Years 5 and 6
I am responsible! (Part 2)
Downloadable Reference Materials
- Lesson 2 Activity 2 Poster (86 kb)
Lesson 2 Activity 2 Poster (1.4 Mb)
- Lesson 2 Activity 2 Worksheet (175 kb)
Lesson 2 Activity 2 Worksheet (1.5 Mb)
- Lesson 2 I am responsible (part 2) (484 kb)
Lesson 2 I am responsible (part 2) ( 2.2Mb)
1. Lesson Overview
Length of Lesson
- 60 mins plus
Prior Knowledge (What Should the Teacher Have Already Covered)
- An introduction to the impact of behaviour on others.
- Action Plan chart
- 3 markers/cones (or chalk line on cement) labelled with a 3 point rating scale (Agree, Not sure, Disagree). Make the space large enough so whole class can participate.
- We all have rights and responsibilities in a society where people are given opportunities to be included and feel welcome (an inclusive society).
- We need to be mindful of the impact of our actions on others’ rights to be included.
- LO1: Students will reflect on their rights and responsibilities as a welcoming member of the school community.
- LO2: Students will share perspectives on inclusive behaviours.
2. Australian Curriculum Links
HPE Subject Area Years 5 and 6
- ACPPS055: Practise skills to establish and manage relationships
- ACPPS056: Examine the influence of emotional responses on behaviour and relationships
- ACPPS060: Identify how valuing diversity influences the wellbeing of the community
General Capabilities by the End of Year 6 (Level 4):
- Explore rights and responsibilities: monitor consistency between rights and responsibilities when interacting face-to-face or through social media
Personal and Social Capability
- Recognise emotions: Explain how the appropriateness of emotional responses influences behaviour
- Contribute to a civil society: Identify a community need or problem and consider ways to take action to address it.
- Understand relationships: Identify the differences between positive and negative relationships and ways of managing these.
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|
State the learning intention: In our first session, we began exploring how our behaviour can make people feel included or excluded. Today, we will explore our human right to be included (inclusion), and become mindful of the impact of our actions on the inclusion of those around us. We will explore how inclusion is everyone’s responsibility.
Activity 1: What Are Your Rights in an Inclusive Community?
Teacher’s notes: The purpose of this activity is for students to use higher order thinking skills to make value judgments about children’s rights. It is important for students to consider the application of these rights in the real world, and to acknowledge that they have a role to play to ensure the rights of others are upheld so that everyone is treated equally and without discrimination.
In this activity, there will be opportunities for rich discussion about the clash of rights. It is expected that the students will have mixed feelings about their rights, or are unsure whether they agree or disagree. Give them the opportunity to clarify the statement by adding to it so they can clearly agree or disagree. Activity 2, which follows on from this activity, will then ask students to consider their personal responsibilities if these rights are to be reciprocated (i.e. equal rights for all children).
Introduce concept: As human beings, we all have ‘rights’. Human rights are the basic rights and freedoms that belong to every person in the world. Why do you think we have rights? (To ensure that everyone is treated equally and without discrimination).
LO1 Task: Students discuss the following fictitious rights and give their opinion about whether they agree, disagree, or are not sure. The rights listed are just meant to stimulate discussion and debate. They are not taken directly from guidelines.
Rights relating to inclusion (being included).
Statements to be read out:
Main points to highlight:
|30 plus minutes|
Activity 2: The ‘Scales of Justice’. Getting the Balance Right in a Fair Society.
Teacher’s notes: The purpose of this activity is to reinforce that we all have a role to play to create a community where everyone has equal rights, and feels a sense of belonging and connection. This activity gets students thinking about ‘different ways of being’ in the world. The main concept of difference is discussed at this stage, and therefore a formal definition of disability is not required. However, if it does come up – use the definition that a person has a disability if they have difficulties to see, walk, learn, hear, or do other activities like communicate verbally or have difficulties with social interaction. This definition is formally introduced in lesson 4.
Make the link:We cannot talk about rights without talking about responsibilities. The way we uphold (or defend) our rights has a great impact on others. If we want to live in society that does not discriminate and treats people equally, we must be mindful of the impact of our own behaviours and attitudes. This is what we call the ‘scales of justice’! Our behaviours and attitudes can create barriers to other people feeling included in everyday life activities.
We all make hundreds of choices everyday that impact on the rights and feeling of others. In activity1, we identified a range of rights that we believe are important for everyone. (These were the rights we Agreed to in activity 2).
You will now work in small groups and go through at least 3 Agreed rights, and determine what your responsibility is with respect to this right, and positive actions you can take to uphold the rights of others.
LO2 Task: Students work in small groups and are given a worksheet that has 3 Agreed rights recorded on it. There are 4 different worksheets to be covered (ie. 12 Agreed rights). For each of the Agreed right discussed in activity one, students will record their corresponding responsibilities that outline positive actions they can take to ensure their rights and the rights of others are upheld. This will be recorded under a balance scale to represent equality (ie. balanced representation). When completing the activity, students need to consider the extra challenges some classmates may have at school due to differences in the way the move, learn and communicate.
See worksheets 2a, 2b, 2c, and 2d for the templates (237 kb). There is also a sample answer sheet for teachers
LO2 Class “Rights and Responsibilities” Poster and Class Discussion
Ask each group to report back and have a class discussion about actions they can take (ie responsibilities) so that everyone’s rights are upheld, opening doors to inclusion.
To reinforce these values, you could choose from the following suggestions:
Main points to highlight:
5 minutes Conclusion and Reflection
What did you learn today?