Stereotypes in Australia

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

• collaboration
• communication
• community engagement
• cultural understanding
• digital literacy
• intercultural understanding
• problem solving
• social skills

Australian Curriculum (v9.0) content description: 

Year 9 and 10, Health and Physical Education

Students learn to 

• propose strategies and actions individuals and groups can implement to challenge biases, stereotypes, prejudices and discrimination, and promote inclusion in their communities (AC9HP10P05).

Relevant parts of Year 9 and 10 achievement standards: Students evaluate how attitudes and beliefs about equality, respect, diversity and inclusion influenced the nature and quality of relationships.

Australian Curriculum (v9.0) content description: 

Year 9, Civics and Citizenship 

Students learn to

• the influence of a range of media, including social media, in shaping identity and attitudes to diversity (AC9HC9K06).

Relevant parts of Year 9 achievement standards: Students explain the influence of the media on reflections of identity and diversity.

Victorian curriculum (2.0)

Year 9 and 10, Health and Physical Education

Students learn to 

• propose strategies and actions individuals and groups can implement to challenge biases, stereotypes, prejudices and discrimination, and promote inclusion in their communities (VC2HP10P05)

Relevant parts of Year 9 and 10 achievement standards: Students evaluate how attitudes and beliefs about equality, respect, diversity and inclusion influence the nature and quality of relationships.

Victorian curriculum (2.0)

Year 9, Civics and Citizenship 

Students learn about

• the influence of a range of media, including social media, in shaping identity and attitudes to diversity (VC2HC10K11)

Relevant parts of Year 9 and 10 achievement standards: Students evaluate civics and citizenship issues using evidence and diverse perspectives.

NSW Syllabus outcomes:

A student

• evaluates and applies strategies for promoting and maintaining safe and respectful relationships in a range of contexts (PH5-RRL-01)

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

Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures

Level of teacher scaffolding: High – teachers will moderate student discussion and support student work.

UN SDG 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.

• device to play video content
• Example Analysis of Representation 
• First Nations Representations in Film and TV presentation 
• sticky notes
• Student Worksheet (1 per student)

Together for Humanity is an inclusive, not-for-profit educational organisation that works with school communities to combat prejudice and advance belonging and inclusion. We offer a range of student programs linked to the Australian Curriculum, Teacher Professional Learning and online learning for students and teachers. Our work contributes to a more socially cohesive Australian society that values and respects cultural and religious diversity.

Respectful Terminology: Engaging with First Nations peoples

Quick Summary: This course equips educators with the knowledge and confidence to use respectful terminology when engaging with Aboriginal and Torres Strait Islander peoples, histories and cultures.