Downloadable reference materials
Length of Lesson
Prior knowledge (what should the teacher have already covered)
- Concepts of respecting difference and focusing on ability.
- Board, poster paper or electronic whiteboard to record responses for activity 1.
- Electronic whiteboard to complete Activity1 and 2.
- Everybody has the right to participate in school and community life.
- Our attitudes and opinions impact of whether people with disability feel included or excluded.
- Having a positive attitude about disability and taking notice of the challenges experienced by others will help create opportunities for everyone to participate in everyday activities. Having a negative attitude creates barriers that make it difficult for people with disability to participate.
LO1: Students reflect on situations when they have felt left out, or someone they know has been left out.
LO2: Students can describe behaviours that make participation easy, and behaviours that make participation difficult.
HPE Subject Area Years 1 and 2
ACPPS019: Describe ways to include others to make them feel that they belong
PSC: Personal and Social Capability EU: Ethical Understanding L: Literacy CCT: Critical and Creative Thinking N: Numeracy
By the end of year 2 (level 2)
PSC: Appreciate diverse perspectives: describe similarities and differences in points of view between themselves and people in their communities
PSC: Understand relationships: identify ways to care for others, including ways of making and keeping friends
EU: Reason and make ethical decisions: discuss how people make decisions about their actions and offer reasons why people’s decisions differ
EU: Reflect on ethical action: give examples of how understanding situations can influence the way people act.
EU: Examine values: discuss some agreed values in familiar contexts
EU: Explore rights and responsibilities: identify their rights and associated responsibilities and those of their classmates
IU: Empathize with others: imagine and describe the feelings of others in familiar situations
IU: Challenge stereotypes and prejudices: discuss the effects of acceptance and inclusion in familiar situations
L: Understand how visual elements create meaning: describe how images add to, or contradict or multiply meanings of words in a text, and compare images with the accompanying print text.
L: Understand learning area vocabulary: use mostly familiar vocabulary, with a steady introduction of new vocabulary in learning area contexts.
CCT: Organise and process information: organise information based on similar or relevant ideas from several sources.
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)
|Format||Lesson Plan: Suggested sequence of learning experiences|
Welcoming activity (see lesson 1)
State the learning intention: Today we will be talking about how we can make joining in to daily activities easy for the people around us. We will discuss examples of when people are left out, and identify how we can make a difference just by behaving in a friendly and welcoming way towards people who experience extra challenges every day.
Activity 1: Looking at our behaviour – green light/red light
Teacher's notes: in this activity, we introduce the concept of barriers (things that make it difficult to join in) and enablers (things that make it easier to join in), with a focus on the impact of our own BEHAVIOUR on the participation of others in daily activities. Revisit the key concept from lesson 3 on communication – ie the words and body language we use make a huge impact on the other person’s feelings (verbal and non-verbal communication).
Class discussion: What is behaviour? (Unpack the word behaviour - behaviour is what we do, what we say, and how we communicate, or send messages to those we are with. Our behaviour and the way we communicate impacts on feelings).
For the following activity, use traffic lights to symbolize access to participation (green light - go), and barriers to participation (red light - stop). Draw traffic lights on the board (or poster paper) and record responses in the appropriate circle (green or red). See example for this lesson.
LO1, L02 Class discussion:
Refer to stimulus images to generate discussion
1. What things can you do to make participation easy for your classmates in activities?
Refer to stimulus images to generate discussion
2. Hands up if you have ever felt left out, or felt like you cannot participate in an activity? (Teacher use explicit teaching (think out loud) to give an example of when they have felt left out – eg times when you have been not noticed, have been ignored, not been invited, picked last to be on a team, told you cannot join in, first day of a new job etc)
Can you give me an example of when you have felt left out, or if you have noticed someone else has been left out? (Record main concept of answer student gives in red circle representing a barrier to participation).
Why do you think you were left out (or someone else was left out)? What things do people sometimes do that make it difficult for people to participate? (Record main concept of answer student gives in red circle representing a barrier to participation).
Main points to highlight:
Additional Activity 2: Making participation easy or difficult
Teacher‘s notes: in this activity, we further explore behavioural barriers (ie making participation difficult) and behavioural access (making participation easy) with a focus on people with disability. The words you use in this section will depend on the literacy level of your children. You may wish to use simple terminology (ie. making participation easy instead of behavioural access).
The way we treat people and our attitudes and behaviours towards them can create opportunities for everyone to participate (ie making it easy to join in), or barriers (difficulties or obstacles that make it hard to join in).
We have just discussed how being inflexible can exclude people with disability – for example, being inflexible with game rules. When we are inflexible, we are sending a message that we expect people to change to suit our own expectations. If we do this, we are not respecting others needs. Being inflexible and expecting people to change to suit our own expectations are examples of barriers as it prevents people with disability participating.
We also discussed how being flexible can create opportunities for people with disability to participate. Finding other ways to do things and not expecting people with disability to change to suit others expectations allows everyone to be able to participate in daily activities – this is an example of opportunity – making it easy to join in.
LO2 Sorting activity: refer to the activity 3 resource for lesson 5. Read out the statements provided and ask students whether they are an example of opportunities (making participation easy) or barriers (making participation difficult).
When responding to the questions, children can use hand signals to show whether participation is difficult (stop hand), or participation is easy (thumbs up).
Use electronic white board to move statements to appropriate side.
Conclusion and reflection
LO1, LO2 Children sit in a circle and respond to the following questions.
What can we do to make participation easy for people with disability?