Years 5 and 6
Lesson 3: Neighbourly Connections
Downloadable Reference Materials
- Lesson 3 Activity 1 (89 kb)
Lesson 3 Activity 1 (73 kb)
- Lesson 3 Activity 1 Poster (175 kb)
Lesson 3 Activity 1 Poster (1.5 Mb)
- Lesson 3 Neighbourly Connections (164 kb)
Lesson 3 neighbourly Connections (194 kb)
Length of Lesson
- 80 minutes
Prior Knowledge (What Should the Teacher Have Already Covered)
- Introduction to the Everyone Everyday program.
- Action Plan Poster
- Display board
- Student exercise books for Everyone, Everyday program
- Handout or electronic whiteboard projection of – ‘Our School Community’ graphic outline
- An inclusive community is the type of community that we strive for so that everyone, everyday has opportunities to participate in community life.
- Inclusive communities foster positive attitudes and opinions from community members that are respectful and welcoming to those who may experience challenges with everyday living.
- Inclusive communities give everyone equal opportunities to achieve their ambitions.
- LO1:Students can describe the elements of a school community.
- LO2:Students can describe the elements of a local community.
- LO3:Students can describe what makes a community inclusive.
2. Australian Curriculum Links
HPE Subject Area Years 5 and 6
- ACPPS060: Identify how valuing diversity positively influences the wellbeing of the community
Yr 5 Humanities and Social Sciences Subject Area
- ACHASSK118: How people with shared beliefs and values work together to achieve a civic goal
General Capabilities by the End of Year 6 (Level 4):
- Examine values: examine values accepted and enacted within various communities.
- Explore ethical concepts in context: explain what constitutes an ethically better or worse outcome and how it might be accomplished
- Reflect on ethical action: articulate a range of ethical responses to situations in various social contexts
- Consider consequences: evaluate the consequences of actions in familiar and hypothetical scenarios
- Empathise with others: imagine and describe the situations of others in local, national and global contexts.
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: Today we are going to begin a unit of work called Everyone, Everyday. In this unit, we will be learning about what an inclusive community is, and what we can all do to make sure everyone has the opportunity to be included in community life, everyday. We will explore the issues faced by people who may experience barriers to being included in their community – particularly those with disability.
Firstly, let’s take a look at who lives in our community.
Activity 1: Our community – Every Contact Counts!
Teacher’s notes: To develop students understanding of community, there are three parts to this activity. Part one – what makes a school community? Part two – what makes a local community? Part three – what makes an inclusive community? The main point to keep on emphasizing is ‘every contact counts’.
Part 1:In this activity, we are going to develop our understanding of what a community is. There are many different types of communities.
Class discussion: What do you think a community is?(a group of people who share a common interest, or a group of people who live, work and play in the same area). What is an example of a community? (school, sporting, cultural, local, global, art, music, religious, etc)
The type of community we will be talking about is a community that consists of people, places and systems (or the way communities do things). We are going to look at our school community first.
Refer to handout – ‘Our School Community’ (Graphic outline concentric circles): There are many different people who belong to our school community.
Explain the parts to the diagram: Go through each concentric circle filling in the missing words from the list provided, making the point that as the circles get bigger, these people have less contact with you every day, but are still a part of the school community. Explain that the outer circle includes the places that all these people may use or have access to.
LO1 Class discussion: How would you describe a school community? A school community consists of a group of people who share and contribute to the school for a range of reasons.
Main point to highlight:
Part two: What makes a local community? Use explicit teaching and think out loud: “A local community consists of people, places and systems”.
Ask students to draw diagram with 2 concentric circles. Explain that the inner circle represents ‘people’, and the second circle represents ‘places and systems’).
LO2 Class discussion: How would you describe a local community? Record on worksheet. A local community consists of groups of people with different backgrounds and experiences who share and contribute to their local community. The local community has systems that support its community members.
Main point to highlight:
Part three: We are now going to take a look at what an INCLUSIVE community is. That is, one where there are opportunities for everyone to participate in community life, no matter what their differences are. Teacher’s notes: you will need to ‘unpack’ the word inclusive – ‘to include, all-encompassing, wide-ranging, opposite to exclusive’. This lesson is just an introduction to inclusive communities. Throughout the Everyone, Everyday program, we will be exploring elements of an inclusive community, and work towards taking action to make our local community more inclusive.
Optional extension question: Can you think of an example where people have been excluded in their community?
Teacher’s notes: there are many examples of exclusion in the community that you may wish to discuss with the students if you feel comfortable doing so (examples – racism, sexism, ageism, ableism - feeling superior to someone else and having social prejudice because they have a disability).
Group work - responding to a scenario:Organise students to work in small groups of 3 or 4 to generate ideas about how the following situations can be inclusive or exclusive, depending on how the community responds to them. Give each group 1 scenario to respond to.
Teacher’s notes: As you are brainstorming ideas, make the point that inclusive local communities do not just provide access to buildings (eg ramps and rails) and assistive technology to people with physical and learning challenges (eg. remote control technology). Inclusive communities also foster positive attitudes and opinions from community members that are respectful and welcoming to those who may experience challenges with everyday living (ie – focus on the People element as well as the Places element).
Go through example:
Class discussion: Groups report their ideas in response to the scenarios.
Refer to table to consolidate ideas.
Features of an Inclusive Community
Features of an Exclusive Community
Poster display (optional): You may display the list of features of an inclusive community as a poster in your classroom. (Sample poster attached).
Activity 2: Who Benefits?
LO3Class discussion: Who benefits from living in an inclusive community? Why do you think so?
(Everyone benefits from living in an inclusive community (better connected, better relationships, more opportunities to make friends, safer environment, better communication, feeling of community spirit and belonging, everyone is given the opportunity to conribute).
Main points to highlight:
Conclusion and Reflection
LO3 Class discussion:
What did you learn today?