Promoting Inclusion

Year Level

Year 5 (ages approximately 10-11)

Duration

50 minutes

Class Size

11 students

Unit Context

Lesson 6 of 8 in the unit: "Building Respectful Relationships"

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WALT (We Are Learning To)

• Understand and demonstrate resilience and seeking help (PD3-10).
• Develop self-management skills for personal and group situations (PD3-2).
• Use interpersonal skills to promote respectful interaction, inclusion, and connections (PD3-9).

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Success Criteria

• Identify what inclusion and acceptance mean.
• Discuss why inclusion is important in our community.
• Create a class charter promoting inclusive practices.
• Demonstrate teamwork through small group discussions.
• Explain our class charter’s messages clearly.

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Curriculum Links

NSW Personal Development, Health and Physical Education (PDHPE) Stage 3

• PD3-2: Demonstrate self-management skills to effectively respond to personal and group situations.
• PD3-9: Apply interpersonal skills to establish and maintain respectful relationships that value inclusion and promote connections.
• PD3-10: Investigate and demonstrate strategies to enhance resilience and seek help in challenging situations.

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Learning Intentions

Students will understand:

• How to develop resilience and seek help when needed (PD3-10).
• How to apply self-management skills in personal and group situations (PD3-2).
• How to use interpersonal skills to foster respectful relationships, inclusion, and community connections (PD3-9).

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Resources Needed

• Smart-board for discussion and showing images.
• Colour printed picture cards depicting diverse students including Muslim students.
• Laminated copies of key terms (Inclusion, Acceptance, Respect).
• Large poster paper and markers for the class charter.
• Sticky notes or coloured paper for group ideas.
• Space for small group discussions.

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Differentiation Strategies

• Work in small, mixed-ability groups to support language and social skills.
• Provide sentence starters and visual vocabulary cards for students needing language support.
• Use images of Muslim people and culturally relevant contexts for better connection.
• Allow students to use drawings or symbols if writing is challenging.
• Encourage peer support and cooperative learning.

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Extension Activity

Students who finish early or require further challenge can plan a short presentation to share the class charter with another class. This presentation can include:

• Key points about inclusion and acceptance.
• Examples from their group discussions.
• Visuals or role plays to demonstrate inclusive actions.

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Lesson Outline

Time	Activity	Description	Teacher Role	Student Role
0-5 mins	Starter - What is Inclusion?	Show images on the smart-board of diverse children—some with clear inclusion examples (sharing, inviting others), some not included (alone or excluded). Ask: "What do you notice?" and "Why is inclusion important?"	Facilitate discussion, ensure respectful listening. Highlight key words on screen.	Observe images, share ideas about inclusion and acceptance.
5-15 mins	Vocabulary Introduction	Introduce and explain key terms: Inclusion, Acceptance, Respect using laminated cards and simple definitions. Translate or connect to students’ home languages if needed.	Present and discuss terms, use examples relevant to Muslim community contexts.	Repeat terms, ask questions, relate to personal experiences.
15-35 mins	Small Group Discussion & Charter Creation	Divide class into 3 groups (3-4 students). Provide each group with scenario cards showing inclusion challenges (e.g., someone sitting alone, different abilities, cultural differences). Groups discuss how to promote inclusion and write ideas on sticky notes. Groups create one or two principles for the class charter.	Circulate and support groups, prompt thoughts with questions. Ensure all voices are heard.	Discuss scenarios, create inclusive statements, prepare to share ideas.
35-45 mins	Class Charter Development	Groups share their ideas. Teacher facilitates combining ideas onto a large poster to create a Class Inclusion Charter. Use simple, positive language reflecting students’ voices.	Record ideas visibly, encourage respectful listening, clarify language.	Listen to peers, agree on charter principles, suggest edits.
45-50 mins	Plenary - Reflect and Connect	Summarise why inclusion and acceptance are important. Ask: "How can we show these every day?" Introduce extension: planning a short presentation for another class to share the charter.	Lead reflection, highlight the connection between inclusion and mental wellbeing and respectful relationships.	Share one thing learned, volunteer ideas for extension presentation.

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Assessment

• Observe participation in group discussions and contribution to the class charter.
• Check understanding during sharing and plenary reflection.
• Success criteria met if students can articulate inclusion and acceptance meaningfully and contribute purposeful charter entries.

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Cultural Considerations

• Use images and examples featuring Muslim children to reflect the school community.
• Avoid culturally irrelevant celebrations or references.
• Emphasise universal values of respect, empathy, acceptance consistent with Islamic teachings.

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Tips for Teachers

• Use positive language and reinforce that inclusion benefits everyone.
• Encourage empathy by asking students to imagine how others might feel when excluded.
• Use the smart-board interactively to display ideas and visual prompts.
• Praise teamwork and respectful listening throughout.

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This detailed, curriculum-aligned plan leverages group discussion and class collaboration to build respectful, inclusive attitudes while practising foundational Health skills in communication, empathy, and wellbeing. It caters to diverse learners and builds skills transferable beyond the classroom.

If advanced learners take up the extension task, the presentation preparation will deepen their understanding and communication skills, while fostering leadership in promoting inclusive communities.

This approach ensures cultural sensitivity and engages students actively in building a respectful classroom environment consistent with the Australian Curriculum (v9) for Health and Physical Education Years 5 and 6 focusing on respectful relationships and inclusion┄providing a memorable and hands-on learning experience.