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Year 5 and 6
Lesson 11: Evolving Our Thinking

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

HPE Subject Area Years 5 and 6

Yr 5 Humanities and Social Sciences Subject Area

Yr 6 Humanities and Social Sciences Subject Area

General Capabilities by the End of Year 6 (Level 4):

Personal and Social Capability
Ethical 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 Outcome TickLO (insert number)

3. Lesson Plan: Suggested Sequence of Learning Experiences

Format Lesson Plan: Suggested Sequence of Learning Experiences

1 mins

State the learning intention: This is our final lesson of the Everyone Everyday program. We have been evolving our thinking about inclusive communities and will revisit the timeline activity from lesson 2 to predict the positive experiences of people with disability, and people without disability, when communities become truly inclusive. Then we will choose a project to work on so we can apply what we have learnt.

15 mins

Activity 1: New Ways, Stronger Community

Revisit timeline activity from lesson 4. Prepare and Share activity.

In the second lesson of the program (timeline activity), you looked at the areas where people with disability experience barriers. Now let’s imagine a future where people with disability have full membership in their community

Assessable Outcome TickLO1 Prepare: Students work in small groups of 3 or 4 and respond to the following focus questions. (Record responses on handout).

Focus questions (written on handout):

When our community is inclusive…

  1. What would be the community’s attitude towards people with disability?
  2. What would people focus on when they meet a person with a disability?
  3. What would be the benefits to all people living in an inclusive community?

Assessable Outcome TickLO1 Share: Students report back to the class group and discuss their responses.

Main points to highlight:

  • A strong inclusive community values differences (diversity) and creates opportunities for everyone to contribute using their abilities.
  • Inclusive communities have strong social connections and people feel safe and welcomed.
  • Inclusive communities are healthier communities.

34 mins
Plus Extra Time to Complete Project

Activity 2: Everyone Everyday Project

Teacher’s notes: The following projects are examples of what your class can do to apply what they have learnt in the Everyone Everyday program. You may choose to focus on one of the projects and get all students to do the same project, or get students to select the project they would like to complete.

Use the lesson time today to choose the project and begin to formulate ideas. See project planning template provided.

Assessable Outcome TickLO1 Task: Work in pairs (or small groups) and choose from the following projects related to inclusive communities.

  1. Choose a non–sporting event that the school already undertakes each year. Write some guidelines for the event to ensure it is an inclusive activity. Create a poster that advertises the event. (eg school concert, school fete, Christmas carols, Welcome BBQ etc). Present your ideas to the class.
  2. Describe and organise a lunchtime activity that is inclusive. Include guidelines for the activity and advertise it at your school. Facilitate the activity yourselves with support from a teacher.
  3. Choose a sporting activity or carnival that your school holds each year. Look through the program and suggest ways you can improve it so that there are opportunities for all to participate. Describe the suggestions you put forward. Include activity procedures and illustrations where necessary. Present ideas to your sports coordinator.
  4. With support from your teacher or other adult, contact local organisations that offer community based activities (eg sport and recreation clubs, local council and community services, community groups like Rotary and Lions, performing arts groups) to find out if they offer programs that are inclusive. Compile the information and promote programs that are inclusive through your school newsletter. See additional activity below.
  5. With support from your teacher, organise a buddy program where your class visits another local school (or arranges a place for both classes to meet) and engages in shared activities with kids the same age to build real relationships. Alternatively, buddy with another class from your school (buddy with a special needs unit if it exists in your school). Decide on a theme for your visits and describe the types of activities you could participate in together. Keep a diary of your experiences after each visit.
  6. Create a storybook with the theme of inclusion that targets primary school aged children. Include illustrations. For example, see the Everyone Everyday book, “Being me, being you” Pdf icon(4.4 Mb) (Foundation year program) that was illustrated by a year 6 student.
  7. Make a game that has short scenarios that capture inclusive and exclusive behaviours or examples of inclusive and exclusive communities. Example of a basic game: (Use template provided Word icon(51 kb) for this game or make your own). When a player lands on a square that has a card symbol, pick from the pile of scenario cards and read what they have to do (eg a card that describes inclusive behaviour may say that the player can move 3 spaces forward, or roll the dice again. A card that describes exclusive behaviour may say that the player must move 3 spaces back, or miss a turn). Once completed, play game with classmates!
  8. Your choice: Think of a project that your group can complete related to building inclusive communities.

Conclusion and Reflection
10 mins

Assessable Outcome TickLO1, LO2 Class Discussion:

How can we continue to apply what we have learnt in the Everyone Everyday program now and in the future?

What commitment will you make towards creating inclusive communities, and keep your balloon flying high?


Assessable Outcome TickLO1 Activity 2 – Additional/Extension Activity (Project 4):

If you find that the community does not offer many programs that are inclusive, write a letter to your local member to bring this to their attention and advocate for more inclusive programs.

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