Kids Teaching Kids Program Manual

The Kids Teaching Kids Program

Program Rationale

135,000 students

have participated in

the program

Kids Teaching Kids

has been run in

every Australian

state and territory

(plus 14 other

countries!)

Kids Teaching Kids

has been working

with schools since

1999

The program is free

to participate in!

The Kids Teaching Kids program was first conceived along the banks of the Murray

River and since it's inception has striven to connect Australian students with their

local environment. Kids Teaching Kids believes that our education system has an

important role to play in building resilient, confident and creative students. To this

end, the rhetoric surrounding students as being the future of our world needs to

shift from what they will do to what they can do in this moment.

Resilience as we define it concerns a person's ability to handle life, to have the

capacity to bounce back from setbacks. When students have resilience, they are

open to learning because they believe that they can learn; they are receptive to

assistance because it is not a criticism of their abilities, and they are comfortable

not understanding concepts immediately because they see learning as a pursuit of

knowledge.

Resilience can also be understood as a protective factor guarding an individual

against mental illness and depression, an issue many Australian students currently

struggle with. In 2015, the Department of Health reported that 1 in 7 children and

adolescents aged between 4 and 17 had experienced 1 of 4 mental disorders,

Anxiety, depressive disorders, ADHA and conduct disorder . There will be few

teachers who are particularly shocked by this statistic - but why are students

struggling so much?

At Kids Teaching Kids we looked first at the declining amount of time spent being

out in nature. In 2011 Planet Ark looked at how our interactions with nature had

changed within the space of one generation and the results were extraordinary.

72% of parents surveyed said they played outdoors every day this did not include

school hours - in stark contrast this number dropped to just 35% for their children .

Children were missing out on crucial time to be outside and ultimately, just being a

kid.

Further, the ever-increasing presence of technology, from Google through to social

media, has placed a new strain on our young people. We are facing a new age of

information, where students are tapped into the pulse of the world often without

filters. With a steady stream of negative media direct to their smartphones or

tablets, it is easy for students to feel apathetic towards the world and their place in

it.

It was through these problems that Kids Teaching Kids was born. The program

seeks to help students by empowering them to become advocates for their

surrounding environment. By encouraging students to see themselves as

ambassadors for their community we inadvertently enable them to build their

resilience and see problems and setbacks, not as roadblocks, but challenges to

overcome.The connections garnered through participation in the program further

provide a supportive network to aid the students through their future journeys.

KTK

Fast Facts

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The History of Kids Teaching Kids

Benefits of Kids Teaching Kids*

Kids Teaching Kids first emerged in 1999, when father and son, Richard Wood and Arron Wood, delivered the very first Conference on the banks of the Murray River in Mildura.

Richard working as a Principal at a local school and Arron as a Floodplains Manager used the local environment to foster students’ curiosity and appetite to want to learn more. Students were given the opportunity to study the ecological health of a local island environment with Arron taking on a mentor role.

Students went on to develop a nature trail and deliver presentations for the wider community. Increasingly, students were given more responsibility for their learning and in turn developed greater respect for their peers, teachers and other community members who support them. Teachers, parents and students themselves, saw a change in their behaviour; they were excited, focused and ready to learn.

Since then, Kids Teaching Kids has continued to grow becoming a national program that has reached over 135,000 students at the end of 2017.

Environmental Benefits Social Benefits

Learning Outcomes Personal Outcomes

Imparts environmental stewardship values. Encourages students to contemplate and take on conservation activities. Marked increase in general sustainability knowledge

Practical leadership skills. Keen understanding of local environmental and social issues. Ability to make strong connections to Indigenous culture and learning. Interdisciplinary skills.

Supports psychological

Increase in student's social capacity. Students framed as a conduit of information and knowledge.

Ties between schools and the wider community strengthened through joint projects.

well being.

Connects and bonds students

in shared journey, knowledge and goals.

Authentic learning opportunities. Student's made to feel empowered and heard.

*Based on 2015 RMIT University research report .4

The Kids Teaching Kids Journey

Breaking Down the ProblemEncourages critical reflection and systematic thinking.

Emphasis to focus on all sides of the argument – how do we create

change in people?

Through research and discussion, students begin to understand the

web of connections that keep communities together and their own

role within it.

Making Connections

Taking Action

Becoming Leaders

Students work as equals with adults, sharing ideas,

knowledge and hopes for the future

Connections are made between the school and wider community,

ultimately raising the school's profile.

Opportunity to build cultural, generational and organisational

relationships.

Participants are encouraged to consider practical, everyday

actions they can complete to make a difference. Many choose to

continue projects already occurring in their schools

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Students are the change makers and become the driving force in their

communities.

The beginning of tangible results and the realisation that

together we can achieve great things.

Students organise a workshop to pass on the

knowledge learnt through their journey.

Connect with the wider student community as they hear from

other Kids Teaching Kids students.

Having been empowered to speak out, students develop

resilience as well as a deeper belief in themselves.

Implementing the ProgramThe Kids Teaching Kids program has been specifically designed to be non-prescriptive, with participating schools and organisations able to alter its delivery to suit their individual needs. This often leads to confusion for new participants as to the proper way to initiate Kids Teaching Kids at their school.

Outlined below are examples of the 3 most popular methods of implementation by Kids Teaching Kids schools. The education team are always happy to speak with respective schools about the best way to get the program up and running!

Small Group / Leadership Responsibility

This option sees the Kids Teaching Kids responsibility handed

over to a leadership group within the school. This could be either

the environmental team or year level leaders. These students

are tasked with the challenge of improving their school's

environmental understanding or to learn more about a social

cause that is a part of the school’s ethos. Often the projects

undertaken during the 'Taking Action stage' are ones already

occurring at the school (such as a kitchen garden or waste

management program) that the students continue with.

During the 'Becoming Leaders' stage, these students may either

present their workshop to others at their school, through visiting

different classes, invite other schools to come learn from them or

attend an external event to deliver their workshop to students

from a variety of schools.

Pro

Easier to manage with

a smaller group of

students taking part

Enhances the

student’s feelings of

being leaders within

their community.

A highly engaged

small group will be

able to do more

with the program.

Pro

Ability to bring real

world learning into the

classroom.

Allows individual

students to steer

learning into a specific

topic of interest.

Able to allocate

necessary time to

complete the various

journey stages.

Con

Inconsistent meetings

can make it difficult to

progress through the

stages.

Group must have a

strong team bond from

the beginning of the

program

If the group is too

small (<4) it can

make running the

activity difficult.

Class and Curriculum Based

Some teachers choose to run the Kids Teaching Kids program in

tandem with their class curriculum. While this can occur in a

range of subjects, generally the program fits best within STEM,

Humanities or Personal Development based subjects. Students

learn about a general topic as a class and may come up with a

group based action to undertake within their school or

community.

They are then broken up into smaller groups for the 'Becoming

Leaders' stage allowing them to learn more about the area of

study that interests them and create a workshop focused on that

subject. Again, these workshops may either be presented to

others at their school by running a learning day for other

students or the class might attend an external event to deliver

their workshop to other schools.

Con

Possible issues should

some class members

not engage with the

learning.

Can be difficult to

assess learning when

student directed.

Conscientious effort

needed to avoid the

journey being seeing

as mundane

'everyday' work.

Pro

Allows for diversity in

the types of workshops

presented.

Essentially a ready

made event with so

many students taking

part in the process.

Great way to

showcase learning

during transition

programs

Year Level

Case Study: Mount Waverley Primary

Possibly the most intricate way to implement the program within

a school is to run it using a full year level. Often this method is

decided upon in the previous school year and planning for the

curriculum revolves around building the Kids Teaching Kids

stages into classwork.

The process runs much like the class implementation method

with each class focusing on a different topic in class and using

this learning to inform the student’s workshops. It is important to

ensure all classes have a slightly different topic focus so that

final workshops are not repetitive.

Presentation of the workshops is used either as a part of a

transition program for entering students or through an in-school

event run simply using the participating year level.

Con

Can be difficult if all year

level teachers are not

100% on board with the

concept.

Requires careful

planning of the

curriculum.

Scheduling can be

difficult to make sure

each class is given

similar opportunities to

participate.

Mount Waverley Primary School (VIC) have been a part of the Kids Teaching Kids

since 2012 and runs the program with their Year 6 leadership team. The school

also uses the Kids Teaching Kids work as a means of maintaining their

ResourceSmart schools accreditation. Student manage projects already in

place at the school, monitoring the school's water usage and running the

weekly rubbish audit.

Mount Waverley Primary then use their event to help schools in the region

learn more about what can be done within the school

ground to protect the environment. Up to 5 schools

are invited for a day of activities and learning. The Year

6 students run the entire day, beginning with a school tour

that visits the many environmental initiatives currently in place around the

campus. This tour is followed by an afternoon of activities, from seed planting to

teaching about recycling, that aims to give audience members new and creative

ideas to take sustainability back to their schools.

The Kids Teaching Kids website is full of useful resources,

hints and example Kids Teaching Kids projects!

If you're still a little unsure give the Kids Teaching Kids

education team a buzz!

Stage One: Breaking Down the Problem

The Kids Teaching Kids Journey begins with students reflecting on issues in our wider society and considering

their place among it. This is the traditional learning component of the program, with students choosing a topic or

issue to research and learn about.

Breaking down the problem is where the students’ connections to the wider world begin, with participants

beginning to understand the web of connections that keep communities together and their own role within it. It

is important that students are encouraged to discuss what is happening in their own communities as well as the

world and the changes they would like to see happen. There is a strong emphasis on student choice within the

entire program and it is key that the participants make the ultimate decision on their Kids Teaching Kids topic,

this is to ensure long-term engagement as well as demonstrating to students that their interests can be aligned

with the education world.

Breaking Down the Problem has a strong focus on:

Look for inspiration from your surroundings!

Critical reflection and systematic thinking.

Examining all sides of the argument – people, communities and countries all have differing

opinions, what informs these thoughts and how can they be used to incite change.

Thorough research and discussion

Connecting the local community to wider world issues. For example, if examining the

importance of recycling students should also look at their local recycling process.

Finding Inspiration

Set your students the challenge of learning about the school’s mascot animal – their habitat, threats and why it was chosen to represent the school.

Learn about the history of your school campus – what did the area look like 300 years ago? What is the Indigenous history of the area?

Head down to your local waterway and have a look at the health of the eco-system there. Is there a problem with rubbish? Is it being impacted upon by nearby development?

Is there a current project taking place at your school? A plan for a kitchen garden, a push reduce waste, the planned creation of a native garden? All of these can make for an amazing journey!

Finding inspiration for your Kids Teaching Kids journey can vary in difficulty. When based on class work, there are clear topics for investigation as set out by the curriculum, however, when running as a smaller group it can be difficult to engage your students on one specific idea.

At the beginning of the Kids Teaching Kids journey, it is not necessary to have a clear, focused topic for your final workshop. Indeed, there is more learning to be had should the group have a wide-reaching topic that they are interested in researching further.

Another strong starting point can be the student's own knowledge. With such widespread access to the internet, many students have a strong starting knowledge of environmental or social issues that they may wish to explore.

Staying Positive

Thanks to advances in technology, modern students are very much a part of a global community; in 2015 it was found that adolescents ages 15-17 spent on average 18 hours a week online . This global access means that modern-day students have an ability to learn amazing things about the world with ease.

However, it also comes with an unfortunate bombardment of negative news stories from war to environmental crises. Indeed, global warming and climate change are often the first ideas mentioned during a Kids Teaching Kids student session, with students as young as Grade 1 letting us know that ‘the world is dying’.

Coupling this knowledge with our students’ incredibly black and white vision for the world around them, we see the beginnings of a major problem. No doubt every teacher has witnessed the roller coaster of extremes that can dictate a student’s day, with the morning signalling the start of the ‘best day of their life’ and by lunchtime, moans of despair and mutterings of how ‘life sucks’.

Taking this into account, when learning about environmental and social issues, it is important to not allow our students to become bogged down in the negatives – the idea that the world is full of so many problems why should we or they bother attempting to make a difference? The following resources* have been chosen as they allow students to discuss and consider the problems facing the world while retaining an overall hopeful tone, reminding students that there is a means for change.

Zen Pencils - "The Power of One"

"The Time you have left in Jellybeans" - YouTube

Zen Comics takes inspirational quotes and uses comics to bring them to life. In ‘The Power of One’, Jane

Goodall talks about the ability of one person to make a difference in the world. The accompanying comic

highlights the need to continue to strive for a better world even when things are at their bleakest.

Prince Ea, "Dear Future Generations: Sorry" - YouTubePrince Ea is a spoken word artist that is passionate about protecting the environment. His poems are

engaging and powerful, presenting in no uncertain terms the damage that has been done to the earth while

maintaining a positive message that we can still take action and make a difference!

Did you know: the average person will spend 227,468 hours of their life sleeping? That’s the equivalent of

26 years tucked up in bed! The Time You Have in Jellybeans’, breaks down an average lifespan and poses

the question, ‘what amazing things are you going to do with the time that’s left?’.

Kid President, "How to Change the World" - YouTube

Upbeat, enthusiastic and plain awesome, Kid President aims to encourage people to be kind to one

another and make a positive difference in the world! A great way to remind students that if we approach an

issue with a negative mind frame we get nowhere!

Bye Bye Plastic Bags - TedEd Talks

Melati and Isabel Wijsen are on a mission to stop plastic bags from suffocating their beautiful island home of

Bali. The two sisters were still in school when they decided to tackle the issue of plastic waste in Bali. They

show, no matter your age if you set your mind to a task you can achieve great things!

*Resource links available at end of the manual

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Stage Two: Making Connections

The second stage of the journey looks to take learning away from the traditional classroom and connect students

with their wider community; demonstrating that it takes a village to protect the environment. Building on the

learning that has occurred during Stage One, students connect with an adult mentor to continue their journey.

Mentors play an essential part in the Kids Teaching Kids program with students working alongside adults as

equals, sharing ideas, knowledge and hopes for the future.

Mentors are there to provide support and offer ideas to the students, helping them understand new information or

teaching them a relevant skill. Mentors do not necessarily need to be a traditional expert on the chosen research

topic but simply have something to offer the student's learning.

Mentors do not need to commit to an extended period of time, a mentor could simply take the form of a one-hour

session run by a local education group or could visit the students once a week throughout the year. Many groups

have multiple mentors throughout their Kids Teaching Kids journey depending on what their specific needs are or

what section of the journey they are completing. Some mentors might have nothing to do with the environmental

topic but rather be there to teach students a necessary skill, for example helping students prepare for the public

speaking component of their workshop or running a cooking class.

Making Connections: Anyone can Mentor!

Simon was running the Kids Teaching Kids program with his Year 9 personal development class. With a focus on making a difference in their own community, the students had decided to examine the topic of Rubbish and began working their way through the stages of the Kids Teaching Kids journey.

During class time, the students had researched the impacts rubbish can have on the environment and began to realise that they had a limited knowledge of what happened to their own waste after the bins are emptied. Simon contacted his local council to see if they could offer any learning materials on the subject and was able to organise a visit from a council education officer. The education officer ran a 1- hour session, discussing what the students had learnt so far and detailed the rubbish and recycling methods used in the local area.

Inspired by this learning, the students started to look at things they could do within their own school to reduce their waste. Simon mentioned the project in passing to a parent who happily chatted about the changes she had made at home to lower her environmental impact. Simon asked if she would mind coming to speak to the class about what she had done and help brainstorm some everyday actions the kids could put into place.

Wanting to draw attention to the issue of rubbish on their school campus in an artistic way, students decided to collect rubbish that had not be placed into bins after lunch and turn the collection into a piece of artwork that could be displayed in the reception area and hopefully spark conversation. The students approached the school's art teacher and asked him to help them design and create their piece. He taught them various sculpting techniques and helped troubleshoot construction issues that arose.

Mentor OneCouncil

Education Officer

Mentor Two

School Parent

Mentor Three Art Teacher

Where can you find a mentor

Mentors can come from any facet of the community and do not necessarily need to be an expert in the traditional

sense. The Kids Teaching Kids website has a detailed list of suggested organisations who may be able to help

and the education team is always happy to connect you with related services.

Teachers, Parents, Grandparents, Wider School CommunityMentoring offers a means by which to invite parents and other school community

members into the students learning. For example, a parent with a personal interest in

beekeeping can prove a useful source of information for a group to discuss the

importance of pollinators. Other teachers in the school can also provide

valuable insights into the group's chosen topic.

Community Organisations or BusinessesThere are often a variety of sustainability initiatives that are taking place within a

community and organisations are usually very willing to get involved with schools.

Members of these groups or businesses are often very happy to come and speak to

students about what they're doing and why they think it's important. A quick email or call

to a related business or community group in your local area can yield amazing results!.

Cultural or Community Leaders

Suggested ways to find a mentor

Put a call out in your school's newsletter asking for anyone (parents, older siblings, grandparents, aunts, cousins etc) who has an interest or knowledge in your topic to come during a team meeting. Further, mention your project at staff meetings!

Check out your local newspaper for any mentions of community groups working on environmental projects. There may be some expertise you can tap into!

Have a chat with your local council! If they don't have an individual able to help your students they will most likely be able to point you in the right direction!

Learn the art of the cold email! Send out a call for help to local environmental groups explaining your topic of choice (or action you plan to take) and ask for any help, support or advice. Many groups would be thrilled to come out to a shcool and see the next generation at work!

Looking for a more traditional mentoring experience? There are numerous educational programs, sessions and tours run by environmental organisations, take your students out for an excursion.

Common areas of the community to find mentors include:

Council's offer a wide variety of educational materials relevant to their municipality and

will often be able to organise school visits to speak on a certain topic. Councils may also

be able to connect you with organisations who are able to provide cultural leadership

and insight. Further, depending on the area, Indigenous Land Councils may be able to

offer cultural knowledge and information.

Stage Three: Taking Action

There is no such thing as an insignificant action!

Big or small, every action makes a positive impact on the environment. Often students can

become caught up in the idea of making a massive change or set themselves

unreasonable goals during the action stage. We encourage students and teachers to look

to their own community to enact change and to remember that the longest lasting impact

is often started by the smallest adjustments. For example, if looking at water inequality in

the world, make sure that your own school is doing everything possible not to waste water

and understands the importance of conservation. Think local in order to act global!

The Taking Action stage sees students looking to make a positive impact on their communities. This should

move beyond the traditional act of running a fundraiser (although this can make a good action depending on the

chosen topic) and instead see the students getting their hands dirty and disseminating their learning among their

peers and community.

The Taking Action stage reinforces the real-world learning that is inherent in the Kids Teaching Kids journey.

Students should be encouraged to think about everyday things they can do or change in order to make an

impact on their surrounding environment.

An action can be as big or as small as the group wishes it to be, however, it seems that the more powerful

actions are grounded in the local community. By focusing on their own backyards, students are able to see the

difference they have made and also bring positivity to their local area.

Create a kitchen garden Design and plant a native gardenTake part in a local tree planting day or organise your own!

Build a frog habitat Set up nest boxes in trees around the campusRaise awareness for one of the current Zoo or Wildlifecampaigns

Organise a waste-free lunch Take part in Oxfam's Hunger BanquetRun classes to teach people how to make reusable lunch wrapsTalk to local cafes about switching to reusable coffee cups

Example actions that can make a difference

Up-cycle rubbish into artwork to be displayedCollect old clothes and repurpose them. Products could be sold at a school fair.Run a waste audit at your school and propose ways in which to reduce the amount of rubbish going to landfill.

Stage Four: Becoming Leaders

What does an event look like?

The final stage of the Kids Teaching Kids journey provides students with an opportunity to connect with other

student communities and share their knowledge. Students are tasked with the creation of a workshop which they

will present at a special Kids Teaching Kids event during Kids Teaching Kids Week (hosted during the first full

week of September).

Please note: The power of Kids Teaching Kids week comes from the understanding that during a single 5 day

period, thousands of students are coming together across Australia to discuss the environment. However, should

this week not work with a school's calendar there is no issue with choosing another, more suitable date during the

year.

Kids Teaching Kids uses the word event to denote the importance of the work being presented by participating

students rather than the size or pomp of the day itself. No two Kids Teaching Kids events are the same with host

organisations and schools tailoring the day to suit their unique space, goals and budget.

The key aim of any Kids Teaching Kids event is to provide students with the opportunity to be responsible for the

overall learning of their peers. Events are a chance for students to talk with like-minded individuals about issues

they see as important and to demonstrate their leadership skills.

Events may run over 2 days or simply for a single period, however, the outcomes are always the same -

empowered students who are ready to be change makers.

Common event structures include:

*Get in contact with the Kids Teaching Kids education team to find out about established events

being run in your area. Often larger events are happy to have new schools participate solely as

audience members.

Students present their workshops to others from their school. This type

of event can vary greatly in size dependant on how Kids Teaching Kids

has been run in the school. It may involve a full year level spending the

day teaching one another or see a small group presenting to younger

students during a single period.

Single School Event

One school hosts other Kids Teaching Kids schools at their campus for

the day. Students present their workshops to one another and have the

opportunity to network with peers.

Multi-school Event*

The event is organised by the local council in partnership with a host

school that provides its campus for the event. These types of events

often have a theme. Themes are in no way necessary but can help to

focus workshops on a concept or theme important to the overseeing

council.

Council Event*

Generally, a larger sized event run by an environmental education

organisation, eco-centre, national park or similar. These events often

have a mixture of student workshops and activities led by the host

organisation.

Organisation Event*

Timetabling an event

Events often use a round robin style of

timetable (an example can be seen to the

right), allowing participating students the

opportunity to be both presenter and

audience during the day. The complexity

of an event's timetable is linked to the

number of schools in attendance on the day

and whether there are schools participating

only as audience members (ie they have not

prepared a workshop to present). If there

are multiple schools taking part, it may be

that students are unable to watch all of the

workshop presentations.

Many events begin with a structured

opening ceremony, with school openings

often run by students. At organisation

events this can be an opportunity for

speakers to deliver key messages. A

mainstage performance is an optional

inclusion and involves a group of students

performing a play, song or dance.

Organisational Events can also include a

field trip rotation where students are given

the chance to take part in hands on activities

or excursions run by environmental

educators.

In the first years of putting on an event, Kids

Teaching Kids suggests that schools restrict

the number of participants in order to make

the day easier to handle. It can be taxing

attempting to organise an event day while

also having to deal with the everyday

teacher workload.The education team is

always on hand to help compose a timetable

for your event or offer timetables from

previous events that might suit.

Example Timetable - Multi-school Event

9.30am

10.00 am

10.20 am

12.00 pm

Red RoomSession 1 10.30-

11.10 am

Registration and Morning Tea

2.20 - 2.40 pm

Closing Session and Reflection

Concurrent workshops based on 3 rotations

Workshop Sessions

Official WelcomeAcknowledgement of CountryMainstage Performance

Event Launch

Blue Room Pink RoomPresenter: School A

Audience:

Hooded Plovers

Presenter: School B

Audience:

Sugar Gliders

Presenter: School C

Audience: Wallabies

Red RoomSession 2 11.20 -

12.00 pm

Blue Room Pink RoomPresenter: School A

Audience:

Sugar Gliders

Presenter: School B

Audience: Wallabies

Presenter: School C

Audience:

Hooded Plovers

Workshop change over (10 Mins)

Red RoomSession 3 12.50 -

1.30 pm

Blue Room Pink RoomPresenter: School D

Audience:

Tiger Snakes

Presenter: School E

Audience:

Emus

Presenter: School F

Audience:

Pobblebonk Frog

Red RoomSession 4 1.30 -

2.10 pm

Blue Room Pink RoomPresenter: School D

Audience:

Pobblebonk Frog

Presenter: School E

Audience:

Tiger Snakes

Presenter: School F

Audience:

Emus

Workshop change over (10 Mins)

Lunch

Students to bring their own waste free lunch. Drink cans will be sold by the SRC.

What is the workshop?

Put simply, the workshop is a lesson created by participating students

to teach their audience about a chosen topic. It is the final stage of

the Kids Teaching Kids journey and a process that sees students

acknowledge what they have learnt and think about the message

they wish to share.

In the Workshop Manual, Kids Teaching Kids has provided a

general outline for the workshop, however, workshops are most

effective when they draw on individual student strengths and

interests. To this end, teachers and students should feel free

to deviate as necessary to create a hands-on and interactive

experience that suits their personal tastes and interests.

This is where the students learn resilience and examine what it

means to be a leader, supporting others to have their voices heard.

This is a time for teachers to form a partnership with their students to

explore their understanding of a topic and help put into the student's own

words the importance of this learning.

The 40-minute workshop typically comprises of:  

5 Minute

Introduction

3 x 10 Minute

Activities

5 Minute

Reflection

(Please see Workshop Manual for a detailed workshop outline)

Looking for some workshop inspiration?

Head to the Kids Teaching Kids YouTube channel to see videos of previous events,

workshops and school made films!

Activities aim to teach the audience group new information, skills, and everyday

actions that can be done to make real change. Activities should be engaging

and range in nature, from songs, comedy and dance routines, poems, plays,

games, experiments and more.

A short introduction sees the presenting students explaining the topic they have

focused on throughout the year as well as discussing the actions they have

taken in their own community. Students are able to explain why they believe

their topic to be an important one and take on the role of expert.

Presenting students finish their workshop with some form of reflection, asking

their audience for their thoughts and eliciting future actions that might take

place due to this learning. This time also allows for the presenting students to

reflect on their workshop and consider areas for improvement.

References and Resources

References

Resource Links

Contact Kids Teaching Kids

1.

2.

3.

4.

Lawrence D, Johnson S, Hafekost J, Boterhoven De Haan K, Sawyer M, Ainley J, Zubrick SR (2015) The Mental Health of Children and Adolescents. Report on the second Australian Child and Adolescent Survey of Mental Health and Wellbeing. Department of Health, Canberra.

Cahill H, Beadle S, Farrelly A, Forster R, Smith K (2014) Building Resilience in Children and Young People. A Literature Review for the Department of Education and Early Childhood Development. DEECD, Melbourne.

Planet Ark (2011) Climbing Trees: Getting Aussie Kids Back Outdoors. Available online: http://treeday.planetark.org/documents/doc-534-climbing-trees-research-report- 2011-07-13-final.pdf

Torabi N, Garrard G, Bekessy S, Hardy M, Wilson J, Oke C (2015) Quantifying the Contribution of Environmental Education: Pilot Project. RMIT, Melbourne.

Melati and Isabel Wijsen, 'Our Campaign to Ban Plastic Bags'. TedEd Talks

ZeFrank, 'The Time You Have (in Jellybeans)'. YouTube

https://www.ted.com/speakers/melati_and_isabel_wijsen

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

Jane Goodall, 'The Power of One'. Zen Pencils

https://zenpencils.com/comic/goodall/

Kid President, 'How to Change the World'. YouTube

https://www.youtube.com/watch?v=4z7gDsSKUmU

Prince Ea, 'Dear Future Generations: Sorry'. YouTube

https://www.youtube.com/watch?v=eRLJscAlk1M

The Kids Teaching Kids education team are always available to help provide ideas, resources or just have a chat about the program.

www.kidsteachingkids.com.au

(03) 8327 8481

Office@kidsteachingkids.com.au

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Instagram) for updates,

resources and general program information!