Year 5 and 6
Lesson 9: Identify the Issues
1. Lesson Overview
Length of Lesson
- 55 mins
Prior knowledge (What Should the Teacher Have Already Covered)
- Understanding of what is meant by ‘barriers’ when we talk about participation in community life, especially for people with disability.
- Access to internet and electronic whiteboard.
- Pre–cut statements for activity 1 – enough for one set each pair.
- To identify community issues related to people with disability, a consultation process must occur and include people with disability.
- LO1: Students acquire knowledge about consultation processes that are used to identify community issues.
- LO2: Students identify elements of planning documents that give direction to improve outcomes for people with disability.
2. Australian Curriculum Links
HPE Subject Area Years 5 and 6
- ACPPS057: Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours
Yr 6 Humanities and Social Sciences Subject Area
- ACHASSK146: Where ideas for new laws can come from and how they become law
General Capabilities by the End of Year 6 (Level 4):
Personal and social capability
- Contribute to a civil society: identify a community need or problem and consider ways to take action to address it.
- Examine values: examine values accepted and enacted within various communities.
- Navigate, read and view learning area texts: navigate, read and view subject-specific texts with some challenging features and a range of graphic representations.
- Understanding learning area vocabulary: use vocabulary, including subject specific vocabulary from a range of learning areas and vocabulary that expresses shades of meaning.
Critical and Creative Thinking
- Pose questions: pose questions to clarify and interpret information and probe for causes and consequences.
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)
3. Lesson Plan: Suggested Sequence of Learning Experiences
|Format||Lesson Plan: Suggested Sequence of Learning Experiences|
State the learning intention: To create inclusive communities, we need to take notice and identify issues that create barriers to participation for people with disability. Today, we are going to investigate some of these issues. We will begin by exploring what the issues are, and find out what is being done.
Activity 1: Identifying the Issues.
LO1 Class discussion:
Example Answer: Consult with the people. Give people opportunities to tell their story. Gather information through surveys and questionnaires. Look at statistics that are collected about the community (eg census data).
Example Answer: What barriers do you experience that make it difficult for you to participate in daily activities and feel included in community life? What could people do to make it easier for you to participate in community life? What changes or adaptations could be made to the environment that would make it easier for you to move around confidently and safely?
Further information to explicitly explain to students: To identify the issues that people with a disability experience and to develop a plan to take action to address these issues, a public consultation process must take place and include people with disability. A well known saying in the community of people with disability is, ‘nothing about us without us!’. During this consultation period, community members are invited to voice their concerns through a variety of ways including attending public meetings and/or submitting written statements outlining their thoughts and feelings.
Other information is collected through community research projects (surveys, questionnaires and interviews), and statistics are compiled to provide further evidence of the current situation. For example, in an Australian population of a little over 22 million people, about 4 million, or 20%, (or 1 in 5 people), report as having a disability. (Source: Disability expectations: Investigating a better life, a stronger Australia 2011, page 11).
The information collected through public consultation, community studies and gathering statistics is analysed and the issues are identified. Next, a plan is produced that outlines actions to take to make a difference, and finally, the plan is implemented (ie action is taken).
Task: Students work in pairs. Each pair is given the 4 steps – cut out. The task is to put the steps in order. (Cut–out template to photocopy is provided).
Activity 2: What is happening in Australia?
In Australia, we have a National Disability Strategy 2010 – 2020 (NDS) that sets out six priority areas for action to improve the lives of people with disability, their families and carers, and to provide leadership for a community-wide shift in attitudes.
Teacher’s notes: The NDS document has an ‘easy read’ version (link below) that should be referred to before they undertake the document study. This will help introduce the strategy in a simplified format using words and pictures.
Websites for document:
Document study: Refer to the National Disability Strategy Summary Document and respond to the following questions:
Answer to question 1 and 2:
|Additional or Homework Activity|
Extension Activity 3: What is happening in your state or territory?
In each state and territory in Australia, a similar plan is formulated that links directly to the National Disability Strategy. These plans guide the work that will be undertaken in each state or territory to support the priority areas outlined in the national strategy.
Research: Find the plan from your state or territory that links to the National Disability Strategy. Report back to the class.
Answer (in 2015):
Conclusion and Reflection
LO1, LO2, LO3 Class discussion:
What did you learn today?