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Year 5 and 6
Lesson 6: Looking at perspectives

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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 5 and 6

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

15 mins

State the learning intention: In the last lesson, we learned about how attitudes can impact on community life. If we have a ‘can do’ attitude, and focus on what people can do (their skills and abilities), we create opportunities for people to feel valued and contribute to their community – this is essential for an inclusive community. Today, we are going to explore these concepts further and look at the elements of successful campaigns. You will then design your own campaign that promotes inclusive communities. Optional - Let's start by looking at an on-line campaign to get people thinking.

Optional stimulus material: Teachers notes - this short video clip aims to break down stereotypes and labels associated with appearance. It was a part of a campaign launched during Ramadan (commemorative month of fasting observed by Muslims worldwide) and should be viewed beforehand by the teacher to ensure it is appropriate for the students. The Directorate does not endorse the manufacturers of Coke buy sharing this video.

Show this video

and have a short class discussion to reflect on the impact of the clip.

Refer to book:101 Ways To Include People With Disability' Pdf icon (6.1 Mb) (available through the Everyone Everyday project team. Email to order a copy of the book).

Let’s also look at some ideas from school students about how to include people with disability. This may give us some ideas on campaigns to change attitudes.

25 mins

Activity 1: Campaigning for Change.

We all have attitudes and opinions that impact on the way we view the world, and the way we respond to others. Our attitudes and opinions have an enormous impact on the people around us. If we have negative attitudes and opinions about people in our community (eg people who are different including people with disability), we create barriers to these people participating in community life.

There are, and have been, many campaigns that aim to create a ‘cultural shift’ in attitudes and behaviours. A campaign will often use a slogan, key phrase, or visual image to capture attention and get the message across. Let‘s look at some successful campaigns targeting a range of issues including public health, environment and safety.

Teacher’s notes: Use an internet search engine to find out more about these campaigns. You do not have to go through all the campaigns listed – just pick the ones you are most familiar with.

Assessable Outcome TickLO1 Part 1: Class discussion: Go through each successful campaign listed below and discuss the questions that follow.

  • What are the key messages of each campaign?
  • How did they get the message across? (eg TV campaign, radio campaign, catchy jingle, mascot, graphic images, competitions).
  • Why do you think the campaign was so successful?
  • Who were the campaigners targeting?
  1. SLIP. SLOP. SLAP. (now also includes SLIDE and SEEK) (Slip (on a shirt). Slop (on sunscreen). Slap (on a hat). Slide (on sunglasses). Seek (shade). (Sun safety Campaign.)
  2. Earth Hour. (Earth Hour is a worldwide event organized by the World Wildlife Fund (WWF) and held towards the end of March annually, encouraging households and businesses to turn off their non–essential lights for one hour to raise awareness about the need to take action on climate change.)
  3. Every cigarette is doing you damage. (Campaign to encourage smokers to stop smoking and highlight the support available to them.)
  4. Life. Be in it. (Campaign encouraging Australians to live a healthy and active lifestyle.)
  5. Do the right thing. (Anti–litter campaign.)
  6. Kids Alive – Do The Five! (Pool safety campaign promoting five key messages – Fence the pool, Shut the gate, Teach your kids to swim – it’s great, Supervise – watch your mate and learn how to resuscitate.)

Can you think of any others?

Part 2: There have been campaigns and key messages to promote positive attitudes and behaviours towards people with disability.

Student task: Students work in pairs. Each pair chooses 3 statements to report on. For each statement, what message do you think is being promoted in relation to community perceptions about people with disability?There is no wrong answer – just encourage students to explore the statement and describe their own response to it.

  1. Don’t DIS my ABILITY (Celebrates the diversity and ability of people with disability).
  2. disAbility (Put the focus on ability).
  3. Labels are for Cans, Not People (YouTube clip about stereotyping, and making incorrect assumptions based on appearance). The clip takes 2 minutes 33 seconds.
  4. Small changes, BIG DIFFERENCE (We can all do things, no matter how small, to change the experience of disability for the people in our community).
  5. Every Australian Counts. (Campaign to promote the National Disability Insurance Scheme (NDIS). NDIS will ensure people with disability have greater choice and control over the services they require.
  6. Put the person first, not their disability. (See the person first. Do not define a person by their disability. Show respect and don’t make assumptions about what the person’s abilities are).
  7. Every contact counts. (Be aware that every interaction you have each day has an impact on both you and the other person. This includes the choices you make relating to whether you will engage with someone or not. Choosing to avoid or ignore someone with a disability sends a strong message to that person that you do not value them. We all benefit from positive interactions each day).

Main point to highlight:

  • To create a cultural shift in community attitudes and behaviours, key messages need to be promoted successfully to capture attention and make the intended changes.

30 mins

Activity 2: Become an Agent for Change!

Lesson 6 Activity 2 Pdf icon (45 kb)
Lesson 6 Activity 2 Word icon (43 kb)

Refer to lesson 4 planning template for the following task. In the previous activity, we looked at examples of key messages that have been used to change attitudes and behaviours towards people with disability.

Assessable Outcome TickLO2 Student task: Your task is to work in groups of 4 to design a campaign to either:

  1. promote positive attitudes and behaviours towards people with disability, and/or
  2. promote inclusive communities.

A planning template is provided to help you organise your ideas. Your campaign can include a poster, a song, a logo, a short video presentation, a debate, a flash mob, a competition, a presentation at assembly, a play, a letter to the editor, or anything else that you think will promote your message.

Students present their campaigns to the class (or whole school if practical).

For homework, complete activity 2.

Conclusion and Reflection
5 mins

Assessable Outcome TickLO1, LO2 Class discussion

What did you learn today?
Why is this important?
What questions do you have?

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