Downloadable reference materials
Length of Lesson
Prior knowledge (what should the teacher have already covered)
- Students have knowledge and understanding about the definition of disability used in the Everyone Everyday program.
- Exercise books to record answers.
- Ruler to rule columns and make a checklist.
- Internet access for activity 2.
- There are many barriers that can prevent people with disability feeling safe and confident to move around their community. This can result in social isolation and not participating fully in community life.
- It is important to create environments that are supportive of people with disability moving around their community. These inclusive environments benefit everybody, as people with disability are able to contribute to community life when they are given access to the spaces we all share.
LO1: Students develop planning skills to overcome barriers to getting out and about in the community.
LO2: Students predict the extra needs of people with disability when moving around their community.
LO3: Students apply their knowledge to describe the importance of creating accessible spaces that benefit everyone.
LO4: Students become familiar with organisations that are working towards creating inclusive communities.
By the end of year 6 (level 4)
PSC: Make decisions: identify factors that influence decision making and consider the usefulness of these in making their own decisions.
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.
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: Today we are going to continue to discuss ways we can create an inclusive environment where we share the spaces we learn, work and play.
We will be working in small groups using checklists to plan an outing. We will consider what we need to do to make our trip safe and feel confident getting out and about in our community, and consider the extra things you need to plan for when you have a disability.
Activity 1: What is a supportive environment?
Draw a Venn diagram showing elements of a supportive environment and get students to record in exercise books. Make the heading, “Participating in our community”.
To participate in any community, people need to be able to:
This is what we call a supportive environment. A supportive environment enables people to participate fully in day to day activities at home, at school, at work and at play. Inclusive communities must have a supportive environment for people with disability.
Today, we are going to be focusing on creating an accessible environment where everyone can move around easily in their community.
Activity 2: Planning a day out!
Establish context: Whenever we leave the house to get to places, we usually have a destination and purpose for our outing. We also need to make plans so that we are safe and confident to move around our community.
LO1 Task 1: For the following activity, students will be working in small groups (3 or 4) to generate a checklist detailing:
Step 1 – Teacher example: Go through an example of CHECKLIST 1 with the class. Get students to brainstorm answers. Example follows in green . The purpose is to buy groceries, and the destination is the local supermarket.
Step 2 – Give each group a different purpose and destination (Below). Students will be travelling by public transport or active transport (by bike or foot) with an adult. Get students to complete CHECKIST 1 for their scenario. A blank template is provided if required.
Step 3: Discuss with whole class.
LO2 Task 2: When people with disability, or older adults move around the community, there is often extra planning that is needed to ensure they are safe and confident. Take the example of an older person, James. James is a grandfather and uses a walking frame.
Step 1 – Teacher’s example: Go through example of checklist 2. What extra things do you think James may need to plan for when he going to the shops to buy groceries? Brainstorm answers and record on example checklist 2 (purple) .
Step 2 – Get students to complete CHECKIST 2 for their scenario.
Step 3 – Discuss answers with whole class.
LO3 Class discussion: We have just determined that people with disability have a lot of extra planning to do when they leave their home environment.
Main points to highlight:
Activity 3: What’s happening?
There are programs and resources being developed to assist communities to become more inclusive and plan for a shared environment.
LO4 Task: Conduct some research and find out about one of the following organisations/initiatives. Use the focus questions to direct your research.
Teacher’s notes: allocate an organisation or initiative (below) to individuals or small groups.
Class discussion: Report what you found to the class.
Conclusion and reflection
LO1, LO2, LO3, LO4 Class discussion
What did you learn today?