Understanding Personal Legacy

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Overview

Subject Area: General Capabilities — Personal and Social Capability
Curriculum Area: Australian Curriculum (Version 9.0)
Year Level: Year 11
Duration: 180 minutes
Class Size: 15 students
Cross-curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures, Sustainability, Asia and Australia’s Engagement with Asia
General Capabilities Focus: Personal and Social Capability, Ethical Understanding, Critical and Creative Thinking

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Lesson Title

Legacy: What Will You Leave Behind?

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Lesson Objectives

By the end of this 180-minute workshop-style lesson, students will:

1. Explore the meanings and dimensions of "legacy" across different cultures including Australian, Indigenous, and personal perspectives.
2. Establish and articulate personal values and identify how these relate to the type of legacy they wish to leave.
3. Develop a plan for an achievable, authentic personal legacy project tied to community service, social enterprise, or environmental advocacy.
4. Strengthen collaboration, reflection, and presentation skills through interactive discussions and project pitching.

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Curriculum Links

General Capabilities (Australian Curriculum):

• Personal and Social Capability: Reflect on personal qualities and use a range of strategies to develop personal qualities and achievements (Level 6)
• Ethical Understanding: Explore rights and responsibilities of citizens (Level 6)
• Critical and Creative Thinking: Investigate and devise strategies to tackle real-world problems (Level 6)

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Key Concepts

• Legacy (Personal, Cultural, Historical)
• Values and Character
• Civic Contribution and Citizenship
• Intercultural Understanding
• Youth Leadership
• Impact and Change-making

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Materials Required

• Butcher’s paper & markers
• Projector/screen for presentation
• Sticky notes (3 colours)
• Voice recording devices (or smartphones)
• Pictures/posters that reflect legacy (famous Australians, Indigenous elders, community members, etc.)
• Printed worksheets (provided below)
• Laptops/tablets (for research and project creation)

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Lesson Structure

Part 1: What Does 'Legacy' Mean? (40 minutes)

Activity: Silent Graffiti Wall

• Posters with key words and prompt questions pinned around the room e.g.
  • "Who has left a lasting legacy in Australia?"
  • "How do Indigenous communities think about legacy?"
  • "What do you think your legacy will be?"
• Students roam and respond using markers.
• After 15 minutes, as a group, reflect on recurring themes and build a mind map on the board.

Mini Lecture (10 mins)
Offer a visual-supported talk defining legacy:

• Legacies that are cultural, historical, familial, environmental, and personal.
• Examples include Adam Goodes, Cathy Freeman, Eddie Mabo, and rural community leaders.

Video Clip & Quick Response (10 mins)
Play a 3-minute video (teacher sources in advance) with young Australians discussing their hopes to make a difference. Immediate follow-up: Students record a 30–60 second voice note answering:
"If you could do one thing that outlasts you, what would it be and why?"

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Part 2: Values and Visioning (40 minutes)

Activity 1: Core Values Audit (20 mins)
Use a printed worksheet with 40 potential values (e.g. courage, service, growth, wisdom).
Students select and rank:

• Top 10 values
• Circle Top 3 “Non-Negotiables”

Reflection Prompt (Short Journaling Activity)
Write a paragraph: "How do the values I chose show up in my actions?"

Activity 2: Identity and Contribution Matrix (20 mins)
Worksheet 2: Students build a 4-quadrant chart:

My Strengths	My Community
What I Care About	Legacy Contribution Ideas

Encourage bold, out-of-the-box categories: "helping out with fire recovery", "supporting refugee families", "protecting kookaburras", "honouring big sister teachings"

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Part 3: Designing a Legacy Project (50 minutes)

Group Task: Students form small teams (2-3 students) based on shared values or project ideas.

Each team creates a concept for a Legacy Project — a real-world initiative with a lasting impact.

Project types may include:

• Environmental campaign at the school
• Digital oral history of family/elders
• Mental health peer education program
• Hosting a cultural day or awareness workshop
• Launching a social media advocacy account

Creative Collateral: Teams must produce

• Project Name and Slogan
• Poster or Digital Slide
• 1-minute Verbal Pitch
• Legacy Statement (50–100 words)

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Part 4: Present and Reflect (30 minutes)

Legacy Show-and-Tell (20 mins)
One by one, groups pitch their Legacy Projects to the class. Optional: Teacher or peers provide feedback on clarity, impact, originality.

Reflection Debrief (10 mins)
Students respond in journals:

• "What inspired me today?"
• "What are small steps I could take next week to build this legacy?"
• Share personal action items in a Talking Circle (goes around the room, each student says one thing they’ll do now)

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Assessment (Formative)

• Completion of values audit and matrix worksheets
• Self-reflection journal entries
• Voice note and one-sentence legacy pitch
• Clarity and creativity in group legacy project
• Contribution to group work and class discussions

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Differentiation Strategies

• Visual aids and scaffolded worksheets for students needing extra support
• Opportunities for high-achieving students to build multi-faceted projects (e.g. combine social and environmental goals)
• Use of oral, visual, and movement-based learning opportunities
• Cultural safety practices for ATSI students—option to ground discussion in family-centred storytelling

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Extension Opportunities

Students interested in further exploration can:

• Create a digital ‘Legacy Profile’ using Canva or video format
• Present their ideas to school leadership or local council
• Volunteer for a legacy-themed school event
• Incorporate this into their SACE (South Australian Certificate of Education) or an English/HASS cross-disciplinary task

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Teacher Reflection

Post-lesson prompt for educator:

• Which students flourished when discussing personal purpose?
• How did quieter students express themselves (digitally, visually, or otherwise)?
• How can these legacy projects evolve into year-long impact plans?

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Notes for Teacher

• Build in moments to share laughter and create psychological safety — legacy is both serious and joyful.
• Celebrate diverse visions of legacy, especially those breaking conventional career-based molds.
• Follow up by revisiting students’ plans in Term 3 to provide a sense of continuity.

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Acknowledgements & Cultural Note

This session honours First Nations understandings of legacy as multi-generational stewardship, grounded in connection to land, story, and kinship. When possible, link with a local Elder or Indigenous mentor to guide discussion from a position of cultural authority.

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End of Lesson Plan

Let this not just be a lesson — but the beginning of a student's lifelong contribution.