LESSON - 1

5.27.2015

SUBJECT

OBJECTIVE

Health & Physical

Education

Students will demonstrate understanding of how their history and background influences who
they are. They will also demonstrate understanding of communities in Australia and what each
community contribute to our country.

PREPARED BY
Shikha Deborrah
David

MATERIALS REQUIRED

GRADE LEVEL

White Board (WB)

Interactive White Board (IWB)
Laptops/ computers

5-6

DURATION 85
mins
LESSON
SEQUENCE

TEACHER GUIDE
1.

2.

Class diagnostic assessment (5 -10 mins): What does culture me to us?

Pair-Think-Share Students will discuss the meaning of culture using prior
knowledge.
Class discussion Brainstorming of ideas on WB. Questions include: what
do you know about Australian culture (food, clothes, values, beliefs or
traditions)? What other cultures have we encountered in Australia? Are
they same, similar or different to Australian culture? What values/ beliefs/
traditions are important to your family? Do they have a link to your family
history?
Individual activity (20-30 mins): Students will create MS Word doc displaying their
timeline from birth until their age right now. Students will mark the key events along
the timeline. Key events can be as following:
Their birth (date & place)
the birth of a sibling
when they lost their first tooth
when they began primary school
their first memorable holiday
major celebrations
festivals they have attended
moving house/ country

TEACHER RESOURCES

DURATION 85
mins

TEACHER GUIDE
During this activity, teacher will be working (scaffolding) with students who need extra
support.
3.

4.

5.

AUSTRALIAN
CURRICULUM

Class discussion (10 mins)

Following the previous activity, students will be asked to think about how
these experiences have shaped their identity and find those that have
particular cultural importance.
Infographic using the link http://splash.abc.net.au/statisticsgame/#/view/country-of-birth/big-picture explore the statistical
information about migrants living in Australian.
Group investigation (25-30 mins) students will be paired and allocated one
country to each pair from the above info graph. Explicit instructions of what is
needed to be done will be given. Students will create a poster displaying their
research findings about that country. Guiding questions will be provided (Appendix
1). Students will display their posters around the school (assuming there wont be
any issues doing so). During this activity teacher will be working (scaffolding) with
students who need help.
Reflection (5 mins) Mind map will be used to brainstorm ideas on the WB
reflecting on the learning from this lesson.

Strand Personal, social and community health

Sub - strand Being healthy, safe and active
Focus areas Mental health & well-being; Relationship & sexuality
Content descriptors & elaborations Explore personal and cultural identities and how they
change and adapt to different contexts and situations: identifying how personal qualities
contribute to identities and inform world views (MH); investigating how personal and cultural
identities are influenced by the groups and communities to which we belong and the places
to which we feel connected (RS)
Achievement standards - Students investigate developmental changes and transitions.
They examine the changing nature of personal and cultural identities. They recognise the
influence of emotions on behaviours and discuss factors that influence how people interact.
They describe their own and others contributions to health, physical activity, safety and
wellbeing.

DURATION 85
mins

TEACHER GUIDE

PROBING
QUESTIONS

What is culture? What values/ beliefs/ traditions are important to your family? Why are
they important to you or your family? How many people from our class have relatives or
ancestors from a country other than Australia? Where do Australian migrants come from?

ASSESSMENTS

Formative Pair-think-share, class discussions, timeline and group investigation

LESSON - 2

5.27.2015

SUBJECT

OBJECTIVES

Health & Physical

Education

Students will begin to think about what racism looks, sounds and feels like. The activities will
help students generate thinking about how racism affect kids and young people. Students will
demonstrate understanding that racism occurs because people fear people who are different
to them. Students will start to generate and demonstrate understanding of how they can act
or respond responsibly when witnessing or encountering such situations.

PREPARED BY
Shikha Deborrah
David

GRADE LEVEL
MATERIALS REQUIRED

5-6

DURATION 105
MINS
LESSON
SEQUENCE

TEACHER GUIDE
1.
2.
3.
4.

5.

6.

Recap learning from previous lesson (2 mins).

Lesson hook (4 mins): students will watch the video Playing the game
http://www.racismnoway.com.au/teaching-resources/anti-racismactivities/lesson_ideas/supporting-files/playingthegame.html
Whole class (5 mins): class discussion will be initiated about what is racism and what
it means to treat others unfairly because of their race or culture heritage?
Brainstorm ideas on WB.
Whole class (15 mins): Watch the video https://youtu.be/WiQq_XAVPLg. Students
will be asked to make a list of the behaviours and actions that are racist in their
workbooks. Then, a whole class discuss will be done about how racism can be
particularly hard for children and young people.
Role play activity (30 mins): students watch video Playing the game again. They
will then be divided in 5 groups of 4 people and will be asked to think about why
the characters in the video acted the way they did and what students would do in
their place. Use the playing the game focus notes (appendix 2) as a starting point
to guide students role play. The groups and roles will be pre-arranged and preallocated by the teacher.
Note: alternatively class discussion can be held for those students who are shy. The
teacher will know which student(s) is shy, which student(s) tries to escape work and
which student(s) is eager to participate. Task will be allotted based on these
characteristics.
Students will present their role play to the class (40 mins).

WB
IWB
Laptops/ computers
Workbooks
internet

Teacher Resources
Scootle
https://www.humanrights.gov.au/site
s/default/files/document/publicati
on/AHRC_RightsEd_Race_Yr5_6.pd
f

DURATION 105
MINS

TEACHER GUIDE
7.

Conclude the lesson with a class discussion about the feelings the students felt when
they walked in the shoes of that character, discuss the reasons for their decisions,
etc (5-7 mins).

PROBING
QUESTIONS

How often they think these things happen in their school and their community? What was the
main message of the video? Is racism a new concept or has it been existing for a long time?
How do you know? What are some of the causes of racism shown in the video? How did the
person feel when he/she was being called names? What choices did the people have as a
spectator? What would you do if you were in their shoes? Etc.

ASSESSMENT

Formative class discussions, list of behaviours in workbooks, role play

AUSTRALIAN
CURRICULUM

Strand Personal, social and community health

Sub - strand Being healthy, safe and active
Focus areas Mental health & well-being; Relationship & sexuality
Content descriptors & elaborations Explore personal and cultural identities and how they
change and adapt to different contexts and situations (ACPPS051): identifying how
personal qualities contribute to identities and inform world views (MH); investigating how
personal and cultural identities are influenced by the groups and communities to which we
belong and the places to which we feel connected (RS); recognising how individual
personalities and teamwork contribute to achieving success in physical activities
(RS, CA); exploring how family, peers and the media influence how individuals
interact in given situations (RS)
Achievement standards - Students investigate developmental changes and transitions.
They examine the changing nature of personal and cultural identities. They recognise the
influence of emotions on behaviours and discuss factors that influence how people interact.
They describe their own and others contributions to health, physical activity, safety and
wellbeing.

LESSON - 3

5.27.2015

SUBJECT

OBJECTIVE

Health & Physical

Education

This lesson will be the continuation of lesson 2. Students will demonstrate understanding of
what racism looks, feels and sounds like. Students will demonstrate understanding of the
connection between racism and bullying. Students will share ideas of how to stand against
racism.

PREPARED BY
Shikha Deborrah
David

GRADE LEVEL
MATERIALS REQUIRED

5-6

DURATION -110
mins
LESSON
SEQUENCE

TEACHER GUIDE
1.
2.

3.

4.
5.

6.

Whole class (2 mins): Recap learning from last lesson

Pair-think-share (5 mins): students will come up with 3 points discussing how it would
feel to be odd one out in a situation. Class discussion will be continued with the
question: What would we call the behaviour displayed by the students from the
stories in the previous activities? This will connect their prior knowledge and
understanding about bullying with the concept of racism.
Individual task (20 mins): students will complete the Y-chart (Appendix 3) in which
they will write things they know about bullying. Students will be encouraged to use
the ideas discussed in the play the game activity. The video Play the game can
be played again as needed.
Whole class (15 mins): Pair-think-share students will share their ideas with their
neighbor and each pair will get a chance to share it with the rest of the class.
Meanwhile, the teacher will write their ideas on the WB using the Y-chart format.
Whole class: watch a video from
http://www.takeastandtogether.gov.au/under13/index.html
This website has animated videos with different scenarios. Kids can also choose
various options for each scenario to find out the end result(s).
Individual task (10-15 mins): Students go on the school server (eg: Moodle) and
click on the link http://www.takeastandtogether.gov.au/under13/index.html
Students create an avatar with an anti-racism slogan and post it on the website.
Students will email a copy of their avatar with their slogan to the teachers email
address.

WB
IWB
Laptops/ computers
Worksheet
Butchers paper
Teacher Resources
Scootle
https://www.humanrights.gov.au/site
s/default/files/document/publicati
on/AHRC_RightsEd_Race_Yr5_6.pd
f

DURATION -110
mins

TEACHER GUIDE
7.
8.
9.

PROBING
QUESTIONS

Whole class (2 mins): watch the video Racism in Australia

https://vimeo.com/16227452
Group task (30 mins): Using a butchers paper students will brainstorm ideas.
Please refer to Appendix 4 for task details & instructions.
Whole class (20 mins): students present their ideas using the butchers paper and
class discussion is initiated.

How do you think racism could affect you? How does it feel to be judged based on how you
look? How does it feel to be left out? What is bully? Does bullying happen in our school?
How is racism a type of bullying? Can discrimination be faced by people of different ethnic
backgrounds or can it be faced others too? Who else can experience racism? Is it good
enough to take revenge or act the same way the bully does? Why/ why not?

ASSESSMENT

Formative: class discussions, pair-think-share, Y-charts, brainstorming group task using

butchers paper

AUSTRALIAN
CURRICULUM

Strand Personal, social and community health

Sub - strand Being healthy, safe and active
Focus areas Mental health & well-being; Relationship & sexuality
Content descriptors & elaborations Explore personal and cultural identities and how they
change and adapt to different contexts and situations (ACPPS051): identifying how
personal qualities contribute to identities and inform world views (MH); investigating how
personal and cultural identities are influenced by the groups and communities to which we
belong and the places to which we feel connected (RS); recognising how individual
personalities and teamwork contribute to achieving success in physical activities
(RS, CA); exploring how family, peers and the media influence how individuals
interact in given situations (RS)
Achievement standards - Students investigate developmental changes and transitions.
They examine the changing nature of personal and cultural identities. They recognise the
influence of emotions on behaviours and discuss factors that influence how people interact.
They describe their own and others contributions to health, physical activity, safety and
wellbeing.

LESSON - 4

5.27.2015

SUBJECT

OBJECTIVE

Health & Physical

Education

Students demonstrate understanding that every single person can be part of

the solution to racism. Students will understand the purpose of campaigns
and will be able to demonstrate this through a creation of PPT. Students will
explore a range of exemplary campaigns, activities and resources which
encourage people to stand against racism and to encourage others to do the
same.

PREPARED BY
Shikha Deborrah
David

GRADE LEVEL

MATERIALS REQUIRED
WB
IWB
Laptops/ computers
Worksheets
Internet

5-6
Teacher Resources

DURATION 110
LESSON
SEQUENCE

TEACHER GUIDE

Recap (5 mins): Going around the class brainstorm what students

learnt until now on WB. Every student gives 1 piece of information
different to another so there is no repetition of information.
2. Whole class (10 mins): Explore the website
http://itstopswithme.humanrights.gov.au/about-campaign Racism.
Stops with me as a class and discuss the aim of this campaign. Also
explore the website
http://itstopswithme.humanrights.gov.au/resources/what-you-saymatters What you say matters and discuss the aims of these two
campaigns.
3. Individual task (25 mins): students go on the school server (eg:
Moodle) and complete the Web Quest (Appendix 5) on Racism. It
stops with me website and campaign. Students will be able to save
their work in student profile on the school server.
1.

Scootle
https://www.humanrights.gov.au/site
s/default/files/document/publicati
on/AHRC_RightsEd_Race_Yr5_6.pd
f

Reflection (3-5 mins): as a whole class discuss the finds from Web
Quest activity.
5. Whole class (5 mins): watch the advertisement for the campaign
https://www.youtube.com/watch?v=ASsZ-u9YV3c Racism. It stops
with me. Have a class discussion on racism and sports.
6. Group task (50 mins): students will be divided into pairs. Each pair
will receive a campaign to research about. Students will find the
Research Task Worksheet (Appendix 6) in the school server. This
worksheet has questions which will guide their research. At the end of
their research students will create a PPT to present in the class. They
will need to complete the Ws chart which will help them organize
their information for PPT. Some of the campaigns that students will
research about are: Racism in sport toolkit, Racism.No way,
Stop.Think.Respect, Talk about racism, Close the gap, etc.
7. Students will present their work in the next lesson. A quick 5 mins
reflection will be done to check students learning.
4.

PROBING
QUESTIONS

ASSESSMENT

What is the slogan about? What do you think it means? How can we all be a
part of the solution for racism in Australia? Does racism happen in every
sport? Does it happen more in some sports than others? Have you ever seen
anything racist happen during sport? Why would racism happen more
regularly in sport than other settings?

Formative: class discussions, web quest, PPT

Summative: PPT

AUSTRALIAN
CURRICULUM

Strand Personal, social and community health

Sub - strand Being healthy, safe and active
Focus areas Mental health & well-being; Relationship & sexuality
Content descriptors & elaborations Explore personal and cultural identities
and how they change and adapt to different contexts and
situations (ACPPS051): identifying how personal qualities contribute to
10

identities and inform world views (MH); investigating how personal and
cultural identities are influenced by the groups and communities to which we
belong and the places to which we feel connected (RS); recognising how
individual personalities and teamwork contribute to achieving success in
physical activities (RS, CA); exploring how family, peers and the media
influence how individuals interact in given situations (RS)
Achievement standards - Students investigate developmental changes and
transitions. They examine the changing nature of personal and cultural
identities. They recognise the influence of emotions on behaviours
and discuss factors that influence how people interact. They describe their
own and others contributions to health, physical activity, safety and
wellbeing.

LESSON - 5

5.27.2015

11

SUBJECT

OBJECTIVE

Health & Physical

Education

Students will present their presentations. Students will also begin developing their own
actions against racist bullying and harassment within their school and community. Students
will understand that sometimes expressing opposition to racism can be difficult.

PREPARED BY
Shikha Deborrah
David

GRADE LEVEL
MATERIALS REQUIRED

5-6

DURATION 60
mins
LESSON
SEQUENCE

TEACHER GUIDE
1.
2.

Whole class discussion (5 mins): begin by discussing what students know about
cultures, racism, bullying and taking action against racism.
Whole class (10 mins): watch the following video
http://media.theage.com.au/news/national-news/after-adam-pointed-the-finger4768643.html After Adam pointed the finger
Watch the following videos to provide context:
https://www.youtube.com/watch?v=iZkquBdLm0E

3.

4.

https://www.youtube.com/watch?v=KOSTe_CeOvw
Pair-think-share (5-7 mins): questions will be posed that students will discuss in pairs
and then report to the class when asked.
Individual task (30 mins): explore the website All together now
http://alltogethernow.org.au/news/campaigns/everydayracism/ as a class and
discuss ideas/ strategies to help others have better understanding of racism. Then,
students will create a cartoon depicting a student standing up for someone who is
being bullied about their race. Students can use Bitstrip to create digital cartoons.
The app will be made available on student laptops/ computers. Students can
explore All together now website for ideas.
Class discussion (5-7 mins): students will discuss why it can be difficult to express
opposition to racist beliefs or attitudes, especially against those who are bigger
and stronger. Also reflect on this lessons learning to conclude the lesson.

WB
IWB
Laptops/ computers
Workbooks
Internet
Teacher Resources
Scootle
https://www.humanrights.gov.au/site
s/default/files/document/publicati
on/AHRC_RightsEd_Race_Yr5_6.pd
f

12

DURATION 60
mins
PROBING
QUESTIONS

TEACHER GUIDE
How do you think racism could affect you? How does it feel to be judged based on how you
look? How does it feel to be left out? What is bully? Does bullying happen in our school?
How do you think hearing those racial slurs felt? How did Adam Goodes respond to the slurs?
What do you think of his response? What can be done about racism and bullying? What
could be done in school to take actions against racism and bullying? How would we get others
to follow our example? How can standing up for others make a difference?

ASSESSMENT

Formative: class discussions, pair-think-share, creating cartoon using Bitstrip

AUSTRALIAN
CURRICULUM

Strand Personal, social and community health

Sub - strand Being healthy, safe and active
Focus areas Mental health & well-being; Relationship & sexuality
Content descriptors & elaborations Explore personal and cultural identities and how they
change and adapt to different contexts and situations (ACPPS051): identifying how
personal qualities contribute to identities and inform world views (MH); investigating how
personal and cultural identities are influenced by the groups and communities to which we
belong and the places to which we feel connected (RS); recognising how individual
personalities and teamwork contribute to achieving success in physical activities (RS, CA);
exploring how family, peers and the media influence how individuals interact in given
situations (RS)
Achievement standards - Students investigate developmental changes and transitions.
They examine the changing nature of personal and cultural identities. They recognise the
influence of emotions on behaviours and discuss factors that influence how people interact.
They describe their own and others contributions to health, physical activity, safety and
wellbeing.

13

LESSONS 6 to 8

5.27.2015

14

SUBJECT

OBJECTIVE

Health & Physical

Education

Using the knowledge and experiences gained from the previous lessons, students will
generate an anti-racism campaign. They present their task in any format.

PREPARED BY
Shikha Deborrah
David

GRADE LEVEL
MATERIALS REQUIRED

5-6

DURATION 90
mins
LESSON
SEQUENCE

TEACHER GUIDE
1.
2.

Whole class (5mins): Recap knowledge of previous lessons.

Group task: introduce the main task for this unit of study. Then, watch a video
https://www.youtube.com/watch?v=TbY-LHb-jnw from ABC news as an
introduction to the main task. Students are divided into groups of 4. Task details
are listed in Appendix 7. This assessment task will continue for next 2 lessons. The
preparation time will be altered depending on the requirement.

WB
IWB
Laptops/ computers
Workbooks
Poster paper
Butchers paper
Internet
Claymation equipment
Cameras
Teacher Resources

ASSESSMENT

Formative: class discussion

Summative: Design a campaign against racism

AUSTRALIAN
CURRICULUM

Strand Personal, social and community health

Scootle
https://www.humanrights.gov.au/site
s/default/files/document/publicati
on/AHRC_RightsEd_Race_Yr5_6.pd
f

Sub - strand Being healthy, safe and active

Focus areas Mental health & well-being; Relationship & sexuality
Content descriptors & elaborations

Explore personal and cultural identities and how they change and adapt to
different contexts and situations (ACPPS051): recognising how individual
personalities and teamwork contribute to achieving success in physical activities

15

DURATION 90
mins

TEACHER GUIDE

(RS, CA); exploring how family, peers and the media influence how individuals
interact in given situations (RS)
Practise and apply strategies to seek help for themselves or others: examining
scenarios to highlight how emotions, dispositions and decision making can affect
outcomes (S, MH, FN, RS, AD, HBPA); collaborating with peers to suggest strategies
they could use in emergencies (AD, RS, S, MH); practising different communication
techniques to persuade someone to seek help (MH, S, AD, RS); exploring helpseeking scenarios young people encounter and sharing strategies for dealing with
each situation (RS, FN, AD, MH,S)
Investigate the benefits of relationships and examine their impact on their own and
others health and wellbeing: recognising the impact bullying and harassment can
have on relationships, including online relationships (RS, S)

Achievement Standards:
Students should be assessed on their ability to

work cooperatively with the other members of their group to achieve the outcomes
of the assignment
design a campaign to prevent or stop racism in their own school
demonstrate an understanding of the actions that people can take in order to
address racism
Demonstrate proficiency in using information computer technologies in order to
present a campaign.

List of References

16

Australian Human Rights Commission. (2014). Taking a stand against racism: a unit of work for Australian Curriculum.
Retrieved from https://www.humanrights.gov.au/sites/default/files/document/publication/AHRC_RightsEd_Race_Yr5_6.pdf

17