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Years 1 – 2
Lesson 6: Let's all Participate

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  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

HPE Subject Area Years 1 and 2

General Capabilities by the End of Year 2 (Level 2)

Personal and Social Capability

Ethical Understanding

Intercultural Understanding

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 10 mins

Welcoming activity (see lesson 1)

State the learning intention: Today we will be talking about how we can make joining in to daily activities easy for the people around us. We will discuss examples of when people are left out, and identify how we can make a difference just by behaving in a friendly and welcoming way towards people who experience extra challenges every day.

15 mins

Activity 1: Looking at Our Behaviour – Green Light/Red Light

Lesson 6 Activity 1 pdf File (452 kb)
Lesson 6 Activity 1 word File (764 kb)

Teacher's notes: in this activity, we introduce the concept of barriers (things that make it difficult to join in) and enablers (things that make it easier to join in), with a focus on the impact of our own behaviour on the participation of others in daily activities. Revisit the key concept from lesson 3 on communication – i.e. the words and body language we use make a huge impact on the other person’s feelings (verbal and non-verbal communication).

Class discussion: What is behaviour? (Unpack the word behaviour - behaviour is what we do, what we say, and how we communicate, or send messages to those we are with. Our behaviour and the way we communicate impacts on feelings).

For the following activity, use traffic lights to symbolize access to participation (green light - go), and barriers to participation (red light - stop). Draw traffic lights on the board (or poster paper) and record responses in the appropriate circle (green or red). See example for this lesson.

assessable moments tickLO1, L02 Class discussion:

Green Light

Refer to stimulus images to generate discussion

1. What things can you do to make participation easy for your classmates in activities?
Record responses in green traffic light.

Red Light

Refer to stimulus images to generate discussion

2. Hands up if you have ever felt left out, or felt like you cannot participate in an activity? (Teacher use explicit teaching (think out loud) to give an example of when they have felt left out – e.g. times when you have been not noticed, have been ignored, not been invited, picked last to be on a team, told you cannot join in, first day of a new job etc.)

Can you give me an example of when you have felt left out, or if you have noticed someone else has been left out? (Record main concept of answer student gives in red circle representing a barrier to participation).

Why do you think you were left out (or someone else was left out)? What things do people sometimes do that make it difficult for people to participate? (Record main concept of answer student gives in red circle representing a barrier to participation).

Main points to highlight:

  • Everybody has the right to participate in school and community life.
  • No one likes to feel left out, or unable to participate in daily activities. If we take notice of the people around us, no matter what their abilities or disabilities are, we can take action to include them so no one feels left out.
  • The way we think about other people influences our behaviour. If we look for interesting and positive things about others, we are more likely to take action to make sure they are included in daily activities.
  • We need to be responsible and look for ways to keep the light on ‘green’ for everyone.
15 mins

Additional Activity 2: Making Participation Easy or Difficult

Lesson 6 Activity 2 pdf File (138 kb)
Lesson 6 Activity 2 word File (46 kb)

Teacher‘s notes: in this activity, we further explore behavioural barriers (i.e. making participation difficult) and behavioural access (making participation easy) with a focus on people with disability. The words you use in this section will depend on the literacy level of your children. You may wish to use simple terminology (i.e. making participation easy instead of behavioural access).

The way we treat people and our attitudes and behaviours towards them can create opportunities for everyone to participate (i.e. making it easy to join in), or barriers (difficulties or obstacles that make it hard to join in).

We have just discussed how being inflexible can exclude people with disability – for example, being inflexible with game rules. When we are inflexible, we are sending a message that we expect people to change to suit our own expectations. If we do this, we are not respecting others needs. Being inflexible and expecting people to change to suit our own expectations are examples of barriers as it prevents people with disability participating.

We also discussed how being flexible can create opportunities for people with disability to participate. Finding other ways to do things and not expecting people with disability to change to suit others expectations allows everyone to be able to participate in daily activities – this is an example of opportunity – making it easy to join in.

assessable moments tickLO2 Sorting activity: refer to the activity 3 resource for lesson 5. Read out the statements provided and ask students whether they are an example of opportunities (making participation easy) or barriers (making participation difficult).

When responding to the questions, children can use hand signals to show whether participation is difficult (stop hand), or participation is easy (thumbs up).

Stop hand in red next to thumbs up hand in green

Use electronic white board to move statements to appropriate side.

Conclusion and Reflection
5 mins

assessable moments tickLO1, LO2 Children sit in a circle and respond to the following questions.

What can we do to make participation easy for people with disability?
Why is this important?
What questions do you have?

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