Years 5 – 6
Lesson 1: I am responsible (part 1)

Everyone, Everyday Program logo

Contents

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

Downloadable reference materials

Lesson 1 Activity 1 Worksheets [PDF 96KB] [Word 743MB]
Lesson 1 Action Plan Poster [PDF 175KB] [Word 1.5MB]
Lesson 1 I am responsible (part 1) [PDF 245KB] [Word 403KB]


1. Lesson Overview

Length of Lesson

55 mins

Prior knowledge (what should the teacher have already covered)

  • It is desirable that the students have participated in the Everyone, Everyday program from Foundation to year 4; however, this is not essential.

Resources Required

  • Action Plan Poster
  • Display board
  • Access to internet for You Tube Clip
  • Student exercise books for Everyone, Everyday program
  • Activity 1 worksheet – “Is it OK?”
  • 4 markers/cones (or chalk line on cement) labelled with a 4 point rating scale (Always, Sometimes, Never, I don’t know)

Key Concepts

  • We choose our behaviours every day. The choices we make impact greatly on our feelings, and the feeling of others.
  • Everyone wants to feel included.
  • Individual differences in the way we move, talk, learn, and look are never a reason to make a classmate feel like they do not belong.

Learning Outcomes

LO1:Students make value judgments and reflect on the impact of their behaviours on others.

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2. Australian Curriculum Links

HPE Subject Area Years 5 and 6

ACPPS074: Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing

General Capabilities

By the end of year 6 (level 4):
EU:Ethical Understanding, IU: Intercultural Understanding,

EU: Consider consequences: evaluate the consequences of action in familiar and hypothetical scenarios.
EU: Reflect on ethical action: articulate a range of ethical responses to situations in various social contexts.
EU: Examine values: examine values accepted and enacted within various communities.

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

Format Lesson Plan: Suggested sequence of learning experiences

Intro
10 mins

State the learning intention: Today we are going to begin a unit of work called Everyone Everyday. In this unit, we will be learning about what an inclusive community is, and what we can all do to make sure everyone has the opportunity to be included at school, work or play, everyday. We will explore the issues faced by people who may experience barriers to being included in their community – particularly those with disability.

Refer to the Action Plan poster and let students know that they will be working through the themes that form the word INCLUSIVE.

Firstly, we are going to explore the ‘I’ theme – I am responsible!

We will take a look at a music video clip to highlight that everyone wants to feel included.


Body
30 mins

Activity 1: Is this OK?

Teacher’s notes: The purpose of this activity is to minimize confusion about what is appropriate behaviour and stimulate discussion about the impact of our behaviour on others. This activity will also stimulate discussion about bullying. The main concept to explore is it is not OK to mock (put down) a person’s differences to make them feel bad about themselves, uncomfortable or sad. This is an example of exclusion and bullying. Activity 1 is a lead in to the next lesson - focusing on rights and responsibilities.

Introduce concept: We all make hundreds of choices everyday that impact on the way we feel, and the way others feel around us. At school, we all want to feel included and happy, but sometimes our behaviours, and the behaviours of others, make it hard for this to happen.

In this activity, you will be asking yourself a question “Is this OK?”

You will ask yourself to consider if it is OK to do certain things to other students.

Assessable Outcome TickLO1 Task: Teacher reads out the statements on worksheet 1 (“Is it OK?”), and students move to the position on the scale that most reflects their opinion about whether they think it is OK (Always, Sometimes, Never, I don’t know).

Procedure:

  1. Position students in a scattered formation in an open space
  2. Explain the rating scale (Always, Sometimes, Never, I don’t know)
  3. Read out the statement and ask students to move to the rating they choose that reflects their opinion.
  4. For each statement, ask 3 or more students to explain their choice and have a class discussion.
ALWAYS SOMETIMES NEVER I DON'T KNOW

Assessable Outcome TickLO1 Alternative task: Give students worksheet 1 (or show on electronic whiteboard), “ Is it OK? ” Once students have completed the worksheet, tally up the responses and discuss the rationale for their choices.

Main points to highlight:

  • We choose our behaviours every day. The choices we make impact greatly on feelings of belonging.
  • It is not OK to mock (put down) a person’s differences to make them feel bad about themselves, uncomfortable or sad. This is bullying behaviour.
  • Everyone has the right to be included, and individual differences in the way we move, talk, learn, and look are never a reason to make a classmate feel like they do not belong.

Conclusion and reflection
5 mins

Assessable Outcome TickLO1 Class discussion:

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

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