Including Everyone - The Strength in Me

This lesson is designed to build students’ competencies in the following skills:

• Communication
• Critical thinking
• Creativity
• Community engagement
• Collaboration
• Digital literacy
• Empathy
• Ethical understanding
• Social skills

Australian curriculum content descriptions: 

Years 5 & 6 Health and Physical Education:

• Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to natural and built environments (ACPPS059)
• Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060)
• Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061)
• Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (ACPMP067)

Syllabus outcomes: ALS3.6, COS3.1, INS3.3, IRS3.11, GSS3.8, GYS3.10, MOS3.4

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 investigate developmental changes and transitions. They 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. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.

Level of teacher scaffolding: Low – students are to work independently, making their own decisions about organisational aspects of the independent task

Time required: 60 mins

Level of teacher scaffolding: Low – students are to work independently, making their own decisions about organisational aspects of the independent task

These lessons have been developed in partnership with Down Syndrome Australia.

• Device capable of displaying an image to the class (or a printed copy of the picture prompt)
• Devices for students to record videos on