Years 5 – 6
Lesson 2: I am responsible (part 2)

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Contents

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

Downloadable reference materials

Lesson 2 Activity 2 Poster [PDF 86] [Word 1.4KB]
Lesson 2 Activity 2 Worksheet [PDF 175KB] [Word 1.5MB]
Lesson 2 I am responsible (part 2) [PDF 484KB] [Word 2.2MB]


1. Lesson Overview

Length of Lesson

60 mins plus

Prior knowledge (what should the teacher have already covered)

  • An introduction to the impact of behaviour on others.

Resources Required

  • Action Plan chart
  • 3 markers/cones (or chalk line on cement) labelled with a 3 point rating scale (Agree, Not sure, Disagree). Make the space large enough so whole class can participate.

Key Concepts

  • We all have rights and responsibilities in a society where people are given opportunities to be included and feel welcome (an inclusive society).
  • We need to be mindful of the impact of our actions on others’ rights to be included.

Learning Outcomes

LO1: Students will reflect on their rights and responsibilities as a welcoming member of the school community.
LO2: Students will share perspectives on inclusive behaviours.

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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
ACPPS075: Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity

General Capabilities

By the end of year 6 (level 4)
EU:Ethical Understanding, PCS: Personal and Social Capability

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.
EU: Explore ethical concepts in context: Explain what constitutes an ethically better or worse outcome and how it might be accomplished
PCS: Recognise emotions: Explain how the appropriateness of emotional responses influences behaviour
PCS: Contribute to a civil society: Identify a community need or problem and consider ways to take action to address it.
PCS: Understand relationships: Identify the differences between positive and negative relationships and ways of managing these.

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
5 mins

State the learning intention: In our first session, we began exploring how our behaviour can make people feel included or excluded. Today, we will explore our human right to be included (inclusion), and become mindful of the impact of our actions on the inclusion of those around us. We will explore how inclusion is everyone’s responsibility.


Body
20 mins

Activity 1: What are you rights in an inclusive community?

Teacher’s notes: The purpose of this activity is for students to use higher order thinking skills to make value judgments about children’s rights. It is important for students to consider the application of these rights in the real world, and to acknowledge that they have a role to play to ensure the rights of others are upheld so that everyone is treated equally and without discrimination.

In this activity, there will be opportunities for rich discussion about the clash of rights. It is expected that the students will have mixed feelings about their rights, or are unsure whether they agree or disagree. Give them the opportunity to clarify the statement by adding to it so they can clearly agree or disagree. Activity 2, which follows on from this activity, will then ask students to consider their personal responsibilities if these rights are to be reciprocated (i.e. equal rights for all children).

Introduce concept: As human beings, we all have ‘rights’. Human rights are the basic rights and freedoms that belong to every person in the world. Why do you think we have rights? (To ensure that everyone is treated equally and without discrimination).

  • The Universal Declaration of Human RightsExternal Link
  • The United Nations Convention on the Rights of a Child External Link
  • Convention on the Rights of Persons with Disability (Child Friendly Version)External Link
  • Assessable Outcome TickLO1 Task: Students discuss the following fictitious rights and give their opinion about whether they agree, disagree, or are not sure. The rights listed are just meant to stimulate discussion and debate. They are not taken directly from guidelines.

    Procedure:

    1. Position students in a scattered formation in an open space
    2. Explain the rating scale (Agree, Not sure, Disagree)
    3. Read out the statements below 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
    5. Once each statement has been completed, ask students to work in small groups of 3 or 4 and think of their own ‘rights statement’ that they would like to add.
    6. Repeat the activity with the whole class for these new statements
    AGREENOT SUREDISAGREE

    Rights relating to inclusion (being included).

    Desirable responses:
    Green: AGREE
    Purple: DISAGREE
    Blue: This depends on the way it is done (action chosen). Actions can be positive or negative.

    Statements to be read out:

    • I have the right to feel safe
    • I have the right to feel welcome at school
    • I have the right to push someone away if they are annoying me
    • I have the right to choose who I play with
    • I have the right to tell someone I don’t like what they are doing
    • I have the right to tell someone they can’t join in
    • I have the right to talk about people in a mean way as long as they cannot hear
    • I have the right to express my opinion
    • I have the right to be included in school activities
    • I have the right to yell at someone if they are annoying me
    • I have the right to be different in the way I learn, communicate, move around, and look
    • I have the right to say what I want whenever I want to
    • I have the right to be acknowledged for my skills and abilities
    • I have the right to use other people’s things
    • I have the right to contribute at school and at home
    • I have the right to laugh at others behind their backs if they move, talk, learn, or look different from me
    • I have the right to be treated fairly and not labelled for my differences
    • I have the right to ask for help

    Main points to highlight:

    • It is important to understand your rights, and the rights of others.
    • We have rights to ensure that everyone is treated equally and without discrimination.
30 plus minutes

ACTIVITY 2: The ‘Scales of Justice’. Getting the balance right in a fair society.

Teacher’s notes: The purpose of this activity is to reinforce that we all have a role to play to create a community where everyone has equal rights, and feels a sense of belonging and connection. This activity gets students thinking about ‘different ways of being’ in the world. The main concept of difference is discussed at this stage, and therefore a formal definition of disability is not required. However, if it does come up – use the definition that a person has a disability if they have difficulties to see, walk, learn, hear, or do other activities like communicate verbally or have difficulties with social interaction. This definition is formally introduced in lesson 4.

Make the link: We cannot talk about rights without talking about responsibilities. The way we uphold (or defend) our rights has a great impact on others. If we want to live in society that does not discriminate and treats people equally, we must be mindful of the impact of our own behaviours and attitudes. This is what we call the ‘scales of justice’! Our behaviours and attitudes can create barriers to other people feeling included in everyday life activities.

We all make hundreds of choices everyday that impact on the rights and feeling of others. In activity1, we identified a range of rights that we believe are important for everyone. (These were the rights we AGREED to in activity 2).

You will now work in small groups and go through at least 3 AGREED rights, and determine what your responsibility is with respect to this right, and positive actions you can take to uphold the rights of others.

Assessable Outcome TickLO2 Task: Students work in small groups and are given a worksheet that has 3 AGREED rights recorded on it. There are 4 different worksheets to be covered (ie. 12 AGREED rights). For each of the AGREED right discussed in activity one, students will record their corresponding responsibilities that outline positive actions they can take to ensure their rights and the rights of others are upheld. This will be recorded under a balance scale to represent equality (ie. balanced representation). When completing the activity, students need to consider the extra challenges some classmates may have at school due to differences in the way the move, learn and communicate.

See worksheets 2a, 2b, 2c, and 2d for the templates. There is also a sample answer sheet for teachers

Assessable Outcome TickLO2 Class “Rights and Responsibilities” poster and class discussion

Ask each group to report back and have a class discussion about actions they can take (ie responsibilities) so that everyone’s rights are upheld, opening doors to inclusion.

To reinforce these values, you could choose from the following suggestions:

  • Collect the group responses and display them together in the classroom for future reference, or to add to throughout the unit, or
  • Record all appropriate responses on a large class poster that can be displayed in the classroom. (Poster template attached). Ask students if they would like to add any rights and responsibilities to the poster, or
  • Create your own diagram to record rights and responsibilities using a graphic representation of equality (eg. See-saw, balance scales etc)

Main points to highlight:

  • It is important to consider the impact of your actions on the rights of others.
  • We all have equal rights. Therefore, we all have responsibilities to ensure everyone has these rights.
  • Our behaviours and attitudes can create barriers to other people feeling included in everyday life activities.
  • 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.

5 minutes Conclusion and reflection

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

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