Participation and Inclusion

Year Level

Year 8

Duration

60 minutes

Class Size

10 students (neurodivergent, psycho-social needs)

Curriculum Alignment

Victorian Curriculum: Health and Physical Education
Strands:

• Movement and Physical Activity
• Personal, Social and Community Health

Specific Content Descriptions and Achievement Standards:

• AC9HP8M08: Investigate modifications to equipment, rules and scoring systems that support fair play and inclusive participation.
• AC9HC8S01: Develop questions to investigate Australia's political and legal systems, and contemporary civic issues (Civics and Citizenship connection).
• AC9HP8P02: Analyse the impact of changes and transitions, including peer relationships and propose strategies to support self and others.

General Capabilities:

• Critical and Creative Thinking: Encouraging brainstorming and reflection about participation and inclusion.
• Personal and Social Capability: Developing empathy, communication, and collaborative skills through the Participation Pledge activity.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Perform dynamic stretching and partner ball skills to warm up effectively.
2. Demonstrate aiming skills in a target throwing mini-game with cones.
3. Reflect on personal and social reasons why people participate in activities.
4. Co-create a "Participation Pledge" expressing commitments to inclusivity and peer support in physical activity settings.
5. Practice skills to support peer inclusion adapting to their own needs and strengths.

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Resources Required

• Soft throwable balls (e.g., foam balls)
• Cones for target throwing
• Worksheets for brainstorming (simple with visual supports)
• Whiteboard and markers for group responses
• Seating area inside for theory/discussion
• Visuals or simple written prompts to aid understanding
• Timer or clock for managing time effectively

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Lesson Sequence

1. Introduction & Warm-Up (10 minutes)

• Activity: Dynamic stretches led by teacher (e.g., arm circles, leg swings, torso twists).
• Movement Skill: “Catch and throw” in pairs using soft balls, focusing on eye-hand coordination.
• Teacher strategies:
  • Pair students carefully considering comfort and compatibility.
  • Use clear, simple instructions with demonstrations.
  • Allow movement breaks/spaced repetition for neurodivergent students.

Purpose: Prepare bodies for activity, promote safe practice, and build partner interaction skills gradually.

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2. Mini-Game: Target Throw (15 minutes)

• Set up cones at varying distances as targets.
• Students take turns aiming throw balls to hit the cones.
• Encourage focus on effort (control, accuracy) rather than competition.
• Develop aiming and throwing mechanics (angle, force).
• Provide individualised feedback and allow practice rounds.

Adaptations:

• For students needing calmer or less competitive engagement, use larger targets or closer cones.
• Allow multiple attempts and celebrations of small successes.

Curriculum Link: Effort, space, and object manipulation to improve movement outcomes (AC9HP8M03, AC9HP8M08)【5:5】【5:18】.

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3. Brainstorm: Why Do People Participate? (Inside classroom - 20 minutes)

• Bring class inside to a calm seated environment.
• Hand out worksheets with simple questions/prompts: "Why do people join activities?"
• Provide 2-3 visual or word prompts as examples (e.g. "to have fun", "to make friends", "to learn new skills").
• Allow students to write or draw 2-3 ideas individually or with support.
• Facilitate a short whole-class sharing of ideas, writing some key words on the board.

Teacher Tips:

• Use visual aids and simplified language.
• Encourage any form of communication (drawing, speech, writing).
• Take brain breaks or stretch breaks if needed.

Curriculum Connection: Understanding participation from social and personal perspectives supports social capability and community health learning【5:17】【3:3】.

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4. Create a “Participation Pledge” (10 minutes)

• Guide students to collectively create a Participation Pledge, committing to:
  • Include and encourage peers
  • Show respect and kindness
  • Support each other’s participation
• Write the pledge collaboratively on a large poster or whiteboard using simple language and symbols.
• Option to have each student sign or symbolically agree to the pledge.

Purpose: Builds a positive classroom culture, emphasizing civics and citizenship values through teamwork and inclusion.

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5. Wrap-Up and Reflection (5 minutes)

• Quick round: Students state one thing they will do to help others participate.
• Praise effort and participation regardless of skill level.
• Remind students of the Participation Pledge as a guide for future classes.

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Assessment

• Observe participation and engagement during warm-up and target throw activities.
• Review student worksheet responses to gauge understanding of reasons for participation.
• Evaluate the “Participation Pledge” creation for demonstrated understanding of inclusion and civics principles.
• Informal assessment through teacher observation and verbal feedback.

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Differentiation & Support Strategies

• Provide clear, concise instructions using verbal, visual, and physical cues.
• Allow alternative communication methods (drawing, pointing, verbal).
• Use small groups or pairs with student-chosen partners where possible.
• Incorporate frequent brain breaks, mindfulness, or sensory breaks as needed.
• Reinforce positive behaviour with praise and tangible rewards.

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Teacher Reflection Points

• How effectively did students engage with both physical and theory elements?
• Were students able to connect physical activity with ideas about participation and inclusion?
• What adaptations helped neurodivergent students feel comfortable and successful?
• How can the Participation Pledge be revisited to reinforce civics values throughout the term?

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This lesson plan blends practical physical activity with reflection on community and citizenship while respecting the learning needs of neurodivergent students. It balances active movement with quiet thinking time, using achievable tasks and emotional safety strategies aligned with the Victorian Curriculum. This approach nurtures not only physical skills but social responsibility and mutual support in a compassionate, inclusive learning space.