Years 5 – 6
Lesson 4: 'Can do' Culture (Part 1).
Downloadable reference materials
Length of Lesson
70 minutes plus 15 minutes to watch You Tube segment on Autism.
Prior knowledge (what should the teacher have already covered)
- Introduction to inclusive communities.
- Exercise books to record information.
- KWL chart handout.
- Access to internet for You Tube segment.
- Electronic whiteboard (timeline activity).
- Timeline handouts.
- Access to information about disability.
- 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.
- Disability is a part of the human experience, and can occur at any stage of a person’s life.
- Every contact counts. The way you respond to the people you come into contact with each day make a difference to your life and their life.
LO1: Students can define disability in the Everyone, Everyday program
LO2: Students reflect on the experience of disability over time and hypothesise about the future.
LO3: Students use research skills to investigate different types of disability
HPE Subject Area Years 5 and 6
ACPPS060: Identify how valuing diversity positively influences the wellbeing of the community
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.
EU: Examine values: examine values accepted and enacted within various communities.
L: Use language to interact with others: use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts.
L: Interpret and analyse learning area texts: Interpret and analyse information and ideas, comparing texts on similar topics of themes using comprehension strategies.
L: Compose spoken, visual and multimodal learning area texts: compose and edit learning area texts.
CCT: Imagine possibilities and connect ideas: combine ideas in a variety of ways and from a range of sources to create new possibilities.
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: So far in the Everyone Everyday program we have begun to develop an understanding of what an inclusive community is, and explored our rights and responsibilities as a member of an inclusive society. Unfortunately, some groups in society experience exclusion in many aspects of life, including people with disability. Today we are going to define what disability is, and look at how the experience of disability has changed over the past 50 years.
Activity 1: Defining disability in the Everyone everyday program
Teacher’s notes: if the students participated in the Everyone Everyday years 3 and 4 program, they would be familiar with the definition of disability used throughout the program (see below). When talking about different types of disability, highlight that some disabilities can be hidden (not obvious, cannot see them) eg learning disability. In fact, 90% of disabilities are hidden. Please note that this unit does not go into depth about the medical side of disability, and focuses more on developing inclusive behaviours and attitudes, no matter what the challenges are. All people experience disability differently – always respond to the individual’s needs rather than making assumptions about their ability. Children are encouraged to find out more about specific disabilities through their own research and homework activities. When discussing definitions of disability, be mindful of the feelings of children in your class that may have this disability.
Establish context (show this whole section on electronic whiteboard):
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.’
A person can have more than one disability. Some examples of disability include:
Communication and Social Interaction disability
We are now going to work in pairs and explore what disability means to you.
Teacher’s notes: If you feel comfortable in doing so and have an example you can give from your experiences, respond to the following three questions to give the class an explicit example.
1. Prepare and share activity
LO1 PREPARE: Students work with a partner to discuss what disability means to them. Respond to the following focus questions to get the students started. Students record responses.
Extension question: Why is it important to know these things if we are striving to live in an inclusive community?
LO1 SHARE: Students share their responses with the rest of the class.
Discuss the responses as a class and use this activity to determine if the students talk about disability using positive or negative language.
2. Class discussion:
LO1 When can people experience disability?
It is important to think about disability as a part of the human experience. We can all experience disability at some stage of our lives. Sometimes disability is temporary (not lifelong, eg a broken limb), or permanent (lifelong from when injury was acquired eg loss of limb). Sometimes disability begins at birth; sometimes it is acquired later in life.
Ask students to give examples of when they have experienced disability, or a time when you have not been able to participate because of a condition they have, whether it is permanent or temporary. Ask how they felt about not being able to participate.
Main points to highlights:
Activity 2: Changing the experience of disability over time.
Establish context: Changing community attitudes about an issue requires people power and changes in the rules that govern society. There have many examples of cultural shift in community attitudes. For example:
LO2 Class discussion:
Refer to time line poster. Discuss how the experience of people with disability is changing over time.
Main point to highlight:
Preparing for the homework activity
Homework Activity: Finding out about disability
LO3 Establish context: There are many types of disabilities, and you are going to do some research to learn more about some of them including sensory disability (vision disability, hearing disability), physical disability (eg. impairment of bones, joints, muscles or nerves), and intellectual and learning disability, communication and social interaction disability (Autism, Asperger’s). We will start by learning more about Autism.
Learning about Autism: watch You tube segment on Autism:
Task: Student complete a KWL chart (KNOW, WHAT,LEARNED). This chart records what they already KNOW, WHAT they need to find out, and what they LEARNED.
Step 1: Hand out the blank template.
Step 2: Go through teacher example on vision disability with the class. When you discuss the WHAT section (what they need to find out), get students to turn the page over so they cannot see what is recorded on their sheet, and brainstorm answers to this question.
Step 3: Ask children to work in pairs and choose a disability (or allocate a disability) from the following list. Ensure a mix of disabilities is included. Make the point that there are many more disabilities – these are just a selection.
Teacher’s notes: Information has been provided that can be used for reference material; however, you may wish to get the students to source the information themselves through a variety of methods (eg. internet resources and other reference material).
Once the students have completed the matrix, get groups to discuss what they found and display the matrixes somewhere in the classroom.
Conclusion and reflection
Class action plan
LO1, LO2 Class discussion
What did you learn today?
KWL chart (Teacher’s example) Disability: Vision disability Group members:
KNOW: What do we already know?
People with a vision disability may experience partial or full blindness. There are aids for people who have a vision disability including using guide dogs and white canes.
WHAT: What do we need to find out?
LEARN: What did we learn?