Activity Introduction

Quick summary: In this lesson, students will explore what makes them unique. In a class circle, they will explore differences in appearance, ability, interests, hobbies and possessions, and observe how no two individuals are the same. They will then create a self-portrait to represent themself. The lesson will conclude with students reflecting on the importance of remembering that we are all different.

Learning intentions:

  • Students demonstrate pride in themselves as individuals.
    .

21st century skills: 

CommunicatingCommunity EngagementCreative ThinkingEmpathySocial SkillsTeam Work
.

Australian Curriculum Mapping

Content descriptions: 

Year 1 and 2 Health and Physical Education

  • Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015)
  • Describe ways to include others to make them feel they belong (ACPPS019)
  • Explore actions that help make the classroom a healthy, safe and active place (ACPPS022)
  • Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024)
  • Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025)
  • Create and participate in games with and without equipment (ACPMP027)
  • Use strategies to work in group situations when participating in physical activities (ACPMP030)
  • Identify rules and fair play when participating in physical activities (ACPMP032)

Year 1 English

  • Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
  • Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Year 2 English

  • Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)
  • Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

Syllabus outcomes: EN1-1A, GDS1.9, COS1.1, SLS1.13, MOS1.4, GSS1.8, INS1.3

General capabilities: Literacy, Personal and Social Capability

Relevant parts of Year 1 and 2 Health and Physical Development Achievement Standards:
By the end of Year 2, students recognise how strengths and achievements contribute to identities. Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

Relevant parts of Year 1 English Achievement Standards:
By the end of Year 1, students understand the different purposes of texts. They listen to others when taking part in conversations, using appropriate language features and interaction skills. They interact in pair, group and class discussions, taking turns when responding.

Relevant parts of Year 2 English Achievement Standards:
By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information. They listen for particular purposes. When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary.

Topic: Social Issues. 

This lesson is part of the wider unit of work Including Everyone.

Time required: 60 mins.

Level of teacher scaffolding: Medium – some children may require support to cut the more precise areas of their work before mounting it.

Resources required:

  • Student silhouettes (one per student),
  • I Am Me activity example
  • ball of wool or string,
  • coloured paper,
  • task example,
  • 3-5 tablets for image searches to share (optional),
  • Circle Time Norms (optional).

 

Keywords: difference, individual, diversity, unique, community, inclusion, Down syndrome, Down Syndrome Australia. 

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions:

  • Students demonstrate pride in themselves as individuals. 

Success criteria: Students can…

  • … identify features of themselves and their lives
  • … create a representation of themself
  • … share features of themselves and their lives confidently with others in their community.

Teacher content information:

Inclusion

As defined by Diversity Council Australia:

“Inclusion occurs when a diversity of people (e.g. of different ages, cultural backgrounds, genders) feel valued and respected, have access to opportunities and resources, and can contribute their perspectives and talents to improve their organisation.”

(source: https://www.dca.org.au/topics/inclusion)

Ensuring inclusive practises is not just about being helpful and supporting to others, it is a human right. Every member of the community has a responsibility, a role to play in ensuring that others receive this right.

This fact sheet from the InclusionWA provides addition

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