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Foundation Year
Lesson 2: Being Me, Being You

Everyone, Everyday Program logo large


  1. Lesson Overview
  2. Australian Curriculum Links
  3. Lesson Plan: Suggested Sequence of Learning Experiences

Downloadable Reference Materials

1. Lesson Overview

Length of Lesson

Prior knowledge (What should the Teacher Have Already Covered)

Resources Required

Key Concepts

Learning Outcomes

LO1: Students understand that we all have differences and that’s what makes us interesting and unique.

HPE Subject Area

General Capabilities by the End of Foundation Year (Level 1)

Personal and Social Capability

Ethical Understanding


Intercultural Understanding

Critical and Creative Thinking

Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier: assessable moments tickLO (insert number)

3. Lesson Plan: Suggested Sequence of Learning Experiences

Format Lesson Plan: Suggested Sequence of Learning Experiences
Intro 5 mins

Welcoming activity: see lesson 1

State the learning intention: Today in the Everyone Everyday program we are going to be learning about ways we are similar to others, and ways we are different, and why this is a great thing.

6 mins

assessable moments tickLO1 - Activity 1: Story time: Being me, being you

‘Everyone Everyday’ Books pdf icon (4.4 Mb)

Refer to story ‘Being me, being you’. You can use this story to reinforce the feelings theme from lesson 1, and accepting differences when making friends.

To follow is the script of the book and some stimulus questions and teachers notes.

  1. Read the story through once so children can hear the rhyme.
  2. Read the story through a second time, discussing the main messages
  • ‘Sometimes I Am High, Sometimes I Am Low’
    This relates to body language. When we are feeling high (happy), we stand tall. When we are feeling low (sad), we feel small.
  • ‘Sometimes I Am Fast, Sometimes I Am Slow’
    Do you have days when it might take you a bit longer to do things? Why might this happen? (e.g. feeling tired, feeling upset, finding it difficult to concentrate to get something done)
  • ‘Sometimes I Like Blue, Sometimes I Like Red’
    Is it OK to change our minds?
  • ‘Sometimes I Fall Over, And Land Right On My Head’
    Do you have days when you feel a bit wacky, or out of sorts?
  • ‘Sometimes I Am Good, Sometimes Very Bad’
    It’s impossible to be good all the time!
  • ‘Sometimes I Am Happy, Sometimes I Am Sad’
    Relate this to relationships with others. E.g. What can make us feel happy at school? What can make us feel sad at school?
  • ‘Sometimes I Go Left, Sometimes I Go Right’
    We like to change our minds!
  • ‘Sometimes I’m So Shy, I Stay Right Out Of Sight’
    Have you had times when you feel shy? What makes you feel shy? (e.g. meeting new people, joining a new group, starting something new?)
  • ‘Sometimes I Am Quiet, Sometimes Very Loud’
    When are you quiet? When are you loud?
  • ‘Sometimes I’m Embarrassed, Sometimes I Am Proud’
    Relate to how others treat us. How can someone make you feel embarrassed? (When they put you down for something you find difficult, or when someone says something mean about the way you look or talk or move) How can someone else make you feel proud? (when they recognise something that I am good at and congratulate me).
  • ‘Sometimes I Am Different, We Are Not All The Same’
    Is it good to be different? Why?
  • ‘That’s What Makes Life Cool, So Come and Join My Game’
    Don’t stand back, join in and meet new people who are different from you.
  • ‘We Can Be Good Friends, There’s Lots That We Can Do’
  • ‘If I Let You Be You, And I Can Be Me Too!’
    We can make lots of friends if we accept that we all are different in so many ways. (e.g. the way we talk, learn, the way we communicate, our hobbies, things we are good at and things we are not so good at, the way we move)

Optional Activity: students recite the ‘Being me, being you’ book with actions that represent the feelings/meaning.

Body 20 mins

assessable moments tick LO1 - Activity 2: Ways we can be similar and different

Lesson 2 Activity 2 – Human Body Outline pdf icon (55 kb)
Lesson 2 Activity 2 – Human Body Outline word icon (63 kb)

Now we are going to look at ways people can be the same, and how they can be different.

What ways might we be similar or different from each other?

Activity Option 1: Ask students to consider their own personal responses to the similarities and differences listed in the examples below and get them to draw their answers on and around a basic diagram that represents them. (e.g. What things do you enjoy doing? What are you good at?) Use these illustrations to demonstrate that we are all similar and different in many ways.

Activity option 2: Teacher draws stick figures and simple illustrations to record their responses (see examples that follow). Give students the opportunity to identify things they are personally good at and record these on the diagram (i.e. Their individual strengths and abilities).

A person icon  for Activity Option 2 own personal responses

Downloadable Human Body Outline word icon (55 kb)


  • The things we are good at (our strengths and abilities)
  • Physical differences (height, hair colour, skin colour)
  • What language we speak at home
  • Our likes and dislikes (e.g. what music we like, what we like to wear, what we like to eat (e.g, favourite fruits/vegetables/snacks))
  • What games we like to play
  • Our favourite things

Facilitate discussion about the following differences and similarities if they have not already been mentioned

  • Things that we are good at and things we are not so good at (or need extra help with).
  • The way we communicate e.g. speaking (verbal), written (words/pictures/signs), Braille (raised dots) for people who have a vision disability, music, colour, touch, body language
  • The way we talk
  • The way we move
  • The way we think and respond to things that are happening around us

(Teachers notes: use explicit teaching and think out loud to draw children’s attention to different abilities – things we are good at, and things that we are not so good at. Also, begin the discussion that we can be different in how we talk (talk fast/talk slow/don’t talk), in how we move (move fast/move slow/move in a wheelchair/move using crutches), in how we communicate (using words/using pictures/using music/ using our hands e.g. sign language).

Main point to highlight:

  • No matter what the differences are, it is a wonderful thing that we are not all the same. Sameness is boring; difference is interesting and should be valued and celebrated.
  • Everyone has their own strengths and abilities. If we get to know the strengths and abilities of all our classmates, we can celebrate how similar and different we are!

Class discussion to consolidate learning:

Let’s imagine that all PEOPLE were exactly the same. Imagine everyone looked the same (same hair colour, skin colour, eye colour, body shape etc.), had the same thoughts, had the same personality, had the same likes and dislikes, had the same hobbies, had the same things they were good at, and the same things they were not so good at etc. – like we were all robots that were programmed the same way.

If this was the case, and we were all the same – how would you describe people? (Boring, uninteresting, dull).

Would you have as much fun with your friends if you were all exactly the same? (No) Why not? (You would always be doing the same things…)

Who thinks it is better that we can have lots friends who have things that are similar to us, but also lots of things that are different to us? Why? (Because we can make lots of different friends that we can do different things with).

Main points to highlights:

  • Everybody has things that are similar to other people and things that are different to other people.
  • Having lots of friends with different abilities is a wonderful thing, and makes life exciting and interesting.
Conclusion and Reflection 5 mins

assessable moments tickLO1 Children sit in a circle and respond to the following questions.

Why do you like about having friends that are different to you?

Additional Activities

Respond to video stimulus (Sesame Street)

Watch the video title "Meet Julia" to stimulate discussion about similarities and differences. This 10-minute video introduces viewers to Julia, Elmo and Abbey’s friend who has autism. Big bird learns how to be Julia’s friend and about Autism.  It also includes an example of responding to over stimulation.

Focus questions:

  • What did you like about this film?
  • What did you learn about Julia?
  • Why is it good to have friends that do things differently to you?
  • What questions do you have?

Teachers notes: This clip ( is a follow-up where parents of kids with autism write to Sesame Street with their comments and questions about autism, answered by the Sesame Street characters (6:46m).

Source the following books and read to the class.

Title: Accept and Value Each Person (Learning to Get Along)
Author: Cheri J. Meiners, M.Ed.
Story Profile: A book about accepting and valuing people who are different from oneself and one's immediate family. Kids making friends learn about respecting differences, and appreciating people. It is part of a series calling "Learning to Get Along".

Title: Whoever you are
Author: Mem Fox
Story Profile: A book about peace and equality and valuing diversity and difference.
Go to the following link for a lesson related to this book:–_Whoever_You_Are.pdf

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