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Appendix 1:
Key Concepts and Learning Outcomes of the Everyone Everyday Program: 1 and 2 Cohort

LessonAcrostic Key Concepts Learning Outcomes
Lesson 1:
I count, you count! I am unique, you are unique!
I
  • Everyone has things about them that make them similar and different from the people around them.
  • Sameness is boring, difference is interesting.
  • There are many ways we can do things.
  • A person has a disability when they have difficulty to see, learn, walk, hear or do other activities. There are many types of disabilities and some we cannot see. Changes to buildings, rules, and attitudes are sometimes needed to help make sure a child with a disability can play, participate and go to school.

LO1: Students recognise that everyone has similarities and differences.
LO2: Students value difference and understand the positive aspects of living in a diverse community.
LO3: Students begin to develop an understanding of what disability is.

Lesson 2: I count, you count! I have feelings!
  • We all have feelings that can be hurt
  • When we are not included, we feel sad and upset, lonely, confused, angry, like we have no friends, like we have been treated unfairly.
  • Everyone wants to be included in activities we do every day.
LO1: Students demonstrate knowledge and understanding of the concept that we all have similar feelings that are affected by our daily experiences.
LO2: Students contribute to a group activity where there is a common class goal to develop strategies for feeling included.

Lesson 3:
Next steps… let's connect!

(part 1)

N
  • The choices we make everyday impact on our own feelings, and the feelings of others.
  • If we use skills that help us connect well together, we create a place where people feel they belong.
LO1: Students can classify good and poor social skills (behavioural choices) when interacting with others in daily activities.
LO2: Students can identify and demonstrate positive social skills with their peers.

Lesson 4:
Next steps...let's connect!

(part 2)

  • Everyone benefits from being able to communicate with the people around us.
  • Communication is 2-way. It occurs when a message is sent and then received.
  • There are many ways we can communicate our thoughts and feelings.
  • Some people need tools to help them communicate.

LO1: Students demonstrate knowledge and understanding that everyone wants to communicate, and communication is a two-way process.
LO2: Students describe and/or demonstrate different ways we can communicate and recognise these in the school setting.

LO3: Students identify positive ways to communicate when someone is behaving in a way that is upsetting.

Lesson 5:
Create opportunities for all
C
  • If we focus on what people can do, we create opportunities for all to participate.
  • If we focus on what people cannot do, we stop people from being able to participate.
  • If we expect people to change so that they can participate, we are leaving people out and being inflexible, or exclusive. If we are flexible and make changes so that everyone can participate, we are being inclusive.

LO1: Students identify their abilities and communicate this using words and/or pictures.
LO2: Students demonstrate knowledge and understanding of the concept that everyone can contribute to school and family life if we focus on ability.
LO3: (Optional) Students modify a simple game so that everyone can participate.

Lesson 6:
Let’s all participate
L
  • Everybody has the right to participate in school and community life.
  • Our attitudes and opinions impact of whether people with disability feel included or excluded.
  • Having a positive attitude about disability and taking notice of the challenges experienced by others will help create opportunities for everyone to participate in everyday activities. Having a negative attitude creates barriers that make it difficult for people with disability to participate.

LO1: Students reflect on situations when they have felt left out, or someone they know has been left out.
LO2: Students can describe behaviours that make participation easy, and behaviours that make participation difficult.

Lesson 7:
Using spaces and moving around
U
  • Everyone moves in a range of ways for a variety of purposes
  • When we move, we use different abilities.
  • People with a disability may need to use alternative ways of moving around to participate in their community.

LO1: Students recognize the range of ways people move about every day.
LO2: Students find solutions to everyday situations when faced with a challenge.

Lesson 8:
Discover ways to learn
D
  • There are different ways we can learn things.
  • Not everyone learns the same way.
  • We learn so we can find solution to problems.
  • Sometimes we need to try a different ways of explaining things so everyone can understand (e.g. when we are explaining a rule for a game we are playing in the playground).
  • We need to be patient when someone does not understand, and try a new way to communicate the message.

LO1: Students identify different ways that people can learn.
LO2: Students appreciate that there are many ways we can do things.

Lesson 9:
Everyone, everyday feels included
E
  • We can all take action to include people with disability in daily activities.
  • We need to identify physical and behaviour barriers to participation in daily activities for people with disability so we can change the environment to promote inclusion.

LO1: Students apply their knowledge and understanding of inclusion to formulate ideas on how to take action to create inclusive communities.

Back to year 1 – 2 Unit of Work