Downloadable reference materials
Length of Lesson
Prior knowledge (what should the teacher have already covered)
- Students are familiar with the concept of inclusive communities.
- Worksheet – class asset bank.
- Electronic white board to project asset bank worksheet.
- Everyone has things they are good at and ways to contribute to the community.
- We can build strong communities if we take notice of an individual's strengths and abilities, and provide opportunities for people to use these in the things they do every day.
- If everyone can use their abilities, the whole community is stronger because of the contribution each person is able to make.
LO1: Students recognise the ways people can contribute to their community by focusing on ability.
LO2: Students generate ideas on how everyone can contribute to a stronger community when we focus on ability.
HPE Subject Area Years 5 and 6
ACPPS060: Identify how valuing diversity positively influences the wellbeing of the community
ACPPS075: Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity
By the end of year 6 (level 4)
PSC: Recognise personal qualities and achievements: describe the influence that personal qualities and strengths have on learning outcomes.
L: Understanding learning area vocabulary: use vocabulary, including subject specific vocabulary from a range of learning areas and vocabulary that expresses shades of meaning.
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|
Homework follow-up: In the previous lesson, students were asked to complete a KWL chart (KNOW, WHAT, LEARNED) to learn more about types of disability. This chart records what they already KNOW, WHAT they need to find out, and what they LEARNED. Have a class discussion about what the students learnt.
Teacher’s notes: If the students were involved in the year 3 and 4 Everyone Everyday program, they would have already participated in activities that revolve around the concept of focusing on ability. This lesson will extend their thinking of this concept.
State the learning intention: Today we are going to look at creating a ‘Can do’ culture that focuses on people’s abilities, or what they can do, as opposed to what they cannot do. We will begin by looking at how focusing on abilities creates opportunities and helps build strong communities. Finally, we will learn about what an asset bank is, with deposits and withdrawals!
to introduce the lesson.
Class discussion: What main message do you take from this video clip?
Teacher’s notes: Read through the following two options that can be used to introduce the concept (focusing on abilities) and decide which option would suit your students. You may wish to use a combination of option 1 and 2.
Activity 1: ‘Can do’ attitude (Option 1)
Everyone has abilities (talents, skills and gifts) that can be used to benefit the individual and the community.
Have a brief discussion about gifts and skills.
Gifts - Gifts are abilities that we are born with. We may develop them, but no one has to teach them to us.
Skills - Skills are talents that we have acquired in everyday life such as cooking and fixing things.
Students respond to questions:
1. What are some things you can do that you are proud of?
2. What gifts or skills (or positive qualities) do people say you have?
3. What do you enjoy doing?
4. What do you give to others (or contribute) that makes you feel good? (eg. your friends, family, teacher, team mates)
5.How do you feel when you are able to use your abilities at school or at home - that is doing something you are good at?
6. How do you feel when you are not given the opportunity to do something you are good at? (eg. when you are never given any responsibility to contribute at home or at school).
Main point to highlight:
Therefore, we can build strong communities if we take notice of an individual's strengths and abilities, and provide opportunities for people to use thee in the things they do every day.
Activity 1: ‘Can do’ attitude (Option 2)
Part 1: Every single person has things they are good at and ways to contribute to the community.
Class discussion: How do you feel when you are given the opportunity to do something you are good at or enjoy – when you are able to use your abilities? Let’s look at some more examples.
Go through each scenario and ask students to indicate if they can relate to the example:
There are hundreds of examples we could use. Can you give any more examples?
Part 2: Let‘s look at what happens when we fail to recognise the abilities of the people in the community, and how we can all contribute in our own ways.
Class discussion: How do you feel when you are not given the opportunity to do something you are good at? For example, when you are never given any responsibility to contribute at home or at school.
Main points to highlight:
Therefore, we can build strong communities if we recognise value and use the abilities of the people who live there.
Activity 2: Our class ASSET bank
Focus activity: To reinforce the focus on ability to build strong communities, read and discuss the following scenario:
“Think of a carpenter who has lost one leg in an accident years ago. Clearly, he has a physical disability that means he has to do some things in different ways. However, he also has a skill. If we know he has a missing leg, we cannot build our community with that information. If we know he has capacity as a wood worker, that information can literally build our community.‘ (source: Kretzmann and McKnight 2003)
We are now going to identify the abilities (or assets) our class has to contribute to the school community. This is important so that we focus on how we can contribute to a strong community.
Refer to ASSET BANK worksheet and display using electronic whiteboard.
Teacher’s notes: Refer to the teacher‘s example provided to get an idea of the type of responses to expect. The examples provided relate to the school environment only. This links in well with the concept of Multiple Intelligences (Howard Gardner’s work).
Main point to highlight:
Conclusion and reflection
LO1, LO2 Class discussion
What did you learn today?
Go through each asset (skill or ability) and get students to indicate if they think they have this skill or ability. Tally the responses and record in the ‘deposits’ column. Have a discussion about how each of the assets can be used to contribute to the class, school, home or community. Record ideas in ‘withdrawal’ column.
ASSET (Skill or ability)