Years 5 – 6
Lesson 6: Looking at perspectives
Downloadable reference materials
Length of Lesson
Prior knowledge (what should the teacher have already covered)
- Understanding of the impact of attitudes and opinions on the experience of disability.
- Planning template for activity 2.
- ‘101 Ways To Include People With Disability’
- Access to internet for extra campaign information and visuals (optional).
- Materials to make posters.
- To create a cultural shift in community attitudes and behaviours, key messages need to be promoted successfully to capture attention and make the intended changes.
LO1: Students identify elements of a successful campaign designed to change attitudes and behaviours.
LO2: Students combine and apply knowledge to develop a campaign to promote inclusive communities.
HPE Subject Area Years 5 and 6
ACPPS057: Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours
By the end of year 6 (level 4)
PSC: Work collaboratively: contribute to groups and teams, suggesting improvements in methods used for group investigations and projects.
PSC: Make decision: identify factors that influence decision making and consider the usefulness of these in making their own decisions.
EU: Reflect on ethical action: articulate a range of ethical responses to situation in various social contexts.
EU: Examine values: examine values accepted and enacted within various communities.
L: Deliver presentations: plan, research and deliver presentations on learning are topics selecting appropriate content and visual and multimodal elements to suit different audiences.
L: Express opinion and point of view: use subjective, objective and evaluative language, and identify bias.
CCT: Evaluate procedures and outcomes: evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria.
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: In the last lesson, we learned about how attitudes can impact on community life. If we have a ‘can do’ attitude, and focus on what people can do (their skills and abilities), we create opportunities for people to feel valued and contribute to their community – this is essential for an inclusive community. Today, we are going to explore these concepts further and look at the elements of successful campaigns. You will then design your own campaign that promotes inclusive communities. Optional - Let's start by looking at an on-line campaign to get people thinking.
Optional stimulus material: Teachers notes - this short video clip aims to break down stereotypes and labels associated with appearance. It was a part of a campaign launched during Ramadan (commemorative month of fasting observed by Muslims worldwide) and should be viewed beforehand by the teacher to ensure it is appropriate for the students.
Show this video
and have a short class discussion to reflect on the impact of the clip.
Let’s also look at some ideas from school students about how to include people with disability. This may give us some ideas on campaigns to change attitudes.
Activity 1: Campaigning for change.
We all have attitudes and opinions that impact on the way we view the world, and the way we respond to others. Our attitudes and opinions have an enormous impact on the people around us. If we have negative attitudes and opinions about people in our community (eg people who are different including people with disability), we create barriers to these people participating in community life.
There are, and have been, many campaigns that aim to create a ‘cultural shift’ in attitudes and behaviours. A campaign will often use a slogan, key phrase, or visual image to capture attention and get the message across. Let‘s look at some successful campaigns targeting a range of issues including public health, environment and safety.
Teacher’s notes: Use an internet search engine to find out more about these campaigns. You do not have to go through all the campaigns listed – just pick the ones you are most familiar with.
LO1 Part 1: Class discussion: Go through each successful campaign listed below and discuss the questions that follow.
Can you think of any others?
Part 2: There have been campaigns and key messages to promote positive attitudes and behaviours towards people with disability.
Student task: Students work in pairs. Each pair chooses 3 statements to report on. For each statement, what message do you think is being promoted in relation to community perceptions about people with disability? There is no wrong answer – just encourage students to explore the statement and describe their own response to it.
Main point to highlight:
Activity 2: Become an agent for change!
Refer to lesson 4 planning template for the following task. In the previous activity, we looked at examples of key messages that have been used to change attitudes and behaviours towards people with disability.
LO2 Student task: Your task is to work in groups of 4 to design a campaign to either:
A planning template is provided to help you organise your ideas. Your campaign can include a poster, a song, a logo, a short video presentation, a debate, a flash mob, a competition, a presentation at assembly, a play, a letter to the editor, or anything else that you think will promote your message.
Students present their campaigns to the class (or whole school if practical).
|For homework, complete activity 2.|
Conclusion and reflection
LO1, LO2 Class discussion
What did you learn today?