Years 5 and 6 Unit of Work
Introductory Information for Teacher’s
- Lesson 1: I am responsible! (Part 1)
- Lesson 2: I am responsible! (Part 2)
- Lesson 3: Neighbourly Connections
- Lesson 4: 'Can do' Culture (Part 1)
- Lesson 5: 'Can do' Culture (Part 2)
- Lesson 6: Looking at perspectives
- Lesson 7: Universal Design
- Lesson 8: Supportive Environments
- Lesson 9:Identifying the issues
- Lesson 10:Visionary
- Lesson 11:Evolving our thinking
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 5 and 6 will participate in learning experiences that develop knowledge and understanding in nine key theme areas. The focus for the year 5 and 6 program is on building inclusive communities.
The themes are derived from an acrostic based on the word Inclusive.
|Lesson 1 & 2||I||I am responsible|
|Lesson 3||N||Neighbourly connections|
|Lesson 4 & 5||C||‘Can do’ culture.|
|Lesson 6||L||Looking at perspectives.|
|Lesson 7||U||Universal Design.|
|Lesson 8||S||Supportive Environments.|
|Lesson 9||I||Identify the issues.|
|Lesson 11||E||Evolving our thinking.|
See appendix 1 for table of key concepts and learning outcomes for each theme.
2. 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:
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.
3. 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).
‘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.’
4. 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).
5. 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.
6. Everyone Everyday Books (2013) – ‘Being Me, Being You’, and ‘101 Ways To Include People With Disability’.
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.
7. Links to programs
The Year 5 and 6 Everyone Everyday program can be adapted to meet the requirements of the International Baccalaureate (IB) Primary Years Program (PYP) that focuses on the development of the whole child as an inquirer.
Topics for units of inquiry that culminate in an Exhibition in the final year of the PYP program can centre around the benefits of living in an inclusive community and students can explore this at a local, national and global level. For more information about the IB PYP program, go to www.ibo.org/pyp/.