Years 5 – 6
Lesson 8: Supportive Environments

ContentsEveryone, Everyday Program logo

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

Downloadable reference materials

Lesson 8 Activity 2 [PDF 74KB] [Word 49KB]
Lesson 8 Supportive Environments [PDF 326KB] [Word 226KB]


1. Lesson Overview

Length of Lesson

70 mins

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.

Resources Required

  • Exercise books to record answers.
  • Ruler to rule columns and make a checklist.
  • Internet access for activity 2.

Key Concepts

  • 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.

Learning Outcomes

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.

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2. Australian Curriculum Links

General Capabilities

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:

Assessable Outcome TickLO (insert number)

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3. Lesson Plan: Suggested sequence of learning experiences

Format Lesson Plan: Suggested sequence of learning experiences

Intro
1 mins

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.


10 mins

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”.

Establish context:

To participate in any community, people need to be able to:

  • communicate with each other.
  • value other people’s similarities and differences.
  • move about easily in their environment to access (get to) places they work, learn and play.
  • access the support and assistive devices and technology they need.

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.

Venn diagram showing how the following are part of a supportive environment: able to communicate with others, providing support and assistive devices, access for eveyone to move around easily, and valuing others similarities and differences.

Today, we are going to be focusing on creating an accessible environment where everyone can move around easily in their community.


Body
29 mins

Activity 2: Planning a day out!

Resources: Lesson 8 Activity 2 [PDF] [Word Doc]

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.

Assessable Outcome TickLO1 Task 1: For the following activity, students will be working in small groups (3 or 4) to generate a checklist detailing:

  • the information you need to know before you go to a specific destination, and
  • items you need to bring. (More than one group can have the same scenario if required).

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.

Purpose

To buy groceries

Destination

Local supermarket

Checklist 1

Checklist 2 (extra )

Information I need to know before I go:

  • Where the supermarket is and how to get there.
  • Transport options to get to the supermarket and how much this will cost.
  • Timetable for public transport.
  • How much money will be needed.
  • How much time we have.
  • etc.
 

Things I need to remember to bring:

  • Money.
  • Public Transport Timetable.
  • Shopping bags.
  • Watch.
  • Mobile phone.
  • Water bottle.
  • Shopping list.<
  • etc.
 

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.

GROUP

PURPOSE

DESTINATION

A

To watch a movie.

A friend’s house who lives 3 blocks away.

B

To go for a swim.

The local pool.

C

To borrow books.

The local library.

D

To learn about dinosaurs.

The museum.

E

To play outdoors.

A recreation facility with a playground.

F

To go out for dinner.

A local restaurant about 5 km away.

Step 3: Discuss with whole class.

Assessable Outcome TickLO2 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) .

Purpose

To buy groceries

Destination

Local supermarket

Checklist 1

Checklist 2 (extra )

Information I need to know before I go:

  • Where the supermarket is and how to get there.
  • Transport options to get to the supermarket and how much this will cost.
  • Timetable for public transport.
  • How much money will be needed.
  • How much time we have.
  • etc.
  • Are accessible toilets available at the location?
  • Is the transport he will be using accessible (eg. ramp or lift)?
  • Are the shopping aisles accessible (wide enough for a walking frame)?
  • How will James carry all the groceries?

Things I need to remember to bring:

  • Money.
  • Public Transport Timetable.
  • Shopping bags.
  • Watch.
  • Mobile phone.
  • Water bottle.
  • Shopping list.
  • etc.
  • Walking frame.
  • Information about disability facilities at and around the shopping centre
  • Any medication required.

Step 2 – Get students to complete CHECKIST 2 for their scenario.

Group

Scenario

A

Catherine has a hearing disability.

B

Charlie has a vision disability.

C

Mandy has a physical disability and cannot use her arms or legs. Mandy uses a wheelchair that she controls with her mouth.

D

Kevin has an intellectual disability and cannot read words.

E

Katie has a physical disability and has problems with her coordination and balance.

F

Matt has acquired brain injury and is sensitive to loud noise.

Step 3 – Discuss answers with whole class.

Assessable Outcome TickLO3 Class discussion: We have just determined that people with disability have a lot of extra planning to do when they leave their home environment.

  • What can the community do to make spaces we share inclusive?
  • What are the benefits of having spaces we can all share?

Main points to highlight:

  • 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. People’s attitudes and behaviours towards people with disability is a major barrier that can be prevented.
  • 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.

20 mins

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.

Assessable Outcome TickLO4 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.

  • What is the name of the organisation?
  • What services do they provide?
  • Who would the programs/resources benefit?
  • What is something interesting about this organisation?
  1. Boundless CanberraExternal Link
  2. PegasusExternal Link
  3. Special OlympicsExternal Link
  4. Capital Football: Football Connect All-ability leagueExternal Link
  5. The Big IssueExternal Link
  6. SailabilityExternal Link
  7. KoomarriExternal Link

Class discussion: Report what you found to the class.


Conclusion and reflection
10 mins

Assessable Outcome TickLO1, LO2, LO3, LO4 Class discussion

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

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