Stand Up Together

Overview

In this 40-minute lesson, students learn how to notice unfair treatment, support others and take safe action. They use simple examples to practise being an ally or upstander. Students identify one small action that helps everyone feel welcome. No student needs to share a personal experience.

Learning intentions

Students will:

• understand that differences can make a community stronger
• learn simple words about unfair treatment
• practise safe ways to help when someone is left out
• plan one action that helps people feel included and safe

Success criteria

• I can match key words to simple examples.
• I can say what is unfair and choose a safe action.
• I can help plan one action that includes others.

I can answer by speaking, pointing, drawing or writing.

Curriculum links

• Make choices that support safety, health and wellbeing.
• Find ways to support the wellbeing of others.
• Use safe actions in different situations.
• Get help from trusted people and take part positively in the community.

Students show that they can notice an unfair situation and suggest one safe, inclusive action.

Key vocabulary

Teach each word with a picture, gesture and example. Students can repeat, point or act.

• Diversity: people are different in many ways, such as culture, language, ability or interests.
• Inclusion: making sure everyone is welcome and can join in.
• Stereotype: an unfair idea that all people in a group are the same.
• Prejudice: an unfair opinion about someone before knowing them.
• Discrimination: treating someone unfairly because of who they are.
• Racism: unfair words or actions about a person’s race or culture.
• Ally/upstander: someone who supports fairness and takes safe action.

Useful words for action: include, ask, support, report, get help.

Lesson structure (40 minutes)

1. 0–5 min · Welcome and warm-up. Give the school-approved Acknowledgement of Country. Say: “Today we will learn how to notice unfairness and help safely. You do not need to share personal experiences.” Students show thumbs up, sideways or down: “Can a community be healthy if people are left out?” Take one or two general answers.

2. 5–13 min · Teach and model. Teach inclusion, stereotype, discrimination and ally/upstander with a picture and simple example. Model: “A message says all people from a culture are the same. That is a stereotype. I will not repeat it. I can say, ‘People are different.’” Students repeat key words or point to pictures. Check one or two examples together.

3. 13–30 min · Safe bystander scenario activity. Use four safe scenarios: a game leaves someone out, an online post uses a stereotype, a student is interrupted, or an activity is hard for some students to join. Pairs or small groups choose one scenario and complete the sentence: “I notice ____. A safe action is ____.” They identify what is unfair and choose an action: include, ask, report or get help. Model safe choices such as “That is not respectful,” “Let’s include everyone,” and “Let’s ask a teacher for help.” Students practise the words, not the harmful behaviour. Remind them to move away and get help if a situation feels unsafe. Students may point, draw, say or write their response.

4. 30–35 min · Share and reinforce. Invite a few pairs to share their safe action, or have students hold up an action icon. Clarify that being an upstander means helping safely and getting a trusted adult when needed.

5. 35–40 min · Exit and close. Students answer, draw or dictate:

   • What does stereotype mean?
   • What is one safe way to help?
   • What action could include people?

   Close: “Respect is something we do. We can challenge unfair ideas safely and help others feel included.”

Resources

• Low-text slide deck with pictures
• Key word and picture cards
• Four safe scenario cards with icons
• Action icons: include, ask, report, get help
• Exit ticket
• Mini whiteboards and markers
• Timer
• School-approved wellbeing, reporting and trusted-adult information
• Verified local Nation or Language group information, only if supplied by the school or community

Assessment

• During modelling and the scenario activity, check whether students can identify what is unfair and choose a safe bystander action.
• Listen for use or recognition of include, ask, report and get help.

Exit check:

1. A stereotype is: an unfair idea that all people in a group are the same.
2. One safe action is: include, support, report or get help.
3. One inclusive action is: a realistic way to help more people join in.

Accept speaking, pointing, drawing, dictation or short writing.

Differentiation

• Read instructions aloud and show one step at a time.
• Use pictures, gestures, colour coding and repeated sentence starters:
  • “I notice ____.”
  • “This is unfair because ____.”
  • “A safe action is ____.”
• Allow pointing, drawing, speaking, scribing, partner dictation or a choice of action cards.
• Pre-teach the key words and provide a bilingual dictionary where helpful.
• Use mixed-ability pairs or groups with clear roles: reader, speaker, helper or reporter.
• Offer a quiet observation role, movement break or private check-in.
• Extend students by asking them to explain why their chosen action is safe and helpful.

Culturally safe teaching notes

Use respectful, strengths-based language. Do not present Aboriginal and Torres Strait Islander peoples only through problems or conflict. Do not ask students to speak for a culture or share experiences of racism. Do not use fake cultural names, stereotypes, harmful images, simulations or racist slurs. Use local Nation or Language group information only when it has been checked by the school or community. Remind students that Mabo, Close the Gap and NAIDOC Week were studied earlier. Today’s focus is safe, respectful action and inclusion.