YEARS 1-2Lesson 6: Let’s all participate!Length of lesson: 50 mins

Prior knowledge (what should the teacher have already covered) Concepts of respecting difference and focusing on abilityResources required Board, poster paper or electronic

whiteboard to record responses for activity 1

Electronic whiteboard to complete Activity 1 and 2

Key Concepts Everybody has the right to participate in school and community life. Our attitudes and opinions impact of whether people with disability feel included or excluded. Having a positive attitude about disability and taking notice of the challenges experienced by others

will help create opportunities for everyone to participate in everyday activities. Having a negative attitude creates barriers that make it difficult for people with disability to participate.

Learning outcomesLO1: Students reflect on situations when they have felt left out, or someone they know has been left out.LO2: Students can describe behaviours that make participation easy, and behaviours that make participation difficult.

Australian Curriculum Links

HPE Subject Area Years 1 and 2ACPPS019: Describe ways to include others to make them feel that they belong

General Capabilities by the end of year 2 (level 2):

Personal and Social Capability Appreciate diverse perspectives: describe similarities and differences in points of view between themselves and people in their communitiesUnderstand relationships: identify ways to care for others, including ways of making and keeping friendsEthical Understanding Reason and make ethical decisions: discuss how people make decisions about their actions and offer reasons why people’s decisions differReflect on ethical action: give examples of how understanding situations can influence the way people act.Examine values: discuss some agreed values in familiar contextsExplore rights and responsibilities: identify their rights and associated responsibilities and those of their classmatesIntercultural Understanding Empathize with others: imagine and describe the feelings of others in familiar situationsChallenge stereotypes and prejudices: discuss the effects of acceptance and inclusion in familiar situationsLiteracy: Understand learning area vocabulary: use mostly familiar vocabulary, with a steady introduction of new vocabulary in learning area contexts

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:

þLO (insert number)

1

Format Lesson Plan: Suggested sequence of learning experiences

Intro

10 mins

Welcoming activity (see lesson 1)

State the learning intention: Today we will be talking about how we can make joining in to daily activities easy for the people around us. We will discuss examples of when people are left out, and identify how we can make a difference just by behaving in a friendly and welcoming way towards people who experience extra challenges every day.

15 minutes Activity 1: Looking at our behaviour – green light/red light

Teacher’s notes: in this activity, we introduce the concept of barriers (things that make it difficult to join in) and enablers (things that make it easier to join in), with a focus on the impact of our own BEHAVIOUR on the participation of others in daily activities. Revisit the key concept from lesson 3 on communication – ie the words and body language we use make a huge impact on the other person’s feelings (verbal and non-verbal communication).

Class discussion: What is behaviour? (Unpack the word behaviour - behaviour is what we do, what we say, and how we communicate, or send messages to those we are with. Our behaviour and the way we communicate impacts on feelings).

For the following activity, use traffic lights to symbolize access to participation (green light - go), and barriers to participation (red light - stop). Draw traffic lights on the board (or poster paper) and record responses in the appropriate circle (green or red). See example for this lesson.

þLO1, LO2 Class discussion:

GREEN LIGHT

Refer to stimulus images to generate discussion

1. What things can you do to make participation easy for your classmates in activities? Record responses in green traffic light.

RED LIGHT

Refer to stimulus images to generate discussion

2. Hands up if you have ever felt left out, or felt like you cannot participate in an activity? (Teacher use explicit teaching (think out loud) to give an example of when they have felt left out – eg times when you have been not noticed, have been ignored, not been invited, picked last to be on a team, told you cannot join in, first day of a new job etc)

Can you give me an example of when you have felt left out, or if you have noticed someone else has been left out? (Record main concept of answer student gives in red circle representing a barrier to participation).

Why do you think you were left out (or someone else was left out)? What things do people sometimes do that make it difficult for people to participate? (Record main concept of answer student gives in red circle representing a barrier to participation).

Main points to highlight: Everybody has the right to participate in school and community life. No one likes to feel left out, or unable to participate in daily activities. If we

2

take notice of the people around us, no matter what their abilities or disabilities are, we can take action to include them so no one feels left out.

The way we think about other people influences our behaviour. If we look for interesting and positive things about others, we are more likely to take action to make sure they are included in daily activities.

We need to be responsible and look for ways to keep the light on ‘green’ for everyone.

15minutes Additional Activity 2: Making participation easy or difficult

Teacher’s notes: in this activity, we further explore behavioural barriers (ie making participation difficult) and behavioural access (making participation easy) with a focus on people with disability. The words you use in this section will depend on the literacy level of your children. You may wish to use simple terminology (ie. making participation easy instead of behavioural access).

The way we treat people and our attitudes and behaviours towards them can create opportunities for everyone to participate (ie making it easy to join in), or barriers (difficulties or obstacles that make it hard to join in).

We have just discussed how being inflexible can exclude people with disability – for example, being inflexible with game rules. When we are inflexible, we are sending a message that we expect people to change to suit our own expectations. If we do this, we are not respecting others needs. Being inflexible and expecting people to change to suit our own expectations are examples of barriers as it prevents people with disability participating.

We also discussed how being flexible can create opportunities for people with disability to participate. Finding other ways to do things and not expecting people with disability to change to suit others expectations allows everyone to be able to participate in daily activities – this is an example of opportunity – making it easy to join in.

þLO2 Sorting activity: refer to the activity 3 resource for lesson 5. Read out the statements provided and ask students whether they are an example of opportunities (making participation easy) or barriers (making participation difficult).

When responding to the questions, children can use hand signals to show whether participation is difficult (stop hand), or participation is easy (thumbs up).

Use electronic white board to move statements to appropriate side.Conclusion and reflection

5 mins

þLO1, LO2 Children sit in a circle and respond to the following questions.

What can we do to make participation easy for people with disability?Why is this important?What questions do you have?

3

Lesson 5 Activity 1 : Stimulus images

Making JOINING IN easy – green light

Show these images to discuss inclusive behaviour. (Green light behaviour)

(Image courtesy of stock images at FreeDigitalPhotos.net)

4

Discussion points parachute game: Taking turns Everyone participating flexible with rules friendly smiling notice others accept difference get to know people

around you signs of friendly body

language

Discussion points friendly girls:

signs of friendly and welcoming body language (smiling, hug)

accepting difference Get to know each other

Discussion points Group of kids:

Welcoming Friendly Find out what others need

to be able to participate Get to know the people

around you Be respectful

Green Light Behaviour

5

MAKING JOINING IN EASY

Example responses

Welcoming body language (Smiling, eye contact, facing each other)

Taking turns Be friendly and interested in others Notice others and take action to include Be flexible with the way we do things Accept difference Find out what others need to be able to

participate Be respectful and do not use put downs Get to know the people around you

Making JOINING IN difficult – red lightShow these images to discuss exclusive behaviour. (Red light behaviour)

6

Discussion points illustration of being excluded:

Not invited to join in Told you cannot join in Others not accepting difference Expecting the person to change Not being friendly Rude and disrespectful behaviours.

Remember – words can hurt or heal! Body language features of mean girls

and response from victim (reactive)

Discussion points picking teams:

Feelings (invisible) Left out Not valued Unwelcome Inflexible rules

Bullying:

Rude and disrespectful behaviours

Name Calling Expecting the person to

change Not being friendly

Red light behaviour

7

MAKING JOINING IN DIFFICULTExample responses

Not being noticed Being ignored Not invited to join in Last to be picked Told you cannot join in Inflexible rules Others not accepting difference Expecting the person to change Not being friendly Rude and disrespectful behaviours

Activity 2 - Sort the words/phrases below

Making joining in easy Making joining in hard

Insert answers: Insert answers:

Making friendly eye contact Using unfriendly words

when describing someone with a disability

Using friendly words when describing someone with a disability

Seeing what people cannot do, not what they can do

Not inviting people to join in Inviting people to join in Name calling Put downs

Making changes to games and activities so that everyone can join in

Expecting people with a disability to change the way they do things

Being friendly Ignoring Noticing Seeing what people can do,

not what they cannot do Not wanting to wait when

someone needs a little extra time to do something

Using warm and friendly facial expressions – eg. smiling

Turning away Using kind words

(compliments) to recognise someone’s strengths

Can you think of any other examples?

8