Years 3 – 4
Lesson 1: Introduction to Everyone Everyday!
- Lesson Overview
- Australian Curriculum Links
- Lesson Plan: Suggested Sequence of Learning Experiences
- Additional Information
Downloadable Reference Materials
- Lesson 1 Action Plan for Class (126 kb)
Lesson 1 Action Plan for Class (1.88 Mb)
- Lesson 1 Action Plan for Individual (59.7 kb)
Lesson 1 Action Plan for Individual (1.70 Mb)
- Lesson 1 Tokens (47.4 kb)
Lesson 1 Tokens (14.8 Mb)
- Lesson 1 Inclusion Ranger Badge (69.1 kb)
Lesson 1 Inclusion Ranger Badge (14.8 Mb)
- Lesson 1 Inclusion Ranger Certificate (164 kb)
- Lesson 1 Informed (150 kb)
Lesson 1 Informed (270 kb)
1. Lesson Overview
Length of Lesson
- 60 mins
Prior Knowledge (What Should the Teacher Have Already Covered)
- First lesson – no specific prior knowledge required.
- Class Action Plan.
- Display board to record responses.
- Exercise book for students to record information in.
- Internet access for Jayme Paris YouTube video segment.
- Pre cut Everyone Everyday tokens for reflection time.
- Organise 2 'Inclusion Ranger' badges.
- Everybody wants to feel included in activities we do every day.
- 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.
- People with disability experience challenges everyday that do not prevent them from participating in a wide range of activities.
- LO1: Students recognise that everyone wants to feel included in the activities they do everyday.
- LO2: Students explore what disability means to them and become familiar with a definition of disability that will be used in the Everyone Everyday program.
- LO3: Students appreciate that if we focus on our abilities, we can achieve our goals whether we have a disability or not.
2. Australian Curriculum Links
HPE Subject Area Years 3 and 4
- ACPPS037: Describe how respect, empathy and valuing diversity can positively influence relationships
- ACPPS042: Research own heritage and cultural identities, and explore strategies to respect and value diversity
General Capabilities by the End of Year 4 (Level 3)
Personal and Social Capability
- Understand relationships: describe factors that contribute to positive relationships, including with people at school and in their community.
- Consider consequences: examine the links between emotions, dispositions and intended and unintended consequences of their actions on others.
- Understand learning area vocabulary: use growing subject-specific vocabulary to read, discuss and write about learning area topics.
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
Establish context through class discussion:
LO1 Do you think that it is important to feel included in activities we do every day – that is everyone everyday? Why do you think so? How do you feel when you are included in something? Record responses on board in a list. (e.g. happy, accepted, welcomed, friendship, love, valued and togetherness). How do you feel when you are not included (i.e. excluded)? Create another list beside the first list. (E.g. Isolated, lonely, dejected, angry, sad, abandoned and depressed).
LO1 Do you think all people feel included in day to day activities? Can you give me an example of when someone may not feel included?
State the learning intention: Today we are going to begin a unit of work called Everyone Everyday that will help develop your understanding of the importance of providing opportunities for everyone to feel included in the activities we do everyday. We will learn about some of the issues faced by people who may not feel included everyday – particularly those with disability. We will start by thinking about what disability is, and then we will watch a short video about a young woman who has a disability.
Firstly, we will look at our Everyone Everyday Class Action Plan.
Show Class Action Plan (126 kb) Class Action Plan (1.88 Mb). (Place in a visible location in the classroom).
Ask questions: Can you tell me what the word is written down the left column? (INCLUSION). Who has heard of this word before? We will be referring to this chart each lesson to help you understand what INCLUSION means. As we work through the Action Plan, we will be recording what we have learnt, and what we can do to show we understand. You will all have your own Action Plans as well to record your own ideas.
Refer to class Action Plan. The first letter on the Action Plan is I: this refers to Informed. We are going to start by becoming informed about what disability means to you.
|Body 15 mins|
Activity 1: Defining Disability in the Everyone Everyday Program
Teacher’s notes: In the Everyone Everyday program, the definition of disability is stated up front to increase student confidence to contribute to class discussions about disability.
Students record definition in exercise books: the definition that we will be using in the Everyone Everyday program is:
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.
(Source: UN Convention of the Rights of Peoples with Disabilities: Child–Friendly Text produced by UNICEF).
Teacher’s notes: The following activity will give you the opportunity to assess what the students know about disability and will give you a sense of whether their language is negative and/or stereotypical, positive or neutral).
LO2 Task 1: Ask students to brainstorm ideas about what disability means to them.
Use a concept map with the word disability in the middle. First brainstorm what they know about disability (emphasise that there are no wrong answers), and then things they find interesting about disability. Student’s record answers in exercise book.
Model the thinking process (i.e. Think out loud – What are examples of disabilities? Who do I know with a disability outside school? What are some interesting things about disability? What challenges might people with disability experience day to day? At what time in your life might you experience disability?
Example answers follow.
What do I know about disability?
Interesting things about disability
LO2 Discuss responses in pairs, then as a class.
Teacher’s notes: If the concept of describing disability in terms of how other people’s attitudes and actions can influence a person’s experience of disability, make sure this social view of disability is highlighted. This social view describes disability as a state imposed on an individual by the attitudes and opinions of others.
Activity 2: When Can Disability Occur?
LO2 Class discussion: At what stage in life can a person experience disability? Disability can occur at any stage of a person’s life. A person can be born with a disability (e.g. Down syndrome), or acquire a disability (e.g. acquired brain injury from a car accident). It can be temporary – like a broken limb, or permanent – like a leg amputation. Most people experience a disability sometime in their life.
Go to the teacher background information section for more information information about different types of disability.
Main point to highlight:
Activity 3: Jayme Richardson (nee Paris)!
Show segment from Cycling Central – Jayme Richardson (nee Paris) (5 mins 35 secs)
Teacher’s notes: Jayme has Cerebellar Ataxia, Gross Motor Delay and Epilepsy, brought on due to her mother’s uterus rupturing prior to birth. Cerebellar Ataxia is a complex motor disturbance, with symptoms of an inability to coordinate balance, gait, extremity and eye movements. Epilepsy is defined as a tendency to have recurrent seizures and is the most common serious brain disorder. Gross motor delay is a slowing or stoppage in the development of gross motor skills.
LO3 Class brainstorm: How would you describe Jayme? Model the thinking process: What kind of person is she? What are her favourite things or interests? What do you like about her? Do you have anything in common with Jayme? Record answers using a concept map (place Jayme’s name in the middle circle, and linking ideas to the outer circles). Student record answers individually in exercise books, then discuss responses as a class. Record on board.
Teachers notes: Jayme competed for the Australian Cycling team in the London Paralympics in 2012 and won bronze in the individual 500m time trial. Jayme also made the final of the 3000m pursuit where she took 17 seconds off her personal best time and only missed the bronze medal for that event by half a second. Jayme rides in the C1–C5 athlete category. This category includes athletes who have an impairment that affects their legs, arms and/or trunk but compete using a standard bicycle. For further information about para-cycling, go to http://www.cycling.org.au/Disciplines/Para-Cycling
Main points to highlight:
| Conclusion and Reflection|
Making connections – reflection time: Students sit in a circle and take turns to respond to the questions that follow. To make sure everyone gets a turn to respond to at least one of these questions, give each child an “Everyone Everyday token” (template of tokens attached). When they have a turn to speak, they toss their token in a middle of the circle (reflection pond!) to show they have been included in giving a response. Once all the tokens are in the centre pond, students take a token from the pond and if there is time, repeat the process.
LO1, LO2, LO3 Class Discussion:
What did you learn today?
Discuss the ‘Inclusion Ranger’ initiative. Let the students know you will be choosing the ‘Inclusion Ranger’ next lesson and will be looking for people who demonstrate including people in day to day activities. They will be given the responsibility to take action if they see someone who is not included (or look unhappy and alone) at playtimes. These people will also receive a certificate to acknowledge their positive behaviours.
Homework – Discussing Disability with Your Family!
Establish context: In Australia, 1 in 5 people have a disability. This means that there are around 4 million people living with a disability in the Australian community. It is very likely that you, or a family member, know someone with a disability.
Homework activity: Students interview members of their family using the following questions:
4. Additional Information
Jayme Richardson (nee Paris)
Jayme Richardson (nee Paris) competed in the Australian Cycling team in the London Paralympics. Jayme won bronze in the 500m time trial despite suffering a violent and sudden seizure mid–race in her C1 individual time trial. She demonstrated remarkable strength and determination to finish the race strongly – still managing to set a world mark of 40.476 seconds and medal in the event.
For the girl from Sydney’s west, it’s hard to believe it wasn't until she was 11 years old that she took the training wheels off her bike. And after hearing a Paralympic female cyclist call for more girls to take up the sport during a TV interview, she decided to give cycling a go.
In 2005 Jayme was talent spotted at an APC Talent Search day and after much persistence she was chosen for the NSW team at the 2006 National Championships where she cycled her way to a silver medal.
The following year, Jayme won two gold medals at Nationals and broke the world record for the 500m time trial. However because her classification was yet to be internationally recognised, she had to wait until the UCI Para–cycling Track World Championships later that year, where she again broke the world record, to call herself a world record holder.
C1–C5 athletes have an impairment that affects their legs, arms and/or trunk but compete using a standard bicycle. A C1 cyclist will have an impairment that has more of an impact on her ability to cycle than a C5 cyclist.