Belonging Together

Overview

This Year 2 lesson aligns with the Australian Curriculum's Humanities and Social Sciences (HASS) strand, focusing on the sub-strand "Cultural Diversity and Community" (ACHASSK072). It fits within the topic of belonging and investigates the roles of key figures in fostering community support and collaboration. The lesson uses age-appropriate, engaging strategies like storytelling, role-playing, and art to explore the concept of community and evaluate students' understanding.

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Lesson Objectives

Students will:

1. Recognise and discuss the roles of key figures in their Parish and school community (e.g., the Principal, Parish Priest, school nurse, or cleaners).
2. Explore how these figures support belonging and inclusion within the community.
3. Express their understanding of community through creative, collaborative activities.
4. Evaluate similarities and differences in how they and their peers perceive community roles.

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Materials

• Large chart paper and markers (for group categorisation activity).
• Picture cards depicting key community figures (e.g., Principal, teachers, cleaners, crossing guard, etc.).
• Props for role-play (e.g., stethoscope, clipboard, small broom).
• A3 sheets and coloured pencils/crayons for the art activity.
• Access to a storybook or oral tale that centres on the idea of community helpers (e.g., Miss Lilly’s Fabulous Pink Feather Boa or a similar Australian text).
• Reflection worksheets.

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Lesson Structure (60 minutes)

1. Introduction (10 minutes) – Community Helpers in Action

• Hook: Begin with a storytelling session using the selected book or an oral tale about a community helper. Emphasise the impact the helper has on their local area.
  • Example: "Imagine if Mr Patel, who helps us cross the street safely each morning, wasn’t there. Think about what could happen!"
• Discussion Prompt: After the story, ask:
  • "Who are the key people in our school and Parish who help us?"
  • "How do they make us feel like we belong to a safe and caring community?"

Encourage students to share their answers. Write their responses on the whiteboard, grouping people into categories (e.g., school staff, Parish leaders, community helpers).

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2. Main Activity (30 minutes)

Part A: Role-Playing – Be the Helper! (15 minutes)

1. Break the class into 5 small groups of 4 students. Assign each group a key figure (e.g., Principal, Priest, school cleaner, school nurse, or library assistant).
2. Give each group props that correspond to their figure and explain their role in simple terms.
   • Example: Priest – “The Priest leads prayers, helps people feel connected to God, and sometimes even organises special events for the Parish.”
3. Each group creates and rehearses a short role-play scene (1–2 minutes) where their figure demonstrates belonging.
   • For instance, the group with the school nurse might act out helping a student who fell during recess, ensuring they feel safe and cared for.
4. Groups perform their scenes in front of the class. Encourage active listening and questions after each act.

Part B: Art Activity – My Community Tree (15 minutes)

1. Distribute A3 sheets. Each student draws a large tree with branches.
2. On the branches, they draw or write the names and actions of the figures they feel create belonging in their community (e.g., “Mrs Smith helps us by cleaning the classrooms”; "Father Tim organises fun events like morning tea").
3. Add colourful details and symbols that represent kindness, inclusion, and care.
4. Display the artwork on the classroom wall to create a collective "Our Belonging Tree" gallery.

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3. Conclusion (10 minutes) – Reflection and Evaluation

1. Gallery Walk: Invite students to walk around the room and look at each other’s artwork. Ask them to notice one similarity and one difference.
   • Example: "I noticed that both Sarah and Jai included the crossing guard, but Sarah wrote about how they smile while Jai drew them holding the stop sign."
2. Distribute Reflection Worksheets:
   • Prompt 1: “Who is one key figure in your school or Parish that makes you feel you belong? Why?”
   • Prompt 2: “How does your understanding of belonging compare to a friend’s?”

Encourage students to share one or two reflections with the whole group.

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Teacher Notes

• Differentiation Strategies:

  • For visual learners: Use additional picture books, diagrams, or printed photos of key figures.
  • For students needing extra support: Partner them with peers during group work to scaffold their understanding.
  • For extension: Allow higher-ability students to write a short story about a fictional community helper who makes others feel they belong.

• Classroom Management Tips:

  • Use a soft bell or clapping rhythm to signal transitions between activities.
  • Ensure role-playing groups work respectfully, with all voices heard and valued.

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Assessment

Formative assessment through:

• Observing discussions (oral contributions).
• Evaluating completed artwork and its connection to the theme of belonging.
• Reviewing Reflection Worksheets to gauge understanding of community roles.
• Analysing peer feedback during the gallery walk.

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Links to Australian Curriculum

HASS Year 2

• ACHASSK072: "How places are cared for and used by groups in a community and why these matters contribute to belonging."

General Capabilities

• Personal and Social Capability: Develop empathy and appreciate diverse perspectives through role-playing and reflection.
• Critical and Creative Thinking: Create artistic representations (Community Tree) and critically reflect on shared ideas.

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Reflection for Next Lesson (Post-Unit)

After completing this unit, consider designing a follow-up initiative:

• Organise a visit from one or more of the key figures discussed.
• Create a class project thanking these figures – e.g., "Kindness Cards for Our Helpers".