Sustainable Choices Workshop

Overview

Subject: Languages
Year Level: Year 11
Total Duration: 180 minutes
Class Size: 15 students
Curriculum Link:
Australian Curriculum: Languages – Years 11 and 12 - Senior Secondary
Specifically aligning with:

• Communicating: interpreting and responding to texts
• Understanding: analysing language variation and change in a sustainability context
• Intercultural Understanding: reflecting on the relationship between language, culture and sustainability practices

Learning Objectives

By the end of this 180-minute workshop, students will be able to:

1. Comprehend and interpret authentic, target-language texts related to sustainability.
2. Use topic-specific vocabulary to discuss sustainability practices in the target culture(s).
3. Present a hands-on sustainable solution in the target language.
4. Reflect on the cultural perspectives of sustainability in both the target culture and Australia.

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Timetable Breakdown

🕒 Total: 180 Minutes

Time	Activity	Mode of Learning
0–10 mins	Welcome & Warm-Up	Whole Class Discussion
10–35 mins	Sustainability Stations	Individual & Pair Work
35–70 mins	Vocabulary Build & Language Focus	Direct Instruction + Collaborative Learning
70–80 mins	Break	-
80–130 mins	Hands-On Sustainable Design Challenge	Group Activity
130–165 mins	Presentations in Target Language	Group Presentations
165–180 mins	Reflective Journaling & Debrief	Individual Work + Class Discussion

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Materials & Resources

• Recycled paper, cardboard, scissors, glue, art materials
• Target-language reading texts (printed in advance)
• Labelled sustainability vocabulary cards
• A3 sheets for posters
• Recording device (for language input/pronunciation modelling)
• Dictionaries / bilingual glossaries
• Laptops/tablets for optional digital submission

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Detailed Activities

1. Welcome & Warm-Up (0–10 mins)

Purpose: Activate prior knowledge and generate excitement.
Language: Target language (with some scaffolding)

Activity: Sustainable Bingo (in Target Language)
Each student receives a bingo card with sustainability-related phrases and vocab in the target language (e.g., “recycle”, “public transport”, “zero waste”, etc.).
They circulate and find classmates who can explain or give examples for each square—in the target language where possible.

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2. Sustainability Stations (10–35 mins)

Purpose: Exposure to a variety of texts from the target culture relating to sustainability.

Set-up:
Three stations with short, authentic materials (e.g., a Japanese flyer on “Kankyo Day”, a Spanish infographic on “Reducing Plastic”, or a French blog post on “Le mode de vie zéro déchet”). Each has comprehension tasks in the target language based on their capability.

Activities:

• Students rotate in small groups.
• At each station, they complete a quick task (e.g., answer questions, match vocab, identify key messages).

Curriculum Alignment:

• Engage with authentic texts
• Interpret written/signed texts
• Identify cultural values/practices

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3. Vocabulary Build & Language Focus (35–70 mins)

Purpose: Consolidate language from Station activities.
Focus on functional vocabulary + grammar for giving opinions, making suggestions, expressing cause and effect.

Structure:

• Teacher-led mini-lesson: introduce key sentence structures (e.g., "We should reduce...", “In my opinion...”)
• Relay race vocab game: cards placed around the room tied to definitions or images. Students match and collect as a class competition.

Output:
Create personalised vocab posters in the target language using new terms (to be used during their presentation later).

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4. Break (70–80 mins)

Students have a 10-minute break to recharge.

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5. Hands-On Sustainable Design Challenge (80–130 mins)

Task Title: "Un petit projet vert / Un diseño ecológico / 環境の計画 (kankyō no keikaku)"
(Design Your Sustainable Dream Solution)

Instructions:

• In multilingual groups of 3–4, students brainstorm a sustainable solution to an environmental issue (e.g., reusable water stations, eco-friendly school transport, clothing swap programs).
• Using supplies provided, they build a prototype or model, poster, and a 2-minute speech (in target language) explaining:
  • The problem they are addressing
  • Their sustainable solution
  • How it reflects both the target culture and Australian values

Language Requirements:

• All visuals should be labelled in the target language
• The oral component must include 3–5 key sentences per student

Teacher Role:

• Circulate, guide language use, provide pronunciation/model scripts, check understanding

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6. Group Presentations in Target Language (130–165 mins)

Purpose: Showcase their ideas and apply new language authentically.

Structure:

• Each group presents for 3–4 minutes
• Peers use a feedback form (with sentence starters in the target language) to rate:
  • Clarity of idea
  • Use of language
  • Cultural connection
  • Creativity

Encourage applause and positive feedback – this is a supportive, low-stakes language environment.

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7. Reflective Journaling & Debrief (165–180 mins)

Prompt in Target Language (adapted to level):
"Today I learned... / I was surprised by... / My favourite activity was... / One thing I will do differently for the environment is..."

• Students write or voice-record their reflections
• Share in a class circle (voluntary)
• Teacher wraps up with links to real-world sustainability actions (e.g., Clean Up Australia, local environmental school projects)

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Assessment (Formative)

Assessment Point	Criteria	Notes
Station Activities	Comprehension and cultural awareness	Checked informally by teacher
Vocabulary Poster	Accuracy and use of new terms	Displayed in class
Group Challenge	Collaboration, creativity, accuracy, presentation	Peer and teacher assessed
Reflection	Depth of insight, self-awareness, language fluency	Used for personal growth tracking

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Extension Opportunities

• Students can record their speeches and upload them to a learning portfolio.
• Invite a guest speaker who speaks the target language and works in sustainability (local council, NGO, etc.)
• Launch a student-led sustainability project in the school inspired by the workshop

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Adjustments & Inclusivity

• Bilingual instructions for EAL/D learners
• Flexible grouping with diverse roles (designer, speaker, writer, etc.) to suit different strengths
• Scaffolded sentence banks and visual aids for language learners
• Option for voice rather than written reflection

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Final Notes

This extended lesson allows for full integration of academic language, student creativity, intercultural understanding, and hands-on learning around a deeply relevant theme — sustainability. It invites students to not only practise using another language but to become informed global citizens who reflect critically and contribute meaningfully to their community.