Years 3 and 4 Unit of Work
Introductory Information for Teacher’s

Please read these notes in conjunction with the Teacher Background Information notes.

Contents

Years 3 and 4 Unit of Work Introductory Information for Teacher’s

1. Organisation and focus
2. Action Plan
3. Everyone Everyday Inclusion Ranger Initiative
4. Links to Learning Outcomes and Australian Curriculum
5. Glossary of words
6. Guest Speaker Program
7. Definition of Disability
8. Everyone Everyday books (2013) – ‘Being Me, Being You’, and ‘101 Ways To Include People With Disability’.

Appendices

Appendix 1: Key concepts and learning outcomes of the Everyone Everyday program: 3 and 4 cohort
Appendix 2: Links to the Australian Curriculum
Appendix 3: Everyone Everyday! Glossary of words

Lessons

Lesson 1: Introduction to Everyone Everyday!
Lesson 2: The experience of disability
Lesson 3: Similarities and differences
Lesson 4: What do you notice?
Lesson 5: Celebrating our school community
Lesson 6: Celebration Banner
Lesson 7: What we say is who we are!
Lesson 8: Media influences
Lesson 9: Everyone wants to communicate!
Lesson 10: Moving easily around our community
Lesson 11: Adapting to our needs
Lesson 12: My friendship story!
Lesson 13: I take action!


1. Organisation and focus

The Everyone Everyday resource includes learning activities that are designed to develop positive attitudes and core values in the school community relating to including people with disability in daily activities and respecting diversity. Students in years 3 and 4 will participate in learning experiences that develop knowledge and understanding in nine key theme areas. The themes are derived from an acronym based on the word INCLUSION.

Lesson 1&2

I

Informed.

Lesson 3 & 4

N

Notice.

Lesson 5 & 6

C

Celebrate.

Lesson 7 & 8

L

Language.

Lesson 9

U

Unite.

Lesson 10

S

Sharing Space.

Lesson 11

I

Ideas.

Lesson 12

O

Offer friendship.

Lesson 13

N

Nuture.

See appendix 1 for table of key concepts and learning outcomes for each theme.

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2. Action Plan

Each of the themes covered culminate in an ‘Action Plan’ entry for both the class (taking collective action) and the individual (taking personal action) - emphasising a action-focused approach. This will encourage students to think about what they have learnt and how they can ‘take action’. The Action Plan is introduced in the first lesson (Action Plan template provided). This will assist in reinforcing the main ideas and provide ongoing feedback to promote inclusive behaviour. Links to the school values can be made when completing Action Plan entries. Action Plans can be displayed at home and in the classroom. Parents can become involved through targeted student activities (eg. interviewing their parents/carers, and having family discussions).

The action plans can be found here:
Lesson 1 Action Plan for Class [PDF] [Word Doc]
Lesson 1 Action Plan for Individual [PDF] [Word Doc]

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3. Everyone Everyday Inclusion Ranger Initiative

This initiative aligns to the Action Plan. Students are recognised for ‘taking action’ in the key theme areas on the Action Plan and receive acknowledgement for this by being given the opportunity to be an “Action Ranger” for the week . For example, the student demonstrates inclusive behaviour by offering friendship with someone who they have not previously approached (eg. a new child to the school, a child with a disability, a child who is alone in the playground) and can describe what they did, how this felt and what they like about their new friend. This would be recorded on their Action Plan.

Then, an adult (teacher, parent or adult friend) can sign the Action Plan to acknowledge this. The Action Plan will identify who is demonstrating qualities of an Everyone Everyday Inclusion Ranger. Rangers are presented with a badge (will need to be pre-organised) and would be responsible to demonstrate inclusive behaviours at school. This would begin in the first week of the program. Rangers can be chosen on a weekly basis to encourage children to continue demonstrating inclusive behaviours. It is recommended that there are 2 badges per class that can be reused on a weekly basis. Children can receive the badge more than once. This will encourage them to continue to demonstrate inclusive behaviours throughout the year. Once a child receives a badge, they also receive a certificate (blank certificate to copy provided in lesson 1) to recognize their achievements.

Round badge with motif and the words

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4. Links to Learning Outcomes and Australian Curriculum

Each lesson plan identifies links to:

  • the learning outcomes for the lessons, and
  • the Australian Curriculum. See appendix 2.

The lessons contain many assessable moments that will provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the learning outcomes for the lesson, and how they are progressing towards meeting the requirements of the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following icon:

Assessable Outcome Tick

Formative assessment can be gained through activities which involve:

  • students discussing their responses to open-ended focus questions, sharing ideas and information, and reflecting on their own learning.
  • demonstrating their understanding of key concepts through applying what they have learned in a variety of formats – eg. written, verbal, role play, presentation.
  • individual and cooperative planning.
  • mind mapping activities.

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5. Glossary of words

A glossary of words that can be used in your literacy program can be found in appendix 3 (eg spelling or subject specific vocabulary development program).

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6. Guest Speaker Program

Inviting a guest speaker with a disability is highly encouraged and is a valuable strategy that will help students engage with the program. This will enhance student learning and will highlight the abilities and individuality which is a critical factor in promoting positive attitudes towards people with disability. This is especially beneficial for those students who have had little or no prior contact with people with disability.

The best time to engage a guest speaker is at the beginning of the program (in the first 2 weeks). It is strongly encouraged to source a guest speaker from the local community where possible.

See appendix 2 in the teacher background information notes for protocol when inviting a guest speaker.

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7. Definition of Disability

A disability can be many things. It may mean a person needs to do everyday things in a different way. They may not be able to hear or see, or they may use a wheelchair or their hands to talk. It may also mean that someone has a harder time learning new things or communicating with others.

The Everyone Everyday program uses the definition of disability from the child-friendly version of the United Nations Convention of the Rights of Peoples with Disabilities that was produced by UNICEF (2007). http://www.unicef.org/Child_friendly_CRPD.pdfExternal Link.

‘A person has a disability when they have difficulty to see, learn, walk, hear or do other activities. There are many types of disabilities and some we cannot see. Changes to buildings, rules, and attitudes are sometimes needed to help make sure a child with a disability can play, participate and go to school.’

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8. Everyone Everyday books (2013) – ‘Being Me, Being You’, and ‘101 Ways To Include People With Disability’.

(To order copies, contact Disability ACT at DisabilityACT@act.gov.au or phone (02) 6207 1086).

Two books have been produced to support the Everyone Everyday program.

The first book, ‘Being Me, Being You’ targets young children up to about the age of 6, however can be used for a reference for the older years. The book was illustrated by a year 6 student, and can be used as a motivational tool to get students to write and illustrate a story themselves about inclusion or accepting difference .

The second book “101 Ways To Include People With Disability”, captures the ideas of school aged students across the ACT and aims to get people thinking about how we can all make a difference to create happy and healthy inclusive communities. This book can be used in a variety of ways throughout the program as a reference tool. For example:

  • To motivate students to think of their own ideas that could be added to a book produced by the class (or school!).
  • To emphasise a key message and stimulate class discussion.
  • To generate discussion about how small ideas can make big changes, and to emphasise that there are many ways we can contribute to make an inclusive community.
  • To stimulate creative thinking and generate ideas on how individuals and groups can take action to make sure people with disability are included in community life.

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