Dream Big & Imagine the What If

Suggested level: Years 9-12 and staff professional learning

Learning areas: English; Health and Physical Education

Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, with connections to Culture and People through lived experience, resilience, education, kinship, Country and self-determined futures.

🧭 Suggested Australian Curriculum V9 content descriptions:
AC9E10LE01: analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts
AC9HP10P01: analyse factors that shape identities and evaluate how individuals influence the identities of others

These are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.

Learning focus: memoir, resilience, aspiration, identity and education.

Practical lesson sequence

1. Before: Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.
2. During and after: Select age-appropriate excerpts, analyse how personal experience and motivational language work together, then develop a realistic ‘what if’ goal supported by actions, people and resources.
3. Evidence of learning: A reflective response or action plan that respects students’ choice not to disclose personal trauma.

Curriculum reference: Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the Australian Curriculum Version 9.0 and the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.

🎓 Suggested AITSL connections:
1.4: Strategies for teaching Aboriginal and Torres Strait Islander students
6.2: Engage in professional learning and improve practice
6.3: Engage with colleagues and improve practice
View the Australian Professional Standards for Teachers.

Suggested use: Use selected chapters for staff reflection on expectations, strengths-based practice and how school structures enable or limit aspiration. Identify one change to language, mentoring or student support.

45 to 60 minute staff activity: Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.

This is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.