Overview

This sequence of lesson investigates stereotypes and the impact of unconscious bias and expectations on employment, relationships and roles in the home. Students will develop knowledge and understanding of diversity and inclusion for individuals and the community. They will develop skills and strategies to support inclusivity as an individual and also within the school and wider community.  

By completing this sequence, students will investigate the following key questions. 

• What skills and strategies can be used to promote inclusivity, equality and respectful relationships? 

• What positive actions contribute to the health, safety and wellbeing of the wider community? 

Learning intentions 

During these lessons, students will: 

• describe the impact of attitudes and behaviours on employment, roles at home and relationships 

• explore the impact of gender stereotypes related to completing household chores 

• participate in target games in the home 

• modify games to allow fair play, safety and inclusive participation allows all participants to enjoy and succeed.

Success criteria for the overall sequence 

• Identify ways to cultivate inclusion for all in your community. 

• Identify the impact of gender stereotypes related to completing household chores and roles in the workforce. 

• Make decisions to modify a physical activity to make it suitable for a specific group in the community. 

Syllabus outcomes  

• PD4-3 investigates effective strategies to promote inclusivity, equality and respectful relationships 

• PD4-5 transfers and adapts solutions to complex movement challenges 

• PD4-10 applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or contexts 

All outcomes and content referred to in this unit come from the PDHPE K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2018.

In this lesson, students will be focused on participation and adaptation of target games. 

Target games are an example of a physical activity which reinforce the principles of inclusion and fair play. They are adaptable and promote inclusivity regardless of ability, age or gender. 

Outcomes

• PD4-5 transfers and adapts solutions to complex movement challenges

• PD4-8 plans for and participates in activities that encourage health and a lifetime of physical activity  

In this lesson, students will explore stereotypes and expectations in our society. They will investigate why stereotypes and expectations exist and how they develop. Students will also consider the impact stereotypes and expectations can have on individuals and the community and suggest ways to break them down to create a more inclusive and supportive community for all.  

Outcomes 

• PD4-3 investigates effective strategies to promote inclusivity, equality and respectful relationships

Young people listen to what is said, and, in many ways, they soak up negativity long before it is directed at them. Whilst we recognise that our words and behaviours are important and can cause harm, we sometimes reinforce negative attitudes or condone behaviour which are prejudicial or discriminatory or unkind by the way we use language and how we respond to situations.  

Students will explore and propose positive actions that can promote inclusivity and encourage moving beyond the notion of tolerance and acceptance by recognising attitudes and behaviours that are inclusive.  

Outcomes 

• PD4-3 investigates effective strategies to promote inclusivity, equality and respectful relationships