Exploring identity and inclusivity
This diversity and inclusion lesson plan, promotes students to explore identities and their sense of self. Students learn skills and strategies to promote inclusion, equality and respectful relationships.
Year level
7-8
Duration
60 minutes
Type
In class activity
SEL Competencies
Social awareness
Relationship skills
Responsible decision-making
Learning intention
Students learn about the skills and strategies that can be used to promote inclusivity, equality and respectful relationships, and those that can be used to manage change and challenges and to seek help.
Key outcomes
By the end of the lesson, students will be able to:
identify how people differ
define respectful relationships and inclusivity.
Materials needed
A3 paper (one piece per four students)
A4 paper (one piece per student)
Pens/pencils
5×7 cards
Sticky notes (at least one per student)
Whiteboard markers
Internet access and mobile device/computer
Mapped to
Australian Curriculum Health and Physical Education
Analyse and reflect on the influence of values and beliefs on the development of identities (AC9HP8P01)
Refine protective behaviours and evaluate community resources to seek help for themselves and others (AC9HP8P08)
Investigate strategies that influence how communities value diversity and propose actions they can take to promote inclusion in their communities (AC9HP8P05)
Australian Curriculum: General Capabilities
NSW PDHPE Syllabus
Examine and demonstrate the role help-seeking strategies and behaviours play in supporting themselves and others (PD4-2)
Investigate effective strategies to promote inclusivity, equality and respectful relationships (PD4-3)
Apply and refine interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or contexts (PD4-10)
Victorian Curriculum: Health and Physical Education
Investigate the impact of transition and change on identities (VCHPEP123)
Examine the benefits to individuals and communities of valuing diversity and promoting inclusivity (VCHPEP132)
Intercultural Understanding:
Navigating in intercultural contexts
Reflecting on culture and cultural diversity
Engaging with cultural and linguistic diversity
Personal and Social Capability:
Social awareness
Appreciate diverse perspectives
Understand relationships
Self-management
Work independently and show initiative
Activity 1
Brainswarm: All the ways we can be different
15 minutes
Class discussion: differences make us interesting and unique. Exploring and respecting other people’s differences and connecting through similarities enables us to feel safe, to trust others and to express ourselves.
Students use one small index card (5×7) each and a handful of sticky notes.
Students are allocated two minutes to record all the ways we, as humans, can be different. Examples can include sex, sexuality, gender, race, religion and spirituality, where we live, family structure, values, beliefs, culture, language and the types of relationships we have. (Discussion prompts can include friendships and intimate relationships, and opposite-sex and same-sex relationships.)
Invite students to place their card on the classroom wall or designated space for display.
As a group, students explore the cards on display.
Students use sticky notes to vote for cards they agree with. Where students agree, they put their sticky notes on top of the card(s).
As a class, discuss the top three response cards voted for and the benefits of valuing diversity.
Activity 2
Y-Chart: What do respectful relationships look, feel and sound like?
15 minutes
Draw a large Y chart on the board.
Students have one minute to think about what respectful relationships:
look like
sound like
feel like.
After one minute, students share their answers with another student and decide their top three answers for each section and write them on the board.
Whole-group discussion:
What does ‘inclusivity’ mean when we talk about relationships?
What does ‘equality’ mean when we talk about relationships?
Activity 3
Whole-class discussion: Respecting differences
15 minutes
Teacher highlights the following: We don’t always seem to be able to accept other people’s differences. Sometimes we can be frightened or confused. Discovering and embracing differences builds empathy, mutual respect, trust and respectful relationships.
Students explore:
Students read through and write down the top five pieces of information they have found in each article.
Report back to the whole group for discussion.
Activity 4
Placemat activity: Sense of belonging
15 minutes
Teacher highlights the following: Psychosocial development in adolescence is largely based around the need to develop self-belonging and identity. Having a sense of belonging helps to build strong wellbeing. Developing relationships, including respectful intimate relationships, is also part of the transition stage of adolescence.
Students work in groups of four to complete a placemat activity.
Each student is allocated a corner of a blank A3 piece of paper to write down their ideas about what helps to shape a person’s sense of belonging. Students justify their answers by including concrete examples.
After two minutes, students share their thoughts with their group and write down the top responses in the middle box.
Share group answers with the class.
