Lesson summary
Students will participate in an activity that challenges assumptions and helps them see each other as individuals, not just representatives of a class group. They will investigate inclusion in their community by completing an audit of a chosen focus group and using this data to create ‘Commitment to Inclusion’ action plans. Students will propose actions they can take to promote inclusion, and identify common barriers to inclusion seen across multiple sectors of the community, allowing collective actions to have a wider impact.
Learning intentions
Students will:
- reflect on how individuals can take responsibility for fostering inclusive communities.
Success criteria
Students can:
- conduct an inclusion audit of their school, sports team, or community
- identify areas for improvement and propose strategies to promote diversity and inclusion
- develop a personal or collective action plan with clear steps to enhance inclusivity.
Lesson guides and printables
Lesson details
Skills
This lesson is designed to build students’ competencies in the following skills:
- critical thinking
- collaboration
- cultural understanding
- ethical understanding
- initiative
- problem solving
- reflection
Curriculum Mapping
Australian Curriculum (v9.0) content description:
Year 7 and 8, Health and Physical Development
Students learn to:
- investigate strategies that influence how communities value diversity and propose actions they can take to promote inclusion in their communities (AC9HP8P05).
Relevant parts of Year 7 and 8 achievement standards: Students analyse how stereotypes, respect, empathy and valuing diversity influence relationships.
NSW Syllabus outcomes:
A student:
- applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or contexts (PD4-10).
General capabilities: Critical and Creative Thinking, Digital Literacy, Ethical Understanding, Intercultural Understanding, Literacy, Numeracy, Personal and Social Capability
Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures
Level of teacher scaffolding: Medium - facilitate class discussions and lead activities.
UN Sustainable Development Goals
- 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
Resources Required
- Activity sheet - Commitment to inclusion action plan
- Blank paper
- Student devices
Additional Info
These resources have been created with the support of the Collingwood Football Club and Collingwood Football Club Community Foundation. The Collingwood Football Club Foundation leads social and cultural change through football, and is committed to leading, acting, progressing and inspiring anti-racism, cultural safety, diversity, equity and respect.
Related Professional Learning
Beginning to Include First Nations People’s Perspectives in Your Classroom
Quick Summary: This course aims to inform and upskill educators in incorporating Aboriginal and Torres Strait Islander perspectives in their classrooms.
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