Empowering Tomorrow’s Leaders

Overview

Subject Area: Other (Youth Studies / Civics and Citizenship)
Year Level: Year 11
Duration: 240 minutes (divided into 4 x 60-minute blocks)
Class Size: 14 students
Australian Curriculum Link:

• General Capabilities: Personal and Social Capability, Ethical Understanding, Critical and Creative Thinking
• Cross-curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures, Sustainability
• Civics and Citizenship, Level 11 (Senior Secondary):
  • Analyse contemporary youth issues and perspectives
  • Evaluate social and political action
  • Explore concepts of identity, cultural awareness, and social cohesion

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Lesson Theme: Youth Identity, Agency, and Change

This lesson puts students in the shoes of change-makers. With a blended approach of multimedia, roleplay, critical discussion, and team-based action planning, students will explore youth-led movements, discover their own identities in the social landscape, and begin to shape personal strategies to engage with real-world issues impacting Australian youth.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Describe diverse identities that shape Australian youth experiences.
2. Analyse real-life examples of youth-led change around Australia and the world.
3. Collaborate to design a youth campaign or initiative responding to a key issue relevant to their community.
4. Reflect on their own place in Australia's civic and cultural ecosystem.

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Resources Required

• A3 sheets, markers, coloured pencils, Blu Tack
• Student journals or laptops for reflective writing
• Projector or screen for multimedia viewing
• Pre-prepared role cards for roleplay
• Printouts of youth case studies (e.g. AYCC, Seed Mob, Dolly's Dream)
• Disposable cameras or photo apps (optional)
• Access to an outdoor or open area for movement-based activities

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Block 1: Who Are We?

Duration: 60 minutes
Focus: Youth identity in Australia

Activity 1.1: Identity Spectrum (20 mins)

Students participate in a physical spectrum activity by standing along a line in response to statements (e.g. “I identify as a leader”, “I’ve felt unheard in the community”). Facilitated discussion after each statement unpacks perception, diversity, and intersectionality of identity.

Australian Curriculum Link: Personal and Social Capability – self-awareness, social awareness

Activity 1.2: Visual Identity Mapping (25 mins)

Using A3 paper, students create a collage or visual diagram responding to the prompt: “Who am I as a young person in Australia today?” Include elements such as culture, passions, challenges, and dreams.

Activity 1.3: Group Debrief (15 mins)

Students share one part of their map with the group. Teacher facilitates a short conversation on diversity and shared experience among Australian youth.

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Block 2: Voices That Lead

Duration: 60 minutes
Focus: Youth-led movements and taking action

Activity 2.1: Multimedia Case Study Gallery Walk (30 mins)

Small groups rotate through stations with youth campaign case studies (e.g. School Strike 4 Climate, #RaiseTheAge, The Uluru Statement from the Heart youth advocates). Each station includes a video, a short article, and some discussion questions.

Activity 2.2: "Behind the Movement" Roleplay (20 mins)

In groups, students choose one movement and take on the roles of youth leaders involved. They dramatise a panel discussion about the goals, challenges and outcomes of the movement.

Activity 2.3: Reflection Journal (10 mins)

Prompt: “What motivates young people to lead? What causes would I stand for?”

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Block 3: From Issue To Action

Duration: 60 minutes
Focus: Developing action plans for youth improvement

Activity 3.1: Youth Issues Brainstorm (15 mins)

On a communal whiteboard or butcher's paper, students record issues affecting youth in their local or national community—mental health, youth homelessness, cyberbullying, unemployment, discrimination.

Activity 3.2: The Change Canvas (35 mins)

Students form small action teams. Each team chooses an issue and completes a Change Canvas template:

• Define the issue
• Who is affected?
• What change is needed?
• Who do we need to influence?
• What will we do (event/social media/petition/art)?
• How will we measure impact?

Activity 3.3: Campaign Pitch Practice (10 mins)

Teams prepare a 2-minute pitch for their action idea to present in Block 4.

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Block 4: Youth in Action

Duration: 60 minutes
Focus: Presenting ideas and empowering personal voice

Activity 4.1: Youth Campaign Pitches (30 mins)

Each team delivers their 2-minute presentation. The audience provides feedback and suggestions. Teacher offers insights on feasibility, local government contacts, or existing agencies.

Activity 4.2: Power Portraits (15 mins)

Students find a partner and take a ‘Power Portrait’—a photograph that visually represents them as empowered youth. These can be collated into a class display or digital gallery.

Activity 4.3: Final Reflection (15 mins)

In journals or video blogs, students respond to:

• What does youth power mean to me now?
• How can I contribute to my community?
• What have I learned about representing diverse voices?

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Assessment Opportunities

Formative:

• Participation in discussions and activities
• Visual identity maps and Change Canvas
• Reflective journal entries

Summative:

• Group campaign pitch and contribution
• Final reflection piece (visual, written, or oral)

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Extension Opportunities

• Invite a guest speaker from a local youth council or activism group
• Plan a real-world implementation of one group’s campaign
• Cross-curricular integration with English (persuasive writing) or Media Arts (campaign video design)

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Differentiation Strategies

• Provide visual and auditory support materials for diverse learning styles
• Offer both written and video formats for reflections
• Use of flexible groupings to support inclusion and voice equity
• Scaffold campaign planning with templates and gradual release methods

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Teacher Reflection Prompt

• How well did the students connect with youth-led case studies?
• Did quieter students find accessible ways to express themselves?
• How might this lesson sequence guide long-term civic engagement?

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This immersive and multidisciplinary lesson plan transforms the classroom into a think tank of youth empowerment—encouraging students not just to learn, but to lead.