Activity Introduction

Quick summary: In this lesson, students will explore the text The Girl Who Thought In Pictures, considering the challenges and barriers that are presented for some children and adults in our society. They then broaden their thinking to consider that we are all different and everyone has different skills, strengths and weaknesses. They think about what their own strengths are by ranking how confident they are with a variety of different activities. Students then apply this thinking to select what activity they will participate in in a group challenge. This lesson concludes with students reflecting on ways we can help everyone in our society to be successful.

Learning intentions: 

  • Students understand that we are all individuals with unique strengths and different needs.

21st century skills: 

CommunicatingCreative ThinkingEmpathyEthical UnderstandingSocial SkillsTeam Work

Australian Curriculum Mapping

Content descriptions: 

Years 5 & 6 Health and Physical Education:

  • Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060)
  • Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (ACPMP067)

Syllabus outcomes: COS3.1, IRS3.11, INS3.3

General capabilities: Literacy, Personal and Social Capability, Ethical Understanding, Critical and Creative Thinking.

Relevant parts of Year 5 & 6 Health and Physical Education achievement standards: By the end of Year 6, students explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding. Students demonstrate fair play and skills to work collaboratively.

Topic: Social Issues. 

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

Time required: 80 mins.

Level of teacher scaffolding: Low – students focus on creating representations of themselves and making selections that allow them to show their strengths.

Resources required:

Keywords: Down Syndrome Australia, diversity, inclusion, different, strength, challenges, support, inclusion, success.

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


Teacher Worksheet

Teacher Preparation

Learning intentions: Students understand...

  • ... that we are all individuals with unique strengths and different needs.

Success criteria: Students can…

  • … identify the types of activities they are more comfortable and confident with
  • … explain that we all have different strengths
  • … make decisions based on their knowledge of their own skills, interests and apprehensions as well as those of others
  • … recognise the need to be supportive and inclusive of all, despite differences between us.

Teacher content information:

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.”


Ensuring inclusive practises is not just about being helpful and supportin

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