Including Everyone - I am Me

Australian curriculum 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.
 
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

• Student silhouettes (one per student), create your own or use one of these: Silhouette Templates
• 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)

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

• Communication
• Community engagement
• Collaboration
• Creativity
• Empathy
• Social skills

These lessons have been developed in partnership with Down Syndrome Australia