NOTICE: Valuing differenceLesson 3: Similarities and differencesLength of lesson 3: 60mins

Prior knowledge (what should the teacher have already covered) Students understand there are many types of disabilities and people experience disability in different ways.Resources required Action Plan chart Class set of reflection tokens

Electronic white board to project images from activity 1 4 witches hats or markers Class set of homework sheets: Myths and reality

Key Concepts We all have similarities and differences and this makes relationships with others interesting and enriching. Preconceived stereotypes (labels) affect attitudes. We all benefit from living in a community that values difference. Learning outcomesLO1: Students demonstrate knowledge and understanding about how society creates stereotypes that impact on attitudes and opinions.LO2: Students recognise and value the similarities and differences of the people we meet every day.LO3: Students demonstrate knowledge and understanding about the benefits of living in a community with diverse abilities and cultures.

Australian Curriculum LinksHPE Subject Area Years 3 and 4

ACPPS037: Describe how respect, empathy and valuing diversity can positively influence relationshipsGeneral Capabilities by the end of year 4 (level 3)

Ethical UnderstandingConsider points of view: describe different points of view associated with an ethical dilemma and give possible reasons for these differences.LiteracyInterpret and analyse learning area texts: interpret literal information and make inferences to expand topic knowledge using comprehension strategies.Use language to interact with others: use pair, group and class discussion about learning area topics as learning tools to explore and represent ideas and relationships, test possibilities and to prepare for creating texts.Intercultural UnderstandingChallenge stereotypes and prejudices: explain the dangers of making generalisations about individuals and groups.NumeracyInterpret data displays: collect record and display data as tables, diagrams, picture graphs and column graphs. (Homework activity – optional numeracy activity)Critical and Creative ThinkingApply logic and reasoning: identify and apply appropriate reasoning and thinking strategies for particular outcomes.Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier:

þLO (insert number)

Format Lesson Plan: Suggested sequence of learning experiences

Intro1 mins

Refer to action plan.In the previous Everyone, Everyday lesson, we discussed the different types of disabilities and how people experience disability in different ways. We became informed about what disability is, and what it means to you.

State the learning intention: Today, we are going start exploring the N word in iNclusion: NOTICE. We will analyse how we make decisions about people, and the similarities and differences that make us unique. We will talk about valuing difference, and look at the abilities that people have that live in our communities.

14 minutes ACTIVITY1: What is stereotyping?

Project images of people for lesson 3 using electronic white board - “Who does what for a living?”

Task: Prepare and Share

PREPARE: Organise students in to pairs. Students work together to match each picture with the occupation in the list.

Model thinking process. Say, “Who does jobs at home? Who do I think looks like a doctor?”

þLO1 SHARE: Groups report back on their decisions and give reasons for them. Students review their answers and identify where they have made their decision based on stereotypes.

Main points to highlight: When we only have a little information to base decisions on, we tend to rely on

labels or stereotypes (ie, the general idea about a person that makes us think, for example, that a student must be young, and a doctor must be a man).

Decisions based only on appearance are often unreliable. Stereotypes affect how people behave, think and feel towards different people.

Stereotypes can stop us from learning the whole story about someone or something. They can stop us from making friends with someone we might otherwise really like.

If we put labels on people, and focus on these, we can limit their opportunities to participate in everyday activities.

When people are treated in a particular way due to a label (stereotype) that has been placed on them, it can be very difficult for them to find the confidence to join in.

Give examples from disability:People with disability often experience stereotyping. For example, a stereotype may assume that ‘people with a disability lead vastly different lives than others’. This is an incorrect statement as people with a disability go to school, get jobs, get married, have families, pay taxes, and do the same things that are important in all other people’s lives.

þLO1 Class discussion: What are other examples of stereotypes relating to people with disability? (see myths below for further examples)

Main point to highlight: To avoid stereotyping, we need to get to know the people we come into contact

before we make decisions about them. Remember, every contact counts!Body

10 mins

ACTIVITY 2: Getting to know you!

Establish context: When you meet someone new, one way to get to know them is to ask them a question about themselves.

Small group activity: Students work in small groups and create a list by brainstorming answers in response to the question: “What questions could I ask to get to know more about someone? For example: “What do you like to do in your spare time?”, “What music do you like to listen to?”, “Who is in your family?”, “What places have you visited?”, “What games do you like to play?”, “Do you have a pet? If, so, can you tell me about them?” ,

Everyone, Everyday! Lesson 3

Who does what for a living?

Can you match the people above with one of the occupations in the list?

Student Actress Computer programmer

Nurse Doctor

Artist Carpenter Business person

Librarian Teacher

1 2 3 4 5

6 7 8 9 10

Activity adapted from the Whitehorse Disability Awareness Kit.

Lesson 3 Homework activity handout

Myths and realityUse this table as a questionnaire. Ask your friends and family whether they agree with the statements that appear in the myths column. Record if they agree or disagree with the myth in the tally columns.

1. Which myths were considered true most often? Which myths were clearly considered not true most

often?

2. What can you tell me about the attitudes of the people you questioned from this activity?

Myths Agree Disagree

Reality – the truthAll disabilities are obvious

Not all disabilities are obvious, and many disabilities cannot be seen. There are many people that you would come into contact with that have a disability that you would not know about.

Everybody who uses a wheelchair uses it because they cannot walk.

Many people who use a wheelchair do so for many reasons not only because they cannot walk. For example, some people with cerebral palsy who can walk use the wheelchair sometimes because they have trouble with their balance.

People with a disability only want to hang out with each other.

The reason most of us make friends with particular people is because we get along well with each other and have common interests. People with disabilities are no different. Most like to have a range of friends including those with and without a disability.

Most people with a disability have special gifts or abilities.

The range of abilities is the same as in the general population.

People with disability have trouble hearing.

Some people yell or raise their voices when talking to someone who is blind, in a wheelchair or have some other sort of physical disability. When communicating with someone with a disability speak in a normal tone of voice unless they ask you to speak louder.

People with a disability lead vastly different lives than people who do not have a disability.

People with a disability go to school, get jobs, get married, have families, pay taxes, and do the same things that are important in all other people’s lives.

People with disability are sick.

A disability is not necessarily a sickness. Many people with disabilities are healthy and free of disease.

People with disability need sympathy.

People with disability do not need sympathy or pity. They also don't need to be told that they are brave or courageous for living with a disability. Some young people with disabilities are brave, some are not, just like everyone else. People with disability do not need to be treated as children, they need opportunities to maximise their independence.