Years 1 – 2
Lesson 1: I Count! You Count!
I Am Unique, You Are Unique!
Downloadable Reference Materials
- Lesson 1 Activity 1 – Hand (56.5 kb)
Lesson 1 Activity 1 – Hand (109 kb)
- Lesson 1 Action Plan Poster (178 kb)
Lesson 1 Action Plan Poster (1.2 Mb)
- Lesson 1 I count You count (part 1) (233 kb)
Lesson 1 I count You count (part 1) (839 kb)
1. Lesson Overview
Length of Lesson
- 50 mins
Prior knowledge (What should the Teacher Have Already Covered)
- For welcoming activity, children will need to know each other’s names.
- First lesson – no specific prior knowledge required.
- Action Plan Poster
- Class set of blank hand templates.
- Scissors to cut out hands.
- Poster paper and glue to stick hands on.
- Internet access to show video clip.
- 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.
2. Australian Curriculum Links
HPE Subject Area Years 1 and 2
- ACPPS015: Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities
- ACPPS024: Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected
General Capabilities by the End of Year 2 (Level 2)
Personal and Social Capability
- Recognise personal qualities and achievements: identify and describe personal interests, skills and achievements and explain how these contribute to family and school life
- Become confident, resilient and adaptable: undertake and persist with short tasks, within the limits of personal safety
- Investigate culture and cultural identity: identify and describe the various groups to which they belong and the ways people act and communicate within them
- Explore and compare cultural knowledge, beliefs and practices: describe and compare the way they live with people in other places or times
- Use language to interact with others: use pair, group and class discussions as learning tools to explore area topics, to represent ideas and relationships, and to prepare for creating texts
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: LO (insert number)
3. Lesson Plan: Suggested Sequence of Learning Experiences
|Format||Lesson Plan: Suggested Sequence of Learning Experiences|
|Intro 15 mins|
Introduction to the Everyone Everyday program
Welcoming activity to demonstrate what inclusion is:
Teacher’s notes: Use this activity at the beginning of every lesson to reinforce an example of everyone being included in an activity. Ask children to choose a different person each day to welcome so they do not always pick the same people. As the class becomes familiar with this activity, the time taken to complete it should decrease.
State the learning intention: Today we are going to begin a program called Everyone Everyday. We will be learning about what we can do every day to make sure everyone around us feels included in our daily activities, like playing, being with friends, and participating in activities at school or after school. We will also be exploring what disability is – because people with disability sometimes feel like they are not included in day to day activities.
Refer to the Action Plan poster and let students know that they will be working through the themes that form the word INCLUDE.
Firstly, we are going to explore the ‘I’ theme – I count, you count. We will become aware of how we all have things that are similar, and things that are different, and reflect on why this is a great thing.
We will begin by participating in an activity to find out more about ourselves and each other.
|Body 20 mins|
Activity 1: Being Me! Being You!
LO1, LO2 Task:
Main points to highlight:
Activity 2: Having a Disability Is Just Having a Difference!
Establish context: In the previous activity, we looked at ways we are similar and ways we are different. A person with a disability will have some differences that make them unique. Remember, if we were all the same – life would be boring!
Introduce definition of disability: 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. Having a disability just means that you may need to do things in a different way from others that do not have that disability. People with disability may need to communicate differently (e.g. a person with a hearing disability may need to use sign language), learn differently (e.g. a person who does not understand word and letters may use pictures to learn), or move around differently (e.g. a person who is unable to walk may use a wheelchair). Everyone has challenges, disability or not, and we can find ways to address the challenges we experience every day.
LO3 Class Discussion:
Give an example of someone you know who has a disability and mention something interesting about them.
Who do you know who has a disability?
Sometimes, people with disability do not feel included in day to day activities because of their differences. Can you think of any examples? (Use this question to find out if the children have any thoughts or feelings about disability and inclusion. You can prompt the children by asking them to think about challenges people with a vision disability may experience when moving around their community and how this can impact on their participation in community life. If you do not get a response, just move on to the next activity.)
Read story “Being me, being you (4.4 Mb)”
Main point to highlight:
|Conclusion and Reflection 10mins|
LO1, LO2, LO3 Class Discussion:
What did you learn today about your classmates? (relate to the positive messages and benefits about living in a diverse community where people have similarities and differences)
Why is this important?
What questions do you have?