Being an Upstander in Your Community

Being an Upstander in Your Community

Lesson 6 of 6 in this unit

  • Secondary
  • Year 9 - 10
  • Health and Physical Education
  • Health
  • Social
  • Equality
  • Human Rights
  • Leadership
  • Social Action
  • ...

Lesson summary

Students consider the impact of small-scale community initiatives on particular individuals and groups. Students use their critical and creative skills to develop an Upstander activity that supports a group in their community.

Learning intentions:

Students will...

  • consider the impact of community action initiatives by exploring examples
  • investigate community action initiatives that have had a positive influence on health and wellbeing
  • develop their own Upstander activity for their school or local community.

Success criteria:

Students can...

  • give examples of community action initiatives and the positive impacts they have on health and wellbeing
  • identify where more support is needed in school and local communities
  • design an Upstander campaign for their school or local community to have a positive impact on an issue.

Lesson guides and printables

Lesson Plan
Teacher Content Info

Lesson details

Skills

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

  • critical thinking
  • community engagement
  • cultural understanding
  • empathy
  • ethical understanding
  • intercultural understanding
  • leadership
  • reflection

Curriculum Mapping

Australian Curriculum (v9.0) content description: Year 9 & 10 Health and Physical Education

  • Plan, justify and critique strategies to enhance their own and others’ health, safety, relationships and wellbeing (AC9HP10P10)

Victorian Curriculum content description: Year 9 & 10 Health and Physical Education

  • Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (VCHPEP149)
  • Critique behaviours and contextual factors that influence the health and wellbeing of their communities (VCHPEP151)

General capabilities: Critical and Creative ThinkingEthical UnderstandingIntercultural UnderstandingPersonal and Social Capability 

Relevant parts of Year 9 & 10 achievement standards from the Australian Curriculum: Students can evaluate how attitudes and beliefs about equality, respect, diversity and inclusion influence the nature and quality of relationships. Students propose and justify strategies to manage online and offline situations where their own or others’ health, safety, relationships or wellbeing may be at risk. They apply and evaluate leadership approaches, collaboration strategies and ethical behaviours across a range of movement contexts.

Relevant parts of Year 9 & 10 Health and Physical Education achievement standards from the Victorian Curriculum: Students can analyse the impact of attitudes and beliefs about diversity on community connection and wellbeing. Students identify and analyse factors that contribute to respectful relationships. They compare and contrast a range of actions that could be undertaken to enhance their own and others’ health, safety and wellbeing. 

UN Sustainable Development Goals

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

  • Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

Goal 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

  • Target 16.1: Significantly reduce all forms of violence and related death rates everywhere.

Resources Required

  • Art supplies 
  • Device with access to internet and AV capabilities 
  • Writing materials/student laptops

Additional Info

These resources were created in collaboration with Courage to Care, a not-for-profit organisation that educates Australians about the dangers of discrimination, including antisemitism and racism. Courage to Care Upstander Programs take inspiration from real-life extraordinary acts of courage. Based on the idea that ordinary people have the power to make a positive difference to the lives of others by being Upstanders, the program inspires people to make a real difference in their community by standing up and taking action, creating real change.

Courage to Care offers face-to-face Upstander Programs at schools in most states. Delivered by teams of skilled and dedicated volunteers, Upstander Programs feature inspiring testimonies from Holocaust Survivor Speakers, promote acceptance of diversity within the community, and transform bystander behaviour by inspiring participants to become Upstanders.

Upstander Programs encourage participants to become aware of their potential to make a positive difference and offer practical tools for standing up against bullying and prejudice by empowering participants to take positive action - in the schoolyard, workplaces, and in our communities. Find out more about booking an Upstander Program in your school at couragetocare.org.au.

Level of teacher scaffolding: Medium - This lesson addresses many different identities. Teachers need to be aware of students in their class who are a part of these groups, in particular, LGBTQIA+, First Nations and neurodivergent students. We highly recommend teachers read through the lesson content and Teacher Content Information before delivering this lesson. 

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