2015 year 9 interactive program workbook print by AIME

INTERACTIVE PROGRAM WORKBOOK

Text Copyright ÂŠ AIME Indigenous Corporation, 2015 2015 Program Team www.aimementoring.com ALL RIGHTS RESERVED No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means electronic, mechanical, photocopying, recording or otherwise without the prior consent of the AIME

CONTENTS

PERSONAL PAGE 03 MESSAGE FROM THE CEO 05 AIME CONTRACT 07 GET TO KNOW YOU 08 IDENTITY 14 RESPECT 20 LETTERS 26 AIME’S GOT GAME 36 PATHWAYS TO SUCCESS 42 DRAMA 50 ART MODULES 1 & 2 52 AIME FOR THE STARS 54 WINDOW TO FAME 56 END OF YEAR CELEBRATION 68

PERSONALPAGE NAME:

DATE OF BIRTH: SCHOOL: TRIBE/CLAN/MOB: YOU CAN USE THE SPACE BELOW TO CREATE YOUR OWN PERSONAL LOGO OR TAG FOR YOUR BOOK. YOU CAN WORK ON IT DURING QUIET TIMES THROUGHOUT THE YEAR.

WELCOME TO THE 2015 AIME PROGRAM But the bar has now been set high, the AIME Students from 2014 achieved results we had not seen before, they were the best yet.

MESSAGE FROM THE CEO

Welcome to the 2015 AIME Program From this moment, your life changes. From this moment, you get to skip a few levels and jump straight to adulthood. From this moment, you will uncover the secrets you need to have a successful, fulfilling, and fun life. From this moment, you have a chance to reach for worlds unimagined, to dream of futures made in movies, and then to make the commitment to work harder than any other kid your age, harder than anyone that has come before you, harder than anyone that will come after you, in order to bring your dreams to life. Because that’s what it takes. Our ancestors fought tooth and nail to survive from the moment of colonisation and settlement. Our grandparents, many of them, never got the chance to get an education. They fought wars overseas for this country, but weren’t recognised as Australians at home. The last few centuries have been a dark time for Indigenous people in Australia. But now that has changed. Where there was darkness there is now light, where there was anger there is positivity, where there was fear and injustice the wave of hope is yours to catch. You are now part of the most important time in Australian history, your generation is building Indigenous Australia back into the strong, proud, and ultimately equal status it deserves. Last year I wrote this to the AIME Mentees: “The challenge we are setting for you is that it’s time to live the ideology that ‘Indigenous means Success’. At no time has this ever been more important than it is today – at this moment. All the Year 9 students killed it last year. They triumphed over any negativity that they may have felt and any low expectations they had of themselves and aimed high. We believe in you. We believe that being Aboriginal or Torres Strait Islander is something you should be proud of, every single day. We continue to believe that you can go out there and get whatever life you want. You can be or do anything . . . a pilot, a doctor, a garbage man, Prime Minister, you actually can have it all. Dream big, shoot for the moon and even if you miss you’ll land amongst the stars. And know this, you can achieve anything if you work hard and believe in yourself. If you are willing to do the hard work then we will be there every step of the way, right alongside you. This is your moment to step up and take a chance. Good luck. Last year almost 100% of the students at AIME decided to change the stats and finish school. Every student lived Indigenous Success; and showed it to themselves and everyone else from their fellow students, to their Mentors, and through AIME. They showed it to the world. I know how special you are. The bar has now been set higher, the AIME students from 2014 achieved results we had not seen before, they were the best yet. They’ve thrown down the challenge, are you up for it? I know you’ve got more to give this year, so go out there, shatter the stereotypes, and show everyone there is a new legend who can dominate any challenge thrown at them, show ‘em they ain’t seen nothing yet. Enjoy the chance to change the world and grab it with both hands,

Jack Manning Bancroft AIME CEO and Founder

AIME CONTRACT

AIME Mentees are expected to: •

Commit to the Mentoring Program for its duration

•

Commit to the adhering to the Program Rules, listed below 1. 2. 3. 4.

No Shame at AIME No contact between Mentors and Mentees outside of the Program. Mentees and Mentors cannot exchange gifts No one on one contact between a Mentee or Mentor. If a Mentee needs to leave the room, it must be in a group of 3. E.G Two Mentors and a Mentee. 5. No swearing 6. No racism/sexism 7. No physical contact between Mentees and Mentors 8. If a Mentee misses an AIME module the Program Manager/Coordinator will follow up with Mentee to find out why. 9. If a Mentee misses two modules in a row without explanation they’ll be asked to leave the program. 10. If a Mentee misses two modules in a row, but still wants to be involved, the Program Manager/ Coordinator will ask the Mentee to write a letter to their mentor explaining why they missed the modules and you want to come back. 11. If a Mentee discloses issues of abuse to a Mentor, the Mentor is required to report it to an AIME staff member 12. AIME Staff and Mentors must wear the AIME Uniform. 13. Have Fun! • Show respect to all Mentors and AIME Staff • Communicate any concerns about the mentoring relationship with AIME Staff or Teachers • Target 100% attendance at school •Complete Year 12 • Move from Year 12 into university or employment or other tertiary studies, traineeships and apprenticeships. • If your school hosts a Tutor Squad you are expected to attend every Tutor Squad module. The Year 9 Interactive Program begins today and involves 15 X 1 hour AIME modules.

I understand that if I miss a module or my attendance drops I will need to write a letter to AIME explaining why this has happened. If no letter is written, or the reason is considered to be unsatisfactory, I understand that I will be asked to leave the AIME Program. I understand that the commitments listed above are a requirement for me to participate in the AIME Year 9 Interactive Program. Name: Signature: Date: Mobile: (For Program Updates)

GET TO KNO 1. WHAT’S YOUR NAME? Mentee: Mentor:

2. 3. 4. 5. 6.

WHAT’S YOUR AGE? Mentee: Mentor:

WHO IS YOUR FAVOURITE ARTIST AT THE MOMENT? Mentee: Mentor:

DO YOU HAVE ANY BROTHERS OR SISTERS? Mentee: Mentor:

WHAT’S BETTER, WINTER OR SUMMER? Mentee: Mentor:

WHAT’S YOUR FAVOURITE DAY OF THE WEEK? Mentee: Mentor:

NOW7. YOU

IF YOU WERE A FAMOUS MUSICIAN, WHAT WOULD YOUR FANS BE CALLED? Mentee: Mentor:

IF YOU HAD TO MAKE UP A LETTER FOR THE ALPHABET WHAT WOULD IT LOOK LIKE? Mentee:

Mentor:

USE THIS PAGE TO MAP OUT YOUR FAMILY TREE FOR FOUR GENERATIONS (UP TO YOUR PARENTS’ GRANDPARENTS). YOU ONLY NEED TO PUT THEIR FIRST NAMES, BUT YOU CAN PUT LAST NAMES IF YOU LIKE. IN BRACKETS PUT EACH RELATIVE’S CULTURAL BACKGROUND – E.G. MUM (ABORIGINAL), DAD (WHITE AUSTRALIAN): Mentee:

Mentor:

10.

FOR THIS EXERCISE YOU WILL CREATE A DUTY STATEMENT FOR BEING A GOOD STUDENT. IN 7-10 POINTS OUTLINE WHAT IT TAKES FOR SOMEONE TO BE SEEN AS A GOOD STUDENT: I. II. III. IV. V. VI. VII. VIII. IX.

11. 12. 13.

X. DO YOU PREFER INSTA, FACEBOOK, TWITTER, YOUTUBE OR NO SOCIAL MEDIA? Mentee: Mentor:

WHAT’S THE BEST AGE YOU COULD BE? Mentee: Mentor:

WHAT’S YOUR FAVOURITE FOOD SHOP? Mentee: Mentor:

14. 15. 16. 17. 18. 19.

WOULD YOU RATHER BE RICH OR FAMOUS? Mentee: Mentor

IF YOU COULD MEET ONE FAMOUS PERSON WHO WOULD IT BE? Mentee: Mentor

WHO IS THE BEST FOOTBALLER EVER? DO YOU EVEN CARE ABOUT FOOTBALL? Mentee: Mentor

THIS QUESTION IS FOR THE MENTORS: WHY DO YOU GO TO UNI?

THIS QUESTION IS FOR THE MENTEES: WHY DO YOU GO TO SCHOOL?

WHAT DID YOU DO DURING THE HOLIDAYS? Mentee:

Mentor

20. 21. 22. 23.

WHAT DOES AIME STAND FOR? Mentee: Mentor

IF YOU COULD DO ONE THING IN THE WORLD, OR VISIT ONE PLACE IN THE WORLD, WHAT OR WHERE WOULD IT BE? Mentee: Mentor:

DO YOU LIKE FUNNY OR SCARY MOVIES? Mentee: Mentor

WHAT DO YOU WANT TO GET OUT OF THE AIME PROGRAM? Mentee:

Mentor:

IDENTITY 14

THIS IS PROBABLY ONE OF THE MORE IMPORTANT MODULES THAT YOU ARE GOING TO BE INVOLVED IN. YOU WILL BENEFIT GREATLY FROM THE NEXT HOUR, IF YOU TAKE THIS MODULE SERIOUSLY. YOU NEED TO BE HONEST AND OPEN WITH EACH OTHER IN YOUR DISCUSSION. IF YOU DON’T WANT TO DO THAT, THEN THE MODULE WILL HAVE VERY LITTLE IMPACT ON YOU. WE HOPE YOU TREAT THIS MODULE WITH THE MATURITY AND RESPECT IT DESERVES. LET’S RIP THROUGH IT AND LEAVE THE MODULE BETTER THAN WHEN WE STARTED! 15

WITH YOUR MENTOR, TAKE THE NEXT 10 MINUTES TO USE THE FOLLOWING 2 BLANK PAGES TO FILL-IN ELEMENTS YOU KNOW ABOUT YOUR STORY. YOU CAN DO THIS IN ANY WAY YOU WANT. YOU CAN DRAW IT, WRITE IT OR RAP ABOUT IT – JUST AS LONG AS YOU GET IT DOWN ON PAPER.

TIP: You may want to include: • The name of the nation you are part of or where your family is from. • Your family tree. • The stories you know about your family. • The things you’ve learnt that make you who you are. Your Mentor can add in their story as well (make sure they use a different coloured pen or pencil).

HEADLINES OF THE FUTURE - THE YEAR 2030 On the following two pages, create 5 headlines along with the first 20 words of the news story about Australia and Indigenous Australians in the year 2030.

WHY DO YOU THINK THIS ACTIVITY IS IMPORTANT?

WHAT DID YOU GET OUT OF THIS ACTIVITY?

“Losers make excuses and winners find solutions.” Jack Manning Bancroft, AIME Founder & CEO

T C E P S E R 20

SECTION ONE

‘Before criticizing someone, walk a mile in their shoes.’ Presenter to read this story aloud: You are on a train and move to a carriage where you will be able to get some reading done. You notice a parent sitting with 3 kids. The father seems to be staring blankly while the kids start to get a bit noisy. At first you think that the father will pull the kids into line but he continues to sit there and stare blankly as the kids become louder and louder. You try to keep reading but the noise is too much. You feel frustrated and angry and you look up and see that the kids have now started climbing over seats and really making a lot of noise. The father continues to stare blankly. You think to yourself that this guy is doing a poor job at being a parent and you get annoyed that the father is not stepping up to fix the situation. The kids are spreading out further and further through the carriage and are about to climb over a seat where an elderly person is sitting on the other side. You think, “this is it, I am going to have to say something to the father”. So you stand up and make you way over to him, and say, “Excuse me, your kids are making a disturbance on the train and I am worried that they might accidentally hurt an Elder” . The father looks up at you, still with a blank expression and you can see that he has a tear on his cheek… he quietly says “I apologise, I’ve had a rough day, we just went in to visit their mother, my wife, at the hospital – but she passed away. I really do not know what I am going to do”. Suddenly your feelings of frustration and anger change to feelings of sorrow and support for the man and his family. You start to think and ask yourself the question, “How could I feel so negative towards this man? He is in a terrible situation!”. Step back and reflect on this situation... What made you feel differently towards this man? The answer is that you gained more information and could see the situation from another perspective – from the father’s perspective. You were able to imagine what it would be like if you were in that situation. By understanding where a person is coming from and what they are experiencing, you can practice empathy and ensure that you treat that person appropriately. It is easy to misjudge people by not thinking about the situation they are in. By practicing empathy you can work towards understanding the people around you so you can successfully work together and support each other.

Spend the next 5 minutes with your Mentor, discussing what empathy is, and think about some times in your life when you or your Mentor have used empathy.

WRITE YOUR THOUGHTS DOWN BELOW:

WHAT IS EMPATHY?

2. Are you the only Indigenous student in your class? 3. How many students in total are usually in your class? 4. How many teachers are there in your class?

SECTION TWO

YOUR TEACHER

1. Are you a teacher or a student?

5. Why do you think people become teachers?

6. Do you think teaching is hard? If ‘Yes’, why? If ‘No’, why?

7. What makes a good teacher?

8. What makes a good student?

CONSIDER THE FOLLOWING SCENARIO:

Paul is a teacher, he’d been teaching casually for a couple of years. He then received two job offers at the same time. One was in a part of town where people lived in big houses and drove fancy cars and the other from a suburb that had some challenges. Even though the second job payed less, Paul decided to take the job at the second school. Instead of working with kids who had access to lots of opportunities, Paul wanted to use his energy to teach kids who may have needed him more.

After accepting the job he spent 2 hours on a Sunday night preparing his first lesson for Year 9 English. He had been told there were 25 students enrolled in his class. So he arrived on the Monday excited about teaching these kids the skills they needed to get through school. He walked into his classroom and immediately his heart sunk. There were 8 students there. He asked where everybody else was but his question was met with silence. The students ignored him. Paul hid his disappointment and carried on with the lesson. After a short period he managed to get the 8 students engaged – a couple even asked questions. The lesson flew by, and then the bell rang. The kids jumped up and raced out the door. “It’s a start”, he thought. If I can work on these 8 kids as a base then try and hook the other students in. He spent 1½ hours that night preparing the next lesson. The next day he was ready. 4 students arrived, no one else showed. He was shattered, but he continued on with the lesson. Paul thought that night, “I really believe that all students can make it but they need to at least turn up. I don’t know if I can deal with this. What’s the point in me putting effort into preparing a lesson if I don’t know if the kids are gonna show? If they don’t wanna make any effort why should I?”

9. If things continued on the same way, what do you think Paul’s approach to teaching would be in 6 months time?

10. Discuss with your Mentor if you think Paul will be a good or bad teacher in 6 months time and why? Time to have a debate with your Mentor. You have to come up with a few points for who is responsible for Paul being the type of teacher you mentioned above. Your Mentor has to say the teacher is at fault and you have to say it was the students…

11. List 3 things the students at Paul’s school can do to improve their relationship with him:

With your Mentor, discuss the following questions: • Have either of you ever treated your teacher in a similar way to how the students treated Paul? Maybe you both have never missed a class, but in the class have you ever disrespected the teacher? • How did the teacher react to the way you treated them? How did you react to them? • What are your thoughts about that teacher now?

12. Ask your Mentor to come up with 3 reasons why students may not show teachers respect:

13. Together list 3 things you can do the next time you see your teacher, to show them that you respect them:

“Since coming to AIME...I have got better at being respectful to other students, and having self respect and standing up to racism. AIME has also taught me to have no shame and that you can fulfil your dreams if you work hard.” Mentee WA “At AIME I have learned that school and my future is important.” Mentee NSW “Coming to AIME has taught me to be better at thanking the teachers.” Mentee VIC “I used to think that teachers were bossy and mean but ever since I’ve joined AIME it has helped me see their point of view and how hard it is to try and control about 15 to 20 children.” Mentee NSW

LETTERS THE HOLOCAUST The Holocaust refers to the systematic murder of 6 Million Jews by the Nazi regime and its collaborators during World War Two. The Nazi party, a German political party led by Adolf Hitler, held the view that Jews were 'racially inferior' to other Germans and were a threat to the so-called 'superior' German race. After coming into power in 1933, the Nazi's used the state to carry out what they called 'the final solutionâ&#x20AC;&#x2122;, killing nearly two out of every three European Jews in the years of 1942 - 1945.

ANNE FRANK

Anne Frank was a Jewish German girl who is known world wide for the diary she kept while hiding from the Nazi’s in the compartment of a building in Amsterdam. Anne, her family and other Jewish families were hiding from the systematic persecution of Jews being carried out by Adolf Hitler and the Nazi regime. Sadly Anne Frank and many others became victims of the Holocaust. Anne’s diary has since been translated into 67 languages with over 30 million copies sold.

MIES GIEP

Mies Giep worked as an office secretary in Amsterdam during World War Two. A secret compartment in her workplace became the hiding place for Jews fleeing persecution from the Nazi regime. After the Nazi’s tragically arrested the people in the compartment, Giep found the diary of Anne Frank and kept it safe until Anne’s father Otto, who was the soul survivor from the Frank family, returned. Otto Frank edited the diary, taking out personal content and organised to get the diary published so Anne’s writing could be shared with others.

FREEDOM WRITERS

The Freedom writers began when high school students from Long Beach California were asked to write diary entries for an English assignment. Inspired by the work of Anne Frank and other teenage writers, the assignment gave the students the opportunity to write about many issues for the first time such as; gangs, immigration, drugs, violence, death, weight issues and teenage love. After their graduation, the student’s diary entries were published in a book, ‘The Freedom Writers Diary’ and made into a movie called ‘Freedom Writers.’

With your Mentor, read through the profiles of the 2 individuals. Select 1 that stands out to you. They are now a guest in your AIME journey. We’ll refer to them as ‘your guest’ from now on.

WHAT IS YOUR GUEST’S NAME? IN A FEW WORDS, SUMMARISE THEIR STORY:

Put your guest’s name in the middle of the ‘mind map’ below and write some words around it that come to mind when you think of that person!

USING THE MIND MAP BELOW, ASK YOUR MENTOR TO WRITE DOWN WORDS THAT COME TO MIND WHEN THEY THINK OF YOU!

YOU LOOK BACK OVER THE MIND MAPS YOU HAVE FILLED IN - WHAT WORDS DID YOUR MENTOR USE TO DESCRIBE YOU THAT WERE SIMILAR TO THE WORDS YOU USED TO DESCRIBE YOUR GUEST? WHAT WORDS WERE DIFFERENT? FILL THEM IN BELOW:

SIMILAR

DIFFERENT

HOW MANY SIMILAR WORDS WERE THERE? HOW MANY DIFFERENT WORDS WERE THERE?

STEP INTO THE SHOES OF YOUR GUEST. PRETENDING TO BE YOUR GUEST, EXPLAIN TO SOMEONE (WHO IS THE AGE THAT YOU ACTUALLY ARE NOW), WHAT YOU USED TO DO WHEN YOU WERE THEIR AGE. USE YOUR GUEST’S STORY TO HELP YOU.

NOW WRITE A LITTLE ABOUT YOUR OWN STORY AND WHAT YOU’RE DOING AT YOUR AGE NOW (REMEMBER THE BEST STORIES ARE PERSONAL AND SHARE EMOTION). AT MY AGE I AM …

DO YOU THINK YOU CAN ACHIEVE AT YOUR GUEST’S LEVEL? WHY?

DOES YOUR MENTOR THINK YOU CAN ACHIEVE AT YOUR GUEST’S LEVEL IF YOU WANT TO? WHY?

"The difference between the impossible and the possible lies in a person's determination." Tommy lasorda HOW MOTIVATED DO YOU THINK THEY WERE TO ACHIEVE THINGS AT YOUR AGE? ASSUMING 1 = HIGHLY UNMOTIVATED AND 10 = HIGHLY MOTIVATED, CIRCLE THE NUMBER THAT BEST REFLECTS HOW MOTIVATED YOU ARE TO ACHIEVE: 1

ASSUMING 1 = HIGHLY UNMOTIVATED AND 10 = HIGHLY MOTIVATED, CIRCLE THE NUMBER THAT BEST REFLECTS HOW MOTIVATED YOU THINK YOUR CHOSEN PERSON IS TO ACHIEVE: 1

WHAT NUMBER DID YOU GET? WHAT NUMBER DID YOU GIVE YOUR GUEST? ONE GENERATI ON S; PLANTS THE TREE E SHADE AN OTEHR GETS TH RB -CHINESE PROVE

WITH YOUR MENTOR, LIST 4 WAYS THAT YOU CAN TRY TO INCREASE YOUR MOTIVATION TO ACHIEVE (EVEN IF YOU GAVE YOURSELF 10, LET’S AIM FOR 20 – WE CAN ALWAYS GET BETTER). WRITE THEM AT THE END OF THE ARROWS:

YOUR LETTER Now that you have got some thoughts down on paper, it’s time to start thinking about drafting your letter. Use everything you have written on the previous pages to help you with your content. Also use the following points to help get some ideas on what to write about: • Your story – the person you are writing to will want to hear your story. What challenges have you faced, what successes have you achieved, what type of person are you? • How they inspired you – did reading their story inspire you in any way? Are you more determined to achieve because of them, has learning more about them created any changes in you? • Similarities – how are you similar to the person you are writing to? Do you have any things in common with them? • What your dreams are – what do you want to achieve in life and what steps are you going to take to reach your goals? • Invitation – invite them to come and meet you and talk about their life – they may not come, but if you don’t ask, they definitely won’t come!

DRAFT LETTER

Now that you have written your draft, ask your Mentor to help edit your work. Have a discussion with your Mentor about your letter and once you are happy with it, write your final letter on the AIME letterhead that your presenter will hand out to you.

AIME’S GOT GAME

S O YA READ Y T O STEP UP?

WHAT’S YOUR ACT? Use the space below to brainstorm with your Mentor about the type of performance you want to enter into the AIME’s Got Game competition. You can sing, dance, rap, act, juggle, or come up with your own form of entertainment. Once you’ve brainstormed your act, grab some paper from your presenter and start planning it out. If you’re doing a rap, there are some tools on the next page that might help you out. Feel free to think outside the box. You could do a magic act, a stand up comedy routine, a monologue from Shakespeare or throw a paper plane.

RAP BU If you’re thinking about writing and performing a rap for your AIME’s Got Game performance, you can use this table to help build your rap. Write down words in the table below that rhyme with the column headings:

AIME

BEST

SCHOOL

SHAME

INSERT YOUR OWN WORD

NOW START TO FLESH OUT SOME OF THE WORDS INTO SENTENCES, FOR EXAMPLE:

AIMING FOR ILL FAME, INCREASING MY SKILL GAME.

UILDER

PATHWAYS T SHORT FILM

You are going to watch a short film that shares the lives of a few different people. Write down some points on each person:

PERSON 1 1. WHAT IS THEIR NAME? 2. WHAT DID THEY DO?

3. LIST 3 THINGS THAT THIS PERSON FOUND: Challenging

Rewarding

•

4. WHAT INTERESTED YOU MOST ABOUT THEM?

5. PRETEND YOU ARE OPRAH, AND YOU HAVE THIS PERSON ON YOUR SHOW. WHAT ARE 3 THINGS YOU WOULD ASK TO GET THEM TALKING? i. ii. iii.

TO SUCCESS PERSON 2 WHAT IS THEIR NAME? 1. WHAT DO YOU THINK ABOUT THEIR STORY?

2. LIST 3 THINGS THAT THIS PERSON FOUND: Challenging

Rewarding

•

3. WHAT INTERESTS YOU MOST ABOUT THEM?

4. WHAT ARE 3 THINGS YOU WOULD LIKE TO FIND OUT MORE ABOUT THIS PERSON? i. ii. iii.

PERSON 3 1. WHAT IS THEIR NAME? 2. WHAT DID THEY DO?

3. LIST 3 THINGS THAT THIS PERSON FOUND: Challenging

Rewarding

•

4. WHAT INTERESTED YOU MOST ABOUT THEM?

5. PRETEND YOU ARE OPRAH, AND YOU HAVE THIS PERSON ON YOUR SHOW. WHAT ARE 3 THINGS YOU WOULD ASK TO GET THEM TALKING? i. ii. iii.

YOU CAN USE THESE PAGES TO WRITE DOWN NOTES WHILST THE GUESTS ARE TALKING

DRAMA

MODULES 1&2

I believe very strongly in the Aboriginal spirituality. I believe in my ancestors and i believe that they have given me my ability to be a storyteller, a song woman, a performer. Leah Purcell

Actors think more with their hearts than with their heads. William Esper

Acting is not being emotional, but being able to express emotion. Kate Reid

Acting like someone you're not is exactly what it takes to realize you're capable of more than you ever knew. Rob Sheridan

Thinking is easy, acting is difficult, and to put one's thoughts into action is the most difficult thing in the world. Johann Wolfgang Von Goethe

With any part you play, there is a certain amount of yourself in it. There has to be, otherwise it's just not acting. It's lying. Johnny Depp

These modules provide an opportunity for you to put your creative hat on and make some awesome artwork. Your presenter will give you the run down at the time of the modules.

E M I AFOR THE S R A T S T DID YOU KNOW THAHO AN AIME MENTEE WY WILL, SIT GRADUATES UNIVER $332,000 ON AVERAGE, EARN OURSE OF MORE, OVER THE C N AN THEIR LIFE, THA WHO NT INDIGENOUS STUDE LETE DOES NOT COMP YEAR 12.

DREAM JOB 1:

DESCRIBE YOUR DREAM JOB?

WHAT STEPS DO YOU NEED TO TAKE TO GET YOUR DREAM JOB?

DREAM JOB 2:

DESCRIBE YOUR DREAM JOB?

WHAT STEPS DO YOU NEED TO TAKE TO GET YOUR DREAM JOB?

DREAM JOB 3:

DESCRIBE YOUR DREAM JOB?

WHAT STEPS DO YOU NEED TO TAKE TO GET YOUR DREAM JOB?

WINDOW TO

FAME 56

ROLE MODEL’S NAME: WHAT DO THEY DO? BRIEFLY DESCRIBE THEIR STORY: LIST 5 THINGS YOU COULD DO TODAY TO HELP YOU ACHIEVE AT THEIR LEVEL (HINT: IF YOU DON’T KNOW THE ANSWER, ASK THE ROLE MODEL!!) I. II. III. IV. V. ON A SCALE OF 1 – 10 HOW MOTIVATED DO YOU THINK YOUR ROLE MODEL IS TO ACHIEVE THEIR GOALS? ASSUMING 1 IS HIGHLY UNMOTIVATED AND 10 IS HIGHLY MOTIVATED, PLEASE CIRCLE: 1

HOW MOTIVATED DO YOU THINK THEY WERE TO ACHIEVE THINGS AT YOUR AGE? 1

Below is space to write questions for your Role Model. Try to come up with at least 2 questions. To give you some ideas for developing your questions, look at the following: • Challenges • Rewards • Opportunities they have had • Peer pressure • Stress associated with achieving • How can you (the Mentee) achieve at their level?

QUESTIONS I. II. III. RESPONSES TO YOUR QUESTIONS

ROLE MODEL'S NAME: DRAW A QUICK DIAGRAM OF WHAT THEY DO:

WHAT THEME IS YOUR ROLE MODEL TALKING TO YOU ABOUT? WRITE DOWN 3 THOUGHTS THEY HAVE ABOUT THAT THEME:

1. 2. 3.

LIST 3 CHALLENGES THEY HAVE FACED DURING THEIR LIFE

1. 2. 3.

TIME TO WRITE A FEW QUESTIONS – LIST THEM BELOW:

RESPONSES TO YOUR QUESTIONS

ROLE MODEL'S NAME: WHAT DO THEY DO? IS THEIR OCCUPATION SOMETHING YOU MAY WANT TO DO?

YES / NO

DO YOU THINK YOU CAN ACHIEVE AT THEIR LEVEL?

YES / NO

WHY?

LIST 3 GOALS YOUR ROLE MODEL HAS SET THEMSELVES THROUGHOUT THEIR CAREER:

GOALS

LIST 4 THINGS THE ROLE MODEL SAID THAT REALLY STOOD OUT TO YOU! I. II. III. IV. YOUR ROLE MODEL HAS BEEN GIVEN A THEME TO TALK TO YOU ABOUT. FIND OUT WHAT THAT IS AND WRITE DOWN THEIR THOUGHTS ABOUT THAT TOPIC. WHAT IS THEIR THEME? WHAT ARE THEIR THOUGHTS?

DO YOU AGREE WITH WHAT THEY ARE SAYING? WHY?

YES / NO

ROLE MODEL’S NAME: WRITE THEIR THEME IN LARGE WRITING BELOW!

LIST 3 THINGS THEY THINK ARE IMPORTANT ABOUT THAT THEME: I. II. III. LIST 3 THINGS YOU THINK ARE IMPORTANT ABOUT THAT THEME: I. II. III. WRITE THE THEME IN THE CIRCLE BELOW AND LIST 4 WORDS THAT COME TO MIND WHEN YOU THINK OF THAT THEME:

“WE NEED TO TAKE OUR ASPIRATIONS, ACT ON THROUGH TO SUCCESS WHEN THE QUEST GETS KEN WYATT, WONGI AND NOONGAR MAN, FEDERAL MEMBER OF PARLIAMENT.

“WE’RE ALL GIFTED WIT TO SUCCEED. BUT YOU EXTEND THE HAND OF JIMMY LITTLE, YORTA YORTA MAN, AUSTRALIAN MUSICIAN 64

R IDEAS AND N THEM, SEE THEM S AND NOT GIVE UP S CHALLENGING.”

TH THE OPPORTUNITY U GET FURTHER IF YOU FRIENDSHIP.” 65

“LIFE IS CHANGE, LIFE IS PROGRESS. LIFE OODGEROO NOONUCCAL (KATH WALKER), AUSTRALIAN POET, POLITICAL ACTIVIST, ARTIST AND EDUCATOR.

“WE COME FROM THE SKY AND GO BACK TO THE SKY AND TH BELONGING, ALL OF IT FOR AL TARA JUNE WINCH, WRITER.

“MANY OF LIFE’S FAILURES ARE P HOW CLOSE THEY WERE TO SUCC THOMAS EDISON, AMERICAN INVENTOR AND BUSINESSMAN

“THERE’S NO MAGIC IN ACHIEVEMENT CHOICES AND PERSISTENCE.” MICHELLE OBAMA, FIRST LADY OF THE UNITED STATES OF AMERICA 66

E IS LEARNING THINGS, LIFE IS ONWARD.”

D THE EARTH AND WE HE EARTH. THIS LAND IS LL OF US.”

PEOPLE WHO DID NOT REALIZE CESS WHEN THEY GAVE UP.”

T. IT’S REALLY ABOUT HARD WORK, 67

R A E Y F O D EN S N O I T A R CELEB THE FOLLOWING SECTION CAN BE USED FOR YOU TO GET MESSAGES FROM OTHER PEOPLE YOU HAVE COMPLETED THE PROGRAM WITH, AND MAYBE SOME SIGNATURES AS WELL. IT’S YOUR END-OF-YEAR MESSAGE BOARD.