Downloadable reference materials
Lesson 11 Evolving our thinking handout activity 1 [PDF 61KB] [Word 41KB]
Lesson 11 Evolving our thinking Planning template handout [PDF 63KB] [Word 43KB]
Lesson 11 Evolving our thinking Snakes and ladders template [PDF 45KB] [Word 51KB]
Lesson 11 Evolving our thinking [PDF 154KB] [Word 146KB]
Length of Lesson
60 minutes (plus extra time to complete project).
Prior knowledge (what should the teacher have already covered)
- All 10 lessons of Everyone Everyday program for the 5 and 6 cohort.
- Timeline handout for lesson 10.
- A strong inclusive community values diversity and creates opportunities for everyone to contribute using their abilities.
- There are many ways we can contribute to making our communities more inclusive.
LO1: Students predict the positive experiences of people with disability and people without disability when communities become truly inclusive.
LO2: Students combine and apply their knowledge of inclusion through project work.
HPE Subject Area Years 5 and 6
ACPPS060: Identify how valuing diversity positively influences the wellbeing of the community
Yr 5 Humanities and Social Sciences Subject Area (Civics and Citizenship sub strand)
ACHASSK118: How people with shared beliefs and values work together to achieve a civic goal
By the end of year 6 (level 4)
PSC: Contribute to a civil society: identify a community need or problem and consider ways to take action to address it.
PSC: Work collaboratively: contribute to groups and teams, suggesting improvements in methods used for group investigations and projects.
PSC: Develop leadership skills: initiate or help to organise group activities that address a common need.
EU: Examine values: examine values accepted and enacted within various communities.
EU: Consider consequences: evaluate the consequences of actions in familiar and hypothetical scenarios.
L: Express opinion and point of view: use subjective, objective and evaluative language, and identify bias.
CCT: Seek solutions and put ideas into action: assess and test options to identify the most effective solution and to put ideas into action.
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|
State the learning intention: This is our final lesson of the Everyone Everyday program. We have been evolving our thinking about inclusive communities and will revisit the timeline activity from lesson 2 to predict the positive experiences of people with disability, and people without disability, when communities become truly inclusive. Then we will choose a project to work on so we can apply what we have learnt.
Activity 1: New ways, stronger community
Revisit timeline activity from lesson 4. Prepare and Share activity.In the second lesson of the program (timeline activity), you looked at the areas where people with disability experience barriers. Now let’s imagine a future where people with disability have full membership in their community
LO1 PREPARE: Students work in small groups of 3 or 4 and respond to the following focus questions. (Record responses on handout).
Focus questions (written on handout):
When our community is inclusive…
LO1 SHARE: Students report back to the class group and discuss their responses.
Main points to highlight:
plus extra time to complete project
Activity 2: Everyone Everyday Project
Teacher’s notes: The following projects are examples of what your class can do to apply what they have learnt in the Everyone Everyday program. You may choose to focus on one of the projects and get all students to do the same project, or get students to select the project they would like to complete.
Use the lesson time today to choose the project and begin to formulate ideas. See project planning template provided.
LO1 Task: Work in pairs (or small groups) and choose from the following projects related to inclusive communities.
Conclusion and reflection
LO1, LO2 Class discussion:
How can we continue to apply what we have learnt in the Everyone Everyday program now and in the future?
What commitment will you make towards creating inclusive communities, and keep your balloon flying high?
LO1 Activity 2 – Additional/Extension activity (project 4):
If you find that the community does not offer many programs that are inclusive, write a letter to your local member to bring this to their attention and advocate for more inclusive programs.