The Game Changers SBS Learn Classroom Resource Years 5 – 8
Encouraging inclusivity and excellence in sport inspired by the INAS Global Games
SBS is the official media and education partnerpage of 1 the INAS Global Games 2019. How to Use this Resource
This resource is tailored to Years 5 to 8. It links to subjects including: English, Humanities and Social Sciences, Health and Physical Check out SBS Sport for games and news Education and Mathematics (see page 21 for a full list of Australian coverage, highlights Curriculum links). and live streaming. Visit sbs.com.au/sport for more information. This resource is led by four key concepts: 1. The INAS Global Games- Brisbane 2019 2. Athletic Excellence - Persistence, Commitment, Cover image: Resilience and Success Alberto Campbell- Staines. Alberto is 3. Inclusivity a Jamaican born, Australian elite 4. Communication athlete. He represents Australia as an Athlete With Disability (AWD) The INAS Global Games (GG2019) is a world-class sporting (T20 category) for competition that represents the peak of sporting achievement. 200m, 400m & 800m. Learn more about him Held once every four years, the Global Games sees competitors on page 8. from up to 80 countries going for gold and vying for the honour of being recognised as the best in their field. INAS is the recognised International Sport Organisation for athletes with an intellectual impairment and a full member of the International Paralympic Committee.
Further classroom materials are available at: sbs.com.au/learn/the-game-changers
Any questions about this resource? Contact [email protected]
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© 2019 Special Broadcasting Service Corporation Title: The Game Changers ISBN: 978-0-6485059-9-0 Except as permitted under the Copyright Act 1968 (the Act), no part of this publication may be reproduced by any means, electronic or otherwise, without the written permission of the copyright owner.
page 2 Contents
1. About the INAS Global Games page 4
2. Medals at the Global Games page 6
3. Athletic Excellence – Persistence, page 8
Commitment, Resilience and Success
4. Inclusivity page 14
5. Communication page 22
6. Australian Curriculum Links page 28
7. Meet the Contributors page 33
8. Partners page 34
INAS Global Games. One week. Ten sports. Over 1,000 world class athletes. They will compete, succeed and prove intellectual impairment is no barrier.
page 3 About The INAS Global Games
The INAS Global Games will be held in Brisbane from Saturday 12 October to Saturday 19 October 2019. Hi, I’m Lorri the Lorikeet the mascot Over seven intensive days of competition, athletes, officials, volunteers of The INAS Global and spectators alike will revel in the spectacle of world-class sport and Games – Brisbane 2019 friendly rivalry while simultaneously enjoying the welcoming inclusive spirit of the Games.
The INAS Global Games is a celebration of cultural diversity and allows athletes to compete in a secure, fun and friendly environment.
The Games also work to promote INAS’s goals of changing attitudes, challenging perceptions, creating opportunities, developing pathways and strengthening communities.
Activity Watch the INAS Global Games video montage of many athletes on SBS Learn’s The Game Changers page. Did you know?
At the first Global Games Activity in Sweden in 2004 only 40 countries were represented. • List 20 countries participating in the INAS Global Games • Locate ten of these countries on a world map • Challenge – Link each participating country to Research Brisbane, Queensland, on a world map. How far will these athletes have to travel to get to Brisbane, Australia? Research Co-construct country profiles available onSBS Learn. Source a picture of each country’s flag and explain the significance of flag features.
Research Choose one country and construct your own country profile, based on the country profiles available on SBS Learn.
page 4 The INAS Global Games Events
Research • List the ten sports to be played in the INAS Global Sport is a great Games. way to meet people and make • Investigate icons used to represent these sports. new friends
Activity Looking at the list of the ten sports, determine which are group sports and which are individual sports.
Class discussion • If one more sport could be added to the next INAS Global Games what do you think it should be?
• Discuss rationales. Did you know?
There are ten sports in Activity the INAS Global Games. • Unpack features of a good icon – simplistic, specific, unique, and appropriate.
• Design an icon for your added sport. Did you know?
At the 2009 INAS Global Games in Czech Republic, Judo and Indoor Rowing were demonstration sports.
page 5 Medals at the Global Games
In the 2015 INAS Global Games Australia was the top nation, winning 20 gold, 10 silver and 7 bronze medals.
The design inspiration for the 2019 medals was drawn from one of Australia’s most iconic flowers, the Gum Blossom. The Eucalyptus Tree (or Gum Tree) grows through droughts, insect plagues and floods, and withstands the harsh burn of the Australian sun. The gum tree is strong and brave against the elements and its flower bright and beautiful. The Gum Blossom represents the athlete’s growth and strength, their Did you know? resilience and ability to overcome barriers and to flourish and achieve. The INAS Global Games The close-up design on the reverse of the medal depicts the many Brisbane 2019 medals were designed by the athletes and countries united to celebrate and compete in the INAS Royal Australian Mint Coin Global Games Brisbane 2019. Designer, Bronwyn King.
Research • Visit the SBS Learn website and view the ‘Fun Facts Global Games’ • In pairs, choose one of the sports from the Fun Facts and find out how many medals are allocated to each sport.
page 6 Medals at the Global Games
Activity As a whole class, share research collected and construct a bar graph comparing the amount of medals for each sport.
Class discussion Review graph results. Why are there such differences in the amount of medals allocated per sport? Hint: sports with more events need more medals.
Research Visit the INAS Global Games website at inasglobalgames.org to view the official medals, and answer the following questions: 1. What is the Royal Australian Mint? 2. How are the medals made? 3. What is the diameter and weight of each medal? 4. What metals are used to make the medals? 5. How does the design get on the medal? 6. Why are medals struck four times?
Activity Design an image for a medal to be used at your own school carnival that incorporates your school values.
page 7 Athletic Excellence - Persistence, Commitment, Resilience and Success
Activity Most athletes are Watch this video about Alberto Campbell-Staines first exposed to sport then answer the following discussion questions. through school Watch: youtube.com/watch?v=WwlzOYfUwRs
Class discussion (and scaffolded responses) Did you know?
Q1. What does Alberto do to prepare for the INAS The Australian swimming Global Games? He trains, goes to the gym twice a team participating in this week and practises on the track. year’s INAS Global Games Q2. Where does he train? He trains at QEII – Queen ranges in age from 15 to 36 Elizabeth II Jubilee Sports Centre, also known as years old. QSAC – Queensland Sport and Athletics Centre. Q3. What event does he compete in? He competes in the 400m running event. Q4. What time did he make at the INAS 93rd National Championships? 50.95 seconds
Activity • Time 50.95 seconds on a device with an alarm function • How many star jumps can you do in this time?
• How many push ups can you do in this time?
page 8 Athletic Excellence
Research It takes commitment, In three groups, students watch one of the three case persistence and studies featured below and answer questions about determination to be an athlete who will be competing at the 2019 INAS an elite athlete. Global Games.
Activity Watch these videos on SBS Learn profiling three Australian athletes. Show the clips to your class and answer the following questions on the next page. We have modelled some responses you may use.
A. Jack Ireland
Did you know?
There are 165 Australian Athletes participating in this year’s Global Games.
B. Mac Russell
C. Yasmin Sanders
page 9 Athletic Excellence
Activity continued Athletes train for many A. Jack Ireland hours each day, every day of the year, to Q1. Why did Jack choose to partake in swimming? become “elite”. He enjoyed swimming and was good at it. Q2. What does Jack like about swimming? He likes staying fit and the competition. Q3. When did Jack last represent Australia in the Global Games? 2015 Q4. What does his Coach say makes Jack a good swimmer? Great commitment and dedication to the squad. Q5. What are the benefits of being a part of a training squad? Routine, it’s become a good addition to his life. Q6. What other factors helped Jack to be an elite athlete? Parental support and the people who looked after him who helped him to get where he is.
B. Mac Russell 1. At the Australian Championships, how many races did Mac participate in? 6 races. 2. How many of those events did Mac win? 3 events. 3. What has the involvement in sport given Mac? Purpose, achievement and a really good set of friends. 4. What is the name of his boat? Sykes Racing. 5. Which rowing squad does Mac belong to? UQ Rowing Club. 6. Who is the head of Rowing at the University of QLD? Zolton Shepherd.
page 10 Athletic Excellence
Activity continued C. Yasmin Sanders 1. What sport does Yasmin Sanders compete in? Tennis. 2. What happened to her ranking in the last year? It went up. 3. Why is the INAS Global Games in 2019 going to be so good for Brisbane? It is going to showcase our beautiful country and show off what sports we have to offer. 4. What equipment is required for this sport? Tennis racquet, balls, court, net. 5. Where does she train? Tall Gums Tennis Club.
6. Who is the Tennis QLD Coach? Alison Scott.
Activity Students report to the rest of the class by summarising the information retrieved from the videos.
Class discussion Unpack the qualities needed to be an elite athlete. List these qualities on the whiteboard e.g., persistence, dedication, commitment, financial backing, talent, support, team, individual.
page 11 Athletic Excellence
Activity Co-construct a three-way Venn diagram highlighting the similarities and differences between the qualities mentioned in between the qualities needed in the three sports below.
Tennis Swimming
Training Racquet Swimmers Commitment Balls Pool
Persistence
Support
Boat
Oars
Rowing
Activity Students write a 30 second speech on what it takes to be an elite athlete. Refer to questions answered in the case studies and the Venn Diagram to support ideas.
page 12 Athletic Excellence
Activity • Visit the SBS Learn site to view an example of an athlete’s training schedule then make a weekly timetable to show what their week looks like leading to the INAS Global Games. • Work out the hours needed to train. What can you normally achieve in this time? • Is there a sport you would like to pursue as a professional athlete? What commitment would you need to make in order to become an elite athlete in this sport? What would your weekly schedule look like?
Research • Use the INAS Global Games website: www.inasglobalgames.org to find out who the three Australian ambassadors at the 2019 Games are and what sports they are famous for.
A: Jeff Horn – Boxing, Pat Rafter – Tennis, Daniel Fox – Swimming • What does being an ambassador mean?
page 13 Inclusivity
Research All people have the In pairs research the meaning of “inclusivity”. Find four right to participate synonyms for inclusivity. and enjoy sporting activities.
Class discussion • Share various meanings and their sources. Scribe onto a retrieval chart as below:
Inclusivity (noun)
Source Definition Synonyms
dictionary. The quality of trying to • unrestrictive cambridge.org include many different types of people and • equivalent Did you know? treat them fairly and • same equally. For many young people • open to all their first exposure to sport lexico.com The practice or policy is at school. of including people who might otherwise be excluded or marginalised, such as those who have physical or mental disabilities and members of minority groups.
• Discuss similarities and differences in meanings.
page 14 Inclusivity
Activity • Co-construct a class meaning of inclusivity in sport using a retrieval chart as a base. Write a class Inclusivity is definition and add to the retrieval chart using “class” everyone’s as the source. responsibility and everyone’s right. • Highlight key words in the class definition.
Class discussion • Why do we need to ensure inclusivity in sport and how do we do this at school? Discuss the benefits of sport (health and fitness, social skills, learning resilience, commitment to activities, meeting new people, travel to different places – all great lessons for life.) • Share students’ experiences of participating in sport – at school or at regionals or outside school such as at club sport or lessons. What benefits do they find in playing sport? • Survey and graph the sports students in your class play - are they team or individual sports? What commitment do students have to this sport? Outline training schedules, game days and skill development.
page 15 Inclusivity
How to be inclusive – a summary: • Encourage everyone to accept and welcome each person. • Put people first – focus on what they can do. • Ensure the school’s curriculum includes physical education, for all students. • Be innovative and make adjustments to equipment, rules and environment if required. • Be aware of the competition and classification pathways available in sport. • Promote sporting opportunities outside of school. This includes roles beyond just being a participant, coach, administrator, official, volunteer or water person. • Promote to parents and the school community the value of inclusive sport. • Seek external support and expertise where required.
A positive sporting culture is one that embraces diversity and effectively includes anyone who wants to take part. Inclusion is reliant upon the sporting environment having positive attitudes, effective communication and appropriate access.
page 16 Inclusive Events
Research Being different is not a barrier but In Australia there are laws to ensure inclusion. a gateway to new Research The Disability Discrimination Act (1992) possibilities. then answer the following questions: Q1. What is the Disability Discrimination Act (1992)? It is an act passed by the Parliament of Australia which prohibits discrimination against people with disabilities. Q2. When does disability discrimination occur? When people with a disability are treated less fairly than those without a disability. Q3. What areas of life does the Discrimination Act (1992) cover? Employment, education, access, provision, accommodation, buying, activities, sport and administration.
Did you know? Class discussion The INAS Global Games is • When planning sporting events e.g. the school the world’s largest sporting swimming carnival, what things need to be event for elite athletes with considered? intellectual impairment. • What does it mean to be inclusive of everyone at a sporting event? • Have you attended a sporting event that was or was not inclusive of everyone? What made it that way?
page 17 Inclusive Events
Activity Visit for more Scenario: Imagine you are a physical education information: teacher about to plan an upcoming school sporting event. It is your job to make sure it is inclusive of playbytherules.net.au everyone and that it promotes sporting abilities. Use the following Planning Template Questions to design an inclusive sporting event for your school. 1. What policies have you looked at when planning an inclusive event? (e.g. Rights and Discrimination Acts) 2. How are you going to positively communicate to the school community that this is an inclusive event? 3. How are you going to produce communication about the event in the school so that everyone has access to it? 4. How will you welcome all people at the event? 5. How will you communicate information on the day? What adjustments have you made for people with sensory/ hearing impairments, intellectual disabilities, communication difficulties or people who are EAL/D (English as an additional language/dialect)? 6. How do the facilities meet the physical access needs of everyone? 7. What adjustments to facilities need to be arranged for those who struggle with physical access? 8. How will you make people feel safe at the event, particularly those people who have not competed at an event before? 9. What range of possible participation choices do you have to offer to different ability groups? What about people who cannot enter any physical events? 10. What organisations could be invited to the carnival to help support your goal of inclusivity? 11. What resources will you need to buy for the event to help it be more inclusive? (e.g. equipment)
page 18 Inclusive Sporting Communities
Class discussion Including everyone • If we belong to a sporting club, how can we be in sporting events welcoming to all new members? Relate to what we challenges perceptions, would do to be welcoming to a new class member. changes attitudes and strengthens • Does your club have a vision statement? If so, what is communities locally it? Is the vision lived or just written? and internationally. • If students have a disability, hidden or not, should they have the same opportunity to participate in community sporting events and clubs? All students should be able to access in a linear pathway straight into a sporting community that is welcoming of the person instead of going through a disability agency. Giving the students and their family/carers the choice on whether or not they want to be on the linear pathway or access an agency is a choice that they should make. • If students with a disability are finding it difficult to participate in a local club – what are their options? Research Sport Inclusion Australia for programs and events.
Did you know? The benefits of inclusion in club sports: • A more diverse and welcoming sporting environment is reflective of the community • Increased membership, supporter and volunteer base • Improved access to social networks • Access to additional elite pathways • Increased sponsorship and funding opportunities • Improved positive public image • Reduced barriers and misconception
page 19 Inclusive Sporting Communities
Key points for schools – consider the pathways in sport: There are several sporting competitions Participation - Schools deliver physical education specifically for lessons as part of the curriculum. It’s important to athletes that have a focus on what the individuals ‘can do’ and find out similar disability. how they want to participate in sport.
School competition - Zone, district, state, national and international sport competitions for students with a disability take place in schools across Australia.
Non-school based competition - State, national and international sport competitions for athletes with a disability take place in clubs across Australia.
Did you know? Classification/Eligibility is a system where athletes with an impairment have equal opportunities to compete and be successful in disability specific sport events. This system varies across the various impairment groups. Classification is not necessarily required for individuals wishing to participate in club sport at a social level, or at any level as an integrated member of a mainstream sports team. Why? By grouping similar athletes together, an athlete’s disability has less of an impact on the outcomes of competition. This means that classification helps to allow the fastest, strongest or best athletes in each class to succeed in their sport. When? If you want to compete in sport as an athlete with a disability, you must undergo a sports-specific classification assessment and hold a classification class.
page 20 Inclusive Sporting Communities
Research Further • Visit the INAS Global Games website: organisations: inasglobalgames.org INAS - International • Click on tab at top “Sport Entry Information” Federation for athletes with an intellectual impairment • Choose one sports schedule and standards e.g., inas.org Athletics Schedule and Standards International • Note five points from this sport to share with class. Paralympic Committee *NB. This information was correct at time of publication. paralympic.org Sport Inclusion Australia sportinclusionaustralia.org.au
Activity Deaf Sport Australia dsa.org.au • Visit the INAS Global Games website. inasglobalgames.org Blind Sports Australia blindsportsaustralia.com.au • Find the Next Gen Athlete (top bar on right hand side on website) Paralympics Australia paralympic.org.au Q1. What is the Next Gen Athlete Program? A grants and scholarship program that supports eligible Sports Australia resident athletes with an intellectual impairment to sportaus.gov.au pursue their sporting dreams to compete at regional, National Disability state, national and international levels of sporting Insurance Scheme competition. Grants and scholarships can assist ndis.gov.au in covering the costs of a range of items including equipment, coaching fees, membership fees, event application fees and eligible travelling costs. • How do people apply? *NB. This information was correct at time of publication.
page 21 Communication
Class discussion • Most of us use communication every single day Communication is a without ever stopping to think about it. basic human right. It is more than just • Discuss why we communicate and ways students speech. gathered information today before school, at school, in the playground. Make a class list.
Activity Investigate different ways we communicate – use a timer and in three minutes write as many ways as you can think of to communicate information to another person e.g. hand gestures, body language, drawing a picture, speaking, reading, writing a message, using a map, facial expressions, body language, send a text message.
Did you know?
Communication is more Class discussion than just speech – it is the • When time is up come back as a group and create imparting or exchanging of a class list from the class discussion, including all information by speaking, the ways in which you communicated today. writing, or using some other medium. • Determine if these could be classified into groups e.g., verbal, non-verbal, visual.
Communication
Verbal Visual Non-Verbal
• Speaking • Written • Body language face-to-face • Pictures • Sign language • Telephone • Facial expressions conversations
page 22 Communication
Activity More confident Imagine what it would be like to struggle to communication understand what people are saying to you or to put helps maximise your thoughts into words. Think about how hard it educational, health would be to share stories, to understand what your and social outcomes. teacher is asking you to do, or to explain to your friends why you are feeling upset. 1. Use any audio recording in a different language. What message do you think is being communicated? 2. Use the same recording but now with pictures. What message do you think is being communicated? 3. Use the same recording with pictures and subtitles. What message do you think is being communicated?
Class discussion • How did students feel after listening to the audio recording? Most would have had no idea what message was being communicated. • Discuss how their understanding developed through the use of visuals and written text, as this gave them more information and helped develop a better understanding. • What implications does this have for us in a discussion of inclusivity?
page 23 Communication
Class discussion Did you know? Communication is often a barrier to understanding others. Most people are aware that people with Communication disability a vision or hearing impairment will have some is largely invisible. Unseen challenges or difficulties with communication. We and out-of-sight. will investigate some of these challenges.
Research • Break the class into two teams. Team 1: Research ways someone who is visually impaired communicates (NB this doesn’t always mean blind) e.g. spoken language, braille, OrCam MyEye, enlarged print. Team 2: Research ways someone who is hearing impaired communicates (NB this doesn’t always mean deaf) e.g., lip reading, pictures, written word, sign language. • Share information gathered as a whole class.
Activity • Watch “The Braille Story” • Show some examples of braille – it is a language used to represent letters, numbers, punctuation marks and entire words. The pattern of raised dots (bumps) can be read with fingers. • Learn about the organisation in Australia which supports people who are visually impaired participate in sports – Blind Sports Australia: blindsportsaustralia.com.au
page 24 Communication
Activity Language is a skill • Auslan is the language of the Australian Deaf that allows us to community. Auslan is not a universal language share our ideas and - it is unique to Australia. There is also American feelings, to learn and Sign Language (ASL), British Sign Language (BSL), to understand the Chinese Sign Language, French Sign Language – world around us. just like there are many spoken languages around the world, there are many sign languages around the world. • Watch “Australian Sign Language - AUSLAN” • Learn about the organisation in Australia which supports people who are hearing impaired participate in sports – Deaf Sports Australia: deafsports.org.au
Research Did you know? • Using AUSLAN students choose five everyday words/phrases e.g. good morning, hello, thank 1.2 million Australians you, please, how are you etc. Use the internet to live with communication determine how to sign these words/phrases. disability. • Students choose one word to sign to the class and the class is to guess.
page 25 Communication
Class discussion • There are other people who have communication difficulties or disorders – not only those who are visually or hearing impaired. • Develop common understanding of the term “communication disorder” – any disorder that affects an individual’s ability to comprehend, detect, or apply language and speech to engage in discourse effectively with others. • Some people are born with communication difficulties that become apparent over time and others develop them after an event e.g. ABI (acquired brain injury), aphasia after a stroke, dementia, multiple sclerosis. • Communication disorders are sometimes referred to as a hidden disability as you cannot see it. But it is real and it effects millions of people all around the world. Think back to our activity when you listened to an audio in another language. • Reflect on what information was generated from previous communication activities. • If we are to be truly inclusive we need to ensure effective communication for all. • What do our findings tell us we need to do for effective communication?
Activity • Co-construct a class list of ways to be an effective communicator to all. • Compare to the list below generated by Sport Inclusion Australia: sportinclusionaustralia.org.au • Could we recommend any other points to consider. If so, write a class email to the email address below:
page 26 Communication
Communication tips • Speak clearly and keep explanations brief and simple Here are some • In a group situation, introduce each member and take communication tips turns speaking for the classroom. • Seek clarification from the participant of their needs • Be patient and don’t rush instructions • Face participants when delivering instructions • Check for understanding by asking questions • Use visual aids and signs • Be adaptable and flexible in your approach • Use body language and age appropriate tone when communicating • Respect all participants for their individuality • Use demonstrations to explain verbal instructions
Class discussion • All athletes participating in the INAS Global Games have an intellectual impairment. You might not see it, but it is there and impacts the athletes’ communication skills. This is why it is so important to ensure we have effective communication skills in all areas of our communities, including sporting events, as communication difficulties are often hidden and out of sight.
• Watch the video above about Jack Ireland’s mother speaking (start clip at 1.16min). Her main message is rather than focusing on disability, look for the abilities.
page 27 Australian Curriculum Links
The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century. In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students have the opportunity to develop these capabilities in this Learning is fun! teaching resource as it allows them to apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in the context of the INAS Global Games.
The General Capabilities are: * Literacy * Numeracy * Information and Communication Technology (ICT) * Critical and Creative Thinking * Personal and Social Capability
Design Technology Year 5 and 6 Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques. ACTDEP025 Year 7 and 8 Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques. ACTDEP036
page 28 Australian Curriculum Links
English Year 5 • Clarify understanding of content as it unfolds in formal Check out and informal situations, connecting ideas to students’ more links to own experiences and present and justify a point of view. the Australian ACELY1699 Curriculum • Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources. ACELY1703 • Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements. ACELY1700 Year 6 • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions. ACELY1709 • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis. ACELY1710 • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts. ACELY1713 Year 7 • Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition. ACELY1719 • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing. ACELY1720 • Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources. ACELY1723
page 29 Australian Curriculum Links
English continued Year 8 • Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives. ACELY1730 • Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view. ACELY1734 • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints. ACELY1731
Geography Year 8 Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources. ACHGS056
HASS Year 5 Locate and collect relevant information and data from primary sources and secondary sources. ACHASSI095 Year 6 Locate and collect relevant information and data from primary sources and secondary sources. ACHASSI123 Year 7 Apply a methodology to locate and collect relevant information and data from a range of primary sources and secondary sources. ACHASSI153
page 30 Australian Curriculum Links
Health and Physical Education – Personal Social and Community Health: Year 5 and 6 • Examine how identities are influenced by people and places. ACPPS051 • Investigate community resources and ways to seek help about health, safety and wellbeing. ACPPS053 • Plan and practise strategies to promote health, safety and wellbeing. ACPPS054 • Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to natural and built environments. ACPPS059 • Identify how valuing diversity positively influences the wellbeing of the community. ACPPS060 Year 7 and 8 • Investigate and select strategies to promote health, safety and wellbeing. ACPPS073 • Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity. ACPPS075 • Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities. ACPPS077 • Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities. ACPPS078 • Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity. ACPPS079
page 31 Australian Curriculum Links
Mathematics Year 5 • Choose appropriate units of measurement for length, area, volume, capacity and mass. ACMMG108 • Compare 12- and 24-hour time systems and convert between them. ACMMG110 • Pose questions and collect categorical or numerical data by observation or survey. ACMSP118 • Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies. ACMSP119 Year 6 • Convert between common metric units of length, mass and capacity. ACMMG136 • Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables. ACMSP147 Year 7 • Identify and investigate issues involving numerical data collected from primary and secondary sources. ACMSP169 • Construct and compare a range of data displays including stem-and-leaf plots and dot plots. ACMSP170 Year 8 • Investigate techniques for collecting data, including census, sampling and observation. ACMSP284 • Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes. ACMSP206
page 32 Meet the Contributors
Jessica Lindley
Jessica has been a primary school teacher since 2013. She began her career in the area of Physical Education and has a passion for making sure all students participate and enjoy physical activity. She has attended many professional development workshops in the area of inclusivity, which she has been able to implement into her classroom practice. Jessica plans on furthering her knowledge by undertaking post-graduate studies in Inclusive Education in 2020.
Maree Crawley
Maree has been a primary school teacher since 1990. For the past 12 years she has worked as a Support Teacher Inclusive Education in mainstream schools advocating for full inclusion for all students and families. Maree is passionate about celebrating an individual’s differences and highlighting the strengths of each student she works with. Her qualifications include Diploma of Teaching (Primary), Bachelor of Education, Graduate Certificate in Special Education, Master of Educational Leadership and a Master of Special Education.
page 33 This resource was produced in partnership with:
Sport Inclusion Australia is a national sporting organisation to assist the inclusion of people with an intellectual disability into the mainstream community using sport as the medium. It was established to promote, lobby and educate sporting organisations about the benefits of inclusion and advocate for the rights of Australians with a disability to be treated with equality and dignity within the sporting sector.
They were originally known as the Australian Sports and Recreation Association for People with Integration Difficulties (AUSRAPID). Sport Inclusion Australia was founded in 1986 by the late Marie Little OAM with a philosophy – Community Inclusion through Sport and Recreation.
For more information visit sportinclusionaustralia.org.au
SBS Learn is a library of free educational resources linked to SBS documentaries, dramas, news & current affairs, sport, and other productions aired on SBS and NITV. Created especially for teachers, SBS Learn hosts quality classroom resources aligned to the Australian Curriculum.
For more information visit sbs.com.au/learn
This resource is supported by INAS Global Games.
SBS is the official media and education partner of the INAS Global Games 2019.
© 2019 Special Broadcasting Service Corporation Published in October 2019 by SBS Learn, in partnership with Sport Inclusion Australia.