose

Part A


Activity 1 - Money Meets PurposeBegin by asking your students the following questions:• Who has an iPhone?

• Who has an iPad?

• Who has a Macbook?

• Who has all three?

• Who knows someone with all three?

Then play this short 1 min video with your students. You can then use the following questions to debrief:

• What emotions did you feel watching that? Where they positive or negative?

Facilitator notes that some emotions promote action, like the ones we felt in that video (hope, inspiration, excitement) and some inhibit action (fear, sadness, trouble)

• Does anyone know what the video is about?

Facilitator mentions that it was the first Apple commercial to be played when Steve Jobs returned to the company.

• Does anyone know when apple started? And what their story is?

Facilitator mentions that they went bankrupt because they didn’t handle their finances correctly - their computers cost more than people could afford and Steve Jobs was fired from the company he started. He was re-hired some 10 years later, they re-designed their products and how much money it would cost, and they became successful.

Facilitator then mentions it is also an important case study as it feeds into our next section on brand… and the connection between finances and branding and your product.

Activity 2 - Build Your Own BudgetUsing Worksheet 10 - Build Your Own Budget, write the table on the board and work with your students to list all of the things that they will need to budget for in bringing their project to life. For example - renting tables, hiring guest speakers, catering, printing flyers, etc.

MODULE 03

No. Item Description Qty Unit Cost Total Cost

1 Example: Renting Ipad 3 $40 $120

2 Example: Guest Speaker 1 $100 $100

Total Costs 4 $220

Example Budget

https://www.youtube.com/watch?v=GEPhLqwKo6g


MODULE 03

Activity 3 - Financial Purpose Watch this short video with your students that shows what is possible if you are really, really good at managing and tracking how your funds are spent on a social change project.

Use the following questions to debrief:

• How does it feel to write your own budget?

• What parts were hard?

• Was any of it easy?

• Why is it important to budget for a project that promotes active citizenship and youth leadership, starting in your school?

Optional Activity - “Yes And?” Like you did above, invite your students to brainstorm ideas for how they can re-design their budget by answering the following questions, writing the answers on coloured post-it notes and sticking them on the budget (which you can attach to the wall):

• What are your contingencies (backup plans)?

• What if the materials cost too much?

• What happens if you can’t run the event (like it rains)?

• How can you lower the cost of your project?

• Can you source any items for a lower price?

• Can you borrow items for free?

• Are all the costs listed necessary?

https://vimeo.com/89060938


MODULE 03

Time Allocation


OverviewDiscuss with your students that they get to be creative again! This time it is getting their message out to the school community. To do this they need a brand, and the best way to build your brand is to base it on your purpose. Invite your students to think back to the start of the toolkit when you talked about values and empathy.

Stories are a fantastic way to connect with people’s values and show empathy. And it is people’s ordinary and extraordinary stories that make us unique, interesting and exciting!

Skills your students will build• Creativity - Clever marketing to help get attention to your project.

• Communication - Using personal stories to connect with people and their purpose.

Activity 1 - Storytelling CircleInvite your students to sit in a circle. Ask someone to share a story on anything they want. It could be about a time when they went on their favourite holiday, or what they did on the weekend. When someone else in the circle hears something that reminds them of a time they experienced something similar, they put their hand up, the person talking stops and the person with their hand up starts to tell their story. Continue with this process until at least 10 people have contributed or until you feel like it is a good time to stop.

Use the following questions to debrief:

• What did you notice playing this game? (e.g. that we all have similar experiences)

Facilitator acknowledges that having similar experiences allows us to connect with each other

• How can this relate to the messaging for your project? (e.g. we need to connect with people through our brand)

Facilitator acknowledges that telling stories is a great way to connect with people

Part B Part C

STAND OUT FROM THE CROWD• Storytelling circle• Purple cow marketing

• Creative design

Part A


Activity 2 - Purple Cow MarketingTalk to your students about the book, Purple Cow: Transform Your Business by Being Remarkable. This book by best-selling author, entrepreneur and marketer, Seth Godin, is premised on the idea of standing out from the crowd. Nobody remembers a brown cow, but everyone would remember a purple cow!

Ask your students if they can think of marketing strategies that have made a product or service stand out from the crowd.

Re-watch the Apple video and afterwards ask your students these questions:

• What social change projects have inspired you?

• What social change events do you still remember? Why?

• Which leaders of positive change inspire you? Why?

Let your students know that we will use the learnings from these activities to inform your brand by filling in the following worksheet.

Activity 3 - Creative DesignDiscuss with your students know that every brand needs a personality to give it life and make it talk. Using Worksheet 11 - Creative Design invite them fill it in to give the project some zing!

MODULE 03

http://www.sethgodin.com/purple/

https://www.youtube.com/watch?v=GEPhLqwKo6g


MODULE 03

Part B Part C

MAP YOUR PROJECT• Project Plan• Reflection

Part A

Time Allocation


Overview

Explain to your students that now they know how much money you will need, it’s time to figure out what needs to get done, by who and when, including how you use that money!

Let them know that in the workplace, this is usually referred to as Project Management. Basically, it helps you plan and organise when you need to do the stuff you need to do to make this happen!

Skills your students will build• Project management - actually writing out who does what and when

• Teamwork - identifying team strengths and taking responsibility for roles

Activity 1 - Project PlanUsing Worksheet 12 - Project Plan, invite your students to fill in the boxes so that everyone knows what they need to do at specific times. It will also help them to separate tasks based on their skills and interests.

Some things to think about here may include, approaching people for support, raising funds, sourcing materials, finding a venue, raising awareness of the project, etc.

Activity 2 - ReflectionCongratulations, you can now “high-five” your students as the design of the project is complete. Use the following questions to debrief the design and planning phase.

• How do you feel having completed the design and planning phase?

• What did you enjoy about the design and planning phase?

• What difficulties have arisen in the design and planning phase?

• How are you going to address them?

• What are you excited about now that you are nearing the implementation phase?


04 Now it is time to make your project happen! Delivering a project can be stressful so it is important to work as a group, remembering the different roles that you have and to support each other along the way.

Time Allocation


OverviewWhen you are in the final stages of preparing, ask your students to take the tasks from your project plan and use the checklist below to make sure you have everything ready.

Skills your students will build• Project management - making sure you have everything organised

• Teamwork - contributing and supporting each other

• Confidence - being prepared is a factor in being confident!

Activity 1 - ChecklistDiscuss with your students that whenever you deliver an event it is good practice to have a checklist of tasks to make sure everyone knows what needs to get done.

Using Worksheet 13 - Checklist, work with your students to fill in all the tasks that need to be completed.

You can use the following questions to debrief:

• What is it like working in a group?

• Why is it important to allocate certain people with specific tasks?

MODULE 04

Implementation

Part B

KEEP ON TRACK• Checklist

Part A


MODULE 04

Part B

RUN IT LIKE A BOSS• Running sheet• Shout out!

Part A

Time Allocation


OverviewDiscuss with your students that in order to make the most stressful part of running a social change project (the day when people come along and see what it’s all about) less stressful, we suggest planning the day (or days) out to keep everyone calm and cozy as this will build confidence during the event and upon reflection at a later stage.

It is important to encourage your students to remain calm and most importantly, do not take over from them. If the project isn’t as successful as anticipated, reflecting on why this happened will be a valuable learning for all involved.

Skills your students will build• Teamwork - delivery, helping to make things work smoothly

• Confidence - the feeling of achievement - you can do what you planned!

• Communication - be a great ambassador for active citizenship and youth leadership

Activity 1 - Run Sheet

If the project involves running an event ask your students to fill out Worksheet 14 - Run Sheet to plan it out. Your students can re-use this if your project goes over a few days.


05 In the hustle and bustle world that we live in, we don’t often stop to celebrate our achievements or think about how we got there. Now that you have designed and delivered a project addressing an issue in your school community, you should be proud!

Time Allocation


OverviewCelebrating achievements and looking back at what you learned helps plan for the next adventure you undertake in life; and to do it well when you’re doing it!

Skills your students will build• Creativity - Exploring ways to share your achievements

• Project Management - Organising and analysing data

Activity 1 - Storyboard

Begin by reminding students of the Dream Drawing they completed in Module Two: Part B (page 13) and discuss with them the idea that dreaming inspires hope - as the saying goes, pictures tell 1,000 words! You can now let them know that they will be able to reflect on that original vision and celebrate their success by representing what they have achieved through a storyboard!

They may also use the storyboard to help share what they are proud of in a discussion or reflection activity.

Celebration

WHAT WE’VE DONE• Storyboard• Evaluation report

Part A

MODULE 05


Invite your students to take a photo of something that represents the change their project achieved. Stick the photo on a board and write words around it, using these questions:

• Why did you take this photo?• What’s not in the photo that is important to know?• Looking back, what are the skills that you have learned to get here?• How does it feel to have identified an issue and taken action on it?• FYA would say that you are a “changemaker” - what does this mean to you?

Guide for the photo

• Choose ONE photo that the group agrees on, using a camera or Smartphone• NO FACES OF PEOPLE (hands or bodies are OK provided you can’t identify the person), as this is

against privacy and publicity laws.• Make sure the photo is not too light or dark• Make sure the key thing in your photo is not too far away or too close• Don’t use a blurry image

Activity 2 - Evaluation Report

Begin by reminding your students of Module Two: Part D, The Impact (page 16), when they spoke about the importance of evaluation.

It’s now time for your students to use all of the informations they’ve gathered using their monitoring and evaluation documentation to create a report and share their success!

To be eligible for the Unleashed Inspired Citizens Award, schools are encouraged to ensure that they cover the following topics in their report:

• Summary of the purpose of your project• Summary of your evaluation method/s (eg. did you use a survey? did you take pictures?)• Feedback from the people affected by the project (this can include participants, community

members, your colleagues, etc.)• Your impact (which can be a combination of the feedback from the people affected and the team’s

reflections captured in the Storyboard activity at the start of this Part)• Simple budget breakdown (how your $500 was spent)• Recommendations for next time

Students are encouraged to get creative with presenting the outcomes of their evaluation. They are welcome to use the methods that best suit them. These can include:

• Drawings• Infographics• Photographic documentation• Poetry• Reporting in pictures• Video

MODULE 05

Appendix A

How Inspired Citizens relates to the National Curriculum Inspired Citizens has been designed to align with year 7 - 11 Australian Curriculum National Achievement Standards. We recognise that there are many ways to map content to curriculum.

Given that this toolkit is underpinned by principles of empowerment, leadership and participation, the content has been mapped to achievement standards to provide students with opportunities for inquiry based learning that is appropriate to your school setting.



APPENDIX A

Humanities and Social Sciences - Civics and Citizenship

YEAR 8 - Outcomes relevant to Year 8 Achievement Standards:

• Analyse features of Australian democracy and explain features of Australia’s democracy that enable active participation

• Identify diverse belief systems in Australia and analyse issues about national identity and factors that contribute to people’s sense of belonging

• Identify ways to become active and informed citizens in different contexts

• Develop and present reasoned arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts


• Identify and analyse the influences on people’s political choices

• Analyse a range of factors that influence identities and attitudes to diversity

• Reflect on how groups participate and contribute to civic life

• Compare and account for different interpretations and points of view on civics and citizenship issues

• Take account of multiple perspectives, use democratic processes and negotiate solutions to an issue when planning for action

• Develop and present evidence-based arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts

• Analyse ways they can be active and informed citizens in different contexts.


• Evaluate a range of factors that sustain democratic societies.

• Account for and evaluate different interpretations and points of view on civics and citizenship issues

• Take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue when planning for action

• Develop and present evidence-based arguments incorporating different points of view on civics and citizenship issues

• Evaluate ways they can be active and informed citizens in different contexts


APPENDIX A

Humanities and Social Sciences - Economics and Business


• Describe influences on the way people work and factors that may affect work in the future

• Explain the rights and responsibilities of consumers and businesses

• Apply economics and business knowledge, skills and concepts to familiar and unfamiliar problems

• Identify the effects of economic or business decision and the potential consequences of alternative actions

• Explain why different types of businesses exist and describe the different ways businesses can respond to opportunities in the market.

• Develop questions and gather relevant data and information from different sources to investigate an economic or business issue.


• Analyse the effects of economic and business decisions and the potential consequences of alternative actions

• Generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action

• Explain why businesses seek to create a competitive advantage, including through innovation, and evaluate the strategies that may be used

• Apply economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems.

• Analyse the effects of economic and business decisions and the potential consequences of alternative actions.


• Evaluate the effect of organisational and workforce management on business performance

• Develop questions and formulate hypotheses to frame an investigation of an economic or business issue or event.

• Generate alternative responses to an issue, taking into account multiple perspectives

• Propose and Justify a course of action using cost-benefit analysis

• Develop and present evidence-based conclusions and reasoned arguments incorporating different points of view

• Analyse the intended and unintended effects of economic and business decisions and the potential consequences of alternative actions


English


• Understand how the selection of language features can be used for particular purposes and effects

• Explain the effectiveness of language choices they use to influence audiences

• Make presentations and contribute actively to class and group discussions, using language patterns for effect

• Create texts for different purposes, selecting language to influence audience response


• Analyse the way that text structures can be manipulated for effect

• Create texts that respond to issues

• Make presentations and contribute actively to class and group discussions

• edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.


• Explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments.

• Develop their own style by experimenting with language features, stylistic devices, text structures and images.

• Make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments.

• Demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

APPENDIX A

Mathematics


• Solve everyday problems involving rates, ratios and percentages

• Solve problems involving profit and loss


• Compare techniques for collecting data from primary and secondary sources

• Solve problems involving simple interest


• Compare data sets by referring to the shapes of the various data displays.

• Evaluate statistical reports

Appendix B

Worksheets



Orange Sky ThinkingWORKSHEET 01

Questions Answers

What do you believe motivated Nic Marchesi and Lucas Patchett to create Orange Sky?

Do you believe Orange Sky has made a difference to homeless people in their community? How?

As young people, what did Nic and Lucas do that was innovative or different to other projects attempting to help the homeless?

What risks did they take?

How does Lucas and Nic’s idea make a difference to the broader community?


Where do your strengths as a changemaker lie?WORKSHEET 02

Quality Explanation Range

Confidence Willing to put yourself forward 1 2 3 4 5 6 7 8 9 10

Drive Motivated to succeed 1 2 3 4 5 6 7 8 9 10

Flexibility Able to adapt if circumstances change 1 2 3 4 5 6 7 8 9 10

Compassion Practice care for yourself and others 1 2 3 4 5 6 7 8 9 10

Initiative Proactive and forward-thinking 1 2 3 4 5 6 7 8 9 10

Problem SolvingWilling to take chances and try new things 1 2 3 4 5 6 7 8 9 10

Honesty Open & truthful 1 2 3 4 5 6 7 8 9 10

Understanding Empathy with others 1 2 3 4 5 6 7 8 9 10

Risk Taking Willing to take chances 1 2 3 4 5 6 7 8 9 10

Discipline Able to stick to a schedule 1 2 3 4 5 6 7 8 9 10

Imagination Able to think outside of the box 1 2 3 4 5 6 7 8 9 10

Vision Able to think of long term goals 1 2 3 4 5 6 7 8 9 10

Date of 1st self rating

Date of 2nd self rating

Total Score

Total Score


World CafeWORKSHEET 03

The issue you are addressing / promoting

1. Why is this something you care about?

2. Who does it affect? (provide examples)

3. Why does the issue affect these people?


Community InterviewsWORKSHEET 04

Questions Answers

What year level are you in?

What is your gender?

What values are important to you?

What are your hobbies? (eg what do you like to do in your spare time?)


Dream DrawingWORKSHEET 05

Questions Answers

What type of people did I speak with?

What did these people think about the issue we are working on?

(recurring themes?)

What did these people say we could do to address it?

(recurring themes?)


Draft IdeaWORKSHEET 06

Idea Good Points Bad PointsDoes it address the Issue?


Testing QuestionnaireWORKSHEET 07

Questions Answers


Evaluation PlanWORKSHEET 08

What do you want to know?

What questions will you ask?

Where can you get this information from?

Who in your team will get the information?


NetworksWORKSHEET 09

Organisation nameWhy should they support you?

How can they support you?


Build Your Own BudgetWORKSHEET 10

No. Item Description Qty Unit Cost Total Cost

1.

2.

3.

4.

5.

6.

7.

8.

9.

10

11.

12.

13.

14.

TOTAL COSTS


Creative DesignWORKSHEET 11

Invite your students to draw the outline of a person and fill it in accordingly.

Head Vision of success

Chest Activity (who is your audience?)

Left Arm Values (the reason why your issue is important)

Right Arm What makes your project unique and exciting?

Legs Colours (logo look and feel)


Project PlanWORKSHEET 12

Key taskWho is responsible?

Who can help?

When does it need to be completed?

Completed

1.

2.

3.

4.

5.

6.

7.

8.

9.


Checklist - For EventsWORKSHEET 13

Key taskWho is responsible?

Notes Completed

1.

2.

3.

4.

5.

6.

7.

8.

9.


Run Sheet - For EventsWORKSHEET 14

Time Activity Room / Notes

inspiredcitizens teacher toolkit - fya€¦ · overall, this toolkit is underpinned by the idea...

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