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PDHPE - Stage 4 - Year 8, Topic: Together as One, Differentiation (NESA,…

- - - - Cultural Iceberg: Show students the Cultural Iceberg video via Youtube and discuss what their experiences are in terms of their cultural heritage - Does the video make sense? How does it make them feel?
      - Think, Pair, Share: Stereotypes: Ask students to define 'stereotype/s' - can they give examples? What impact do stereotypes have on individuals and the community. Can they give examples? Where do stereotypes come from?
      - Visible Learning: Using laminated pictures or PPT - groups of 6 students are presented with a box or plastic sleeve containing a range of images (sourced from the internet, magazines or newspaper). Ask the students to write down what they see, what the images are about, what does it make them wonder. On the whiteboard, one at a time students list the diverse groups and background they can identify within their school environment.
        
        Outcomes (NSW Syllabus):
        
        PD4-1: Examines and evaluates strategies to manage current and future challenges.
        
        PD4-3: Investigates effective strategies to promote inclusivity, equality and respectful relationships
        
        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
      - Places of Exclusion: As a class, list on the whiteboard the different places that exclusion may occur (e.g. school, home, workplace, sport, in the media, online-cyber0racism, public places etc.). In groups and using butchers paper or an online tool (e.g. google doc, padlet, twiddla), each will be given a place. Student will need to explore how racism, stereotyping or discrimination can occur within their given environment.
        
        Outcomes (Australian Curriculum)
        
        ACPPS075: Analyse factors that influence emotions and develop strategies to demonstrate empathy and sensitivity
        
        ACPPS079: Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity
    - - Begin this activity by watching (as a class) the following video - called NoExcuse. Ask students to select one person from the video and brainstorm how the situation might affect their lives and those around them. Ask students to do this by drawing an outline of a person and then instruct students to write examples of the ways an individual might personally be affected by racism inside this outline. Then ask students to include examples of the ways that the broader community might be affected by racism around the outside of the person they have drawn.
    - - NoExcuse video & Cultural Iceberg video via YouTube
        
        PowerPoint Presentation
        
        Magazines, newspaper, butchers paper or laminated picture (Visible Learning)
        
        White board/markers (class collaboration and discussions)
    - - Cultural Communication: Within the classroom environment, providing an insensitive delivery of cultural content can cause behaviour feedback from the students. By asking students to write or share a nonverbal form of communication, such as a hand shake or gesture, provides them with the open security and willingness to represent their culture in a way they see as important to them.
      - Cultural Responsive Teaching (Davis, 2012): A balance between culturally responsive instruction and standards-based instruction, culturally responsive teaching allows the teacher to implement a goal of high achievement for the students, while also addressing the needs of students through motivation and engagement.