Years 3 – 4
Lesson 5: Celebrating our school community

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Contents

1. Lesson Overview
2. Australian Curriculum Links
3. Lesson Plan: Suggested sequence of learning experiences

Downloadable reference materials

Lesson 5 Activity 2 – Contributions [PDF] [Word Doc]
Lesson 5 Celebrate [PDF] [Word Doc]


1. Lesson Overview

Length of Lesson

45 mins

Prior knowledge (what should the teacher have already covered)

  • The students should be familiar with the Jayme Paris segment from Cycling Central.

Resources Required

  • Action Plan chart.
  • Handout – Making a contribution.
  • Class set of reflection tokens.
  • Student exercise books.

Key Concepts

  • Everybody has abilities and personal qualities.
  • Everyone has the right to be respected as a valued member of the community.
  • People can participate in and contribute to the community in many ways.

Learning Outcomes

LO1: Students demonstrate knowledge and understanding about how everyone can use their abilities and personal qualities to contribute in a school community. Everyone has something to offer.
LO2: Students make connections between themselves and others and notice what people can do every day to participate in school life.

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2. Australian Curriculum Links

HPE Subject Area Years 3 and 4

ACPPS037: Describe how respect, empathy and valuing diversity can positively influence relationships

Yr 3 Humanities and social sciences (Civics and Citizenship sub strand)

ACHASSK072: Why people participate within communities and how students can actively participate and contribute

General Capabilities

PSC: Personal and Social Capability EU: Ethical Understanding L: Literacy CCT: Critical and Creative Thinking N: Numeracy

By the end of year 4 (level 3)
PSC: Contribute to a civil society: identify various communities to which they belong and what they can do to make a difference.
EU: Explore rights and responsibilities: investigate children’s rights and responsibilities at school and in the local community.
L: Listen and respond to learning area texts: listen to spoken instructions with some detail for undertaking learning area tasks, listen to identify key information in spoken and multi-modal texts and respond to texts read aloud.
L: Interpret and analyse learning area texts: interpret literal information and make inferences to expand topic knowledge using comprehension strategies.
L: Use language to interact with others: use pair, group and class discussion about learning area topics as learning tools to explore and represent ideas and relationships, test possibilities and to prepare for creating texts.
CCT: Imagine possibilities and connect ideas.

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)

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3. Lesson Plan: Suggested sequence of learning experiences

FormatLesson Plan: Suggested sequence of learning experiences

Intro
1 mins

Refer to action plan.

State the learning intention: Today, we are going to start exploring the C word in inClusion: CELEBRATE. We will talk about our own abilities and personal qualities. Then we will read a text about a classmate with a disability and explore the many ways we all contribute to our community, using our abilities and focusing on what we can do, not what we cannot do.


Body
12 mins

Activity 1: Abilities and personal qualities

Establish context: Communities are made up of many different people who use their abilities and personal qualities to contribute in some way. Everyone has abilities and personal qualities that we all can notice and value. If we recognise these, we create opportunities for people to participate in community life. If we do not recognise these, we can create barriers – or reasons to prevent people from participating in community life.

Task: Record in exercise books:

Students work individually to respond to the following questions:

  • Students write down the name of someone they admire. It can be a friend, a coach, and relation, a sportsperson, a teacher, etc.
  • Record a list of abilities and personal qualities this person has.
  • Respond to question: How does this person contribute (or give) to the community?
  • Ask students to write down what they can learn from this person.

Students share their responses with a partner.

Ask for 3 or 4 students to share their responses with the whole class.

Main point to highlight:

  • Everyone has abilities and person qualities that we can learn from.
  • Everyone can use their abilities and personal qualities to contribute to the community.
  • It is important to be accepting of differences instead of making negative judgements if we are going to live an inclusive community.

Assessable Outcome TickLO1 Class discussion and record in exercise books: What can we learn from a person with a disability? What can we learn from Jayme Richardson (nee Paris) from lesson 1, or people you have met that have a disability? Example responses: you should focus on what you can do, not what you cannot do; when we face a challenge, look for solutions, not barriers; accept differences; how to communicate clearly; patience; the importance of slowing down and not stress about the little things in life too much (a fast paced life can make us sick); respectfulness; flexibility; empathy; acceptance; being non–judgmental, how to be inclusive etc)


25 mins

Activity 2: Our contributions and capabilities!

Resources: Lesson 5 Activity 2 – Contributions [PDF] [Word Doc]

Teacher’s notes: The purpose of this activity is for students to make connections between their contributions and capabilities and those of a person with disability in the school setting. The main learning outcome of this activity is that students recognise that we all contribute in many ways to our community, and everyone has the right to be respected as a valued member of the community.

Establish context: Our school is a community that we can all contribute to. We interact with each other every day and contribute to building our school identity. Having similarities and differences in our school community enables us to be involved in a broad range of activities to meet the needs and interests of our students.

Assessable Outcome TickLO2 Connect it activity: Refer to handout for lesson 5 – Making a contribution.

Task 1: Students answer the questions in the first column relating to themselves – i.e. answer a) questions.

Task 2: Read the text relating to Emma together as a class. Students respond to the questions relating to Emma – i.e. answer b) questions.

Task 3: Repeat the activity from task 2, using the text from Jason (c questions).

Discussion responses as a class.

Teacher’s notes: You could take this opportunity to give students who finish task 1 and 2 early to work on task 3, the Jason narrative, individually.

Main point to highlight:

  • Our focus should be on what a person can do instead of what they cannot do. This will help to create opportunities, not barriers.
  • Everyone has the right to be respected as a valued member of the community.
  • People can participate in and contribute to the community in many ways.

Conclusion and reflection
7 mins

Assessable Outcome TickLO1, LO2 Check for understanding: Reflection Circle

Students sit in a “reflection” circle and takes turns to reflect on what they have learned today, why it is important, and what else they need to learn about to help us become inclusive. To make sure everyone gets a turn to respond to at least one of these questions, give each child an “Everyone Everyday reflection token”. When it is their turn to speak, they toss their token into the reflection pond to show they have been included.

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