Teacher’s name: Ms.

Wheatley Unit Overview: Diversity “The Comeback Kid” Class: Year 10

Term: 3 (Theory lessons x 6) Week/s: 3 – 9

Unit Description:
This unit will be addressing the issues surrounding difference and diversity. Students will examine and clarify their personal values and attitudes towards
people of diverse backgrounds, challenge negative community attitudes and investigate the impact of discrimination, harassment and vilification. We will
also investigate difference and diversity in Australian society through examining anti-discrimination and harassment laws. Students will learn and develop
strategies to overcome prejudice and become supportive members of society during this unit. These topics are sensitive issues for some students and need
to be approached with maturity.

Strand Outcomes Skills

5.11 Communicating - adapts and evaluates
Strand 1: Self & Relationships 5.3 A student analyses factors that contribute to positive, inclusive communication skills and strategies to justify
and satisfying relationships. opinions, ideas and feelings in increasingly
complex situations

5.13 Interacting - adopts roles and

responsibilities that enhance group cohesion
and the achievement of personal and group
objectives

5.16 Problem-Solving - predicts potential

problems and develops, justifies and evaluates
solutions
Learn About’s/Learn To’s Teaching & Learning strategies Resources/Equip needed (overview)
Students learn about: Lesson 1:
• affirming diversity 
 Introduction into diversity. Students are introduced to the terminology that - Worksheets & Workbooks
– strength in diversity 
 associates with difference and diversity, such as, exclusion, racism,
– empathy and understanding 
 prejudice, stereotypes, assimilate etc. Students will participate in an activity - Whiteboard markers
– respect and trust 
 that allows them to express ideas of difference within the classroom.
– building inclusion 
 Strategies: - Whiteboard
– appreciating diversity as normal  Class Group Discussion
– – valuing individual differences  ICT - ICT (laptop, Projector, YouTube)
and 
 perspectives 
  Student centred learning
• harassment and vilification 
 - Netflix, Movie “The Blind Side”
– Anti-Discrimination Act (1977) 
 Lesson 2:
– extent of discrimination in the Students dive deeper through exploring differences within society and how - PowerPoint Presentation
community 
 stereotypical views and ‘labels’ can impact on individuals. Students are
– sources of discrimination 
 encouraged to embrace diversity and highlight the positives associated with - Chocolates (for specific activity in lesson 1)
– impact of discrimination, differences.
 harassment and
 vilification on  ICT
individuals and the community 
  Group work

  Class Group Discussion
Students learn to:  Research projects (online)
• clarify personal values and
challenge negative community Lesson 3 + 4:
values and images relating to Students will observe and examine themes from the movie “The Blind Side”.
diversity 
 While watching the movie, students grasp an understanding of diversity
• design an advocacy strategy that within cultures and the challenges and opportunities people from different
affirms difference and diversity 
 cultures experience.
• identify the various forms of  ICT
discrimination specified in the Anti-  Class group discussion
Discrimination Act 
  Literacy (worksheets)
• explore the impact of discrimination
and difference on marginalised Lesson 5:
groups 
 Students explore different sources of discrimination and harassment, and
• investigate school, community and take a look at to what extent this can impact on both the individuals involved
workplace policies and practices and and the wider community.
evaluate their roles in addressing
 ICT (YouTube clips, online interactive game)
discrimination, harassment and
 Literacy (worksheets)
vilification 

 Class group discussions

Lesson 6:
Students look at ideas of discrimination, harassment and vilification and
match them with real-life scenarios. Students will broaden their knowledge
and understanding by placing themselves in other people’s shoes and
experience the challenges they face from diversity, as well as examining
other types of diversity aspects such as, sexuality.
 Scenarios
 Class group discussion (Agree vs. Disagree)
 ICT (interactive individual online game & YouTube clip)
 Group work
 Assessment
Formal Assessment

Formal summative assessment specific to Outcome 5.3.

TASK DESRIPTION

Part A: Written Report

Write a one page report on the item you have chose which represents your culture. Your report must include:
 A statement on what your item is and why you have chosen it
 Describe your item and provide information
 Explain the significance to your culture

Your written report is to be no longer than 1 page.

Suggested items may include:

Food, clothing, music, tradition, celebration, sport/activity/dance, religion, photo’s, etc.

Part B: Oral Presentation

 Speech is meant to be between 2-3 minutes
 The aim of your speech is to teach the class about how your item of choice represents your culture and the significance of it.

Assessment criteria
Students will be assessed on:
 Describe an item that represents an aspect of a chosen culture
 Explain the significance of a certain aspect of a chosen culture
 Communicate your ideas and information both orally and written format
 Your ability to illustrate your knowledge and understanding in a clear and logical manner
 Year 10 – Diversity
Teacher’ s name: Ms. Wheatley Stage /Year/Class: Stage 5, Yr. 10 PE 3

Strand/s: Lesson number: 1 of 6 – Diversity & Differences “The Comeback Kid”

1: Self and Relationships
Knowledge/Understanding Outcomes: Skills/Values:
5.3 A student analyses factors that contribute to positive, inclusive and satisfying 5.11 Communicating
relationships. 5.13 Interacting
5.16 Problem-Solving
Students will Learn About Students will Learn to
• affirming diversity 
 • clarify personal values and challenge negative community values and images
– valuing individual differences and 
 perspectives 
 relating to diversity
• discrimination, harassment and vilification 

– sources of discrimination 
 • explore the impact of discrimination and difference on marginalised groups
– impact of discrimination, harassment and
vilification on individuals and the community

Learning and Teaching Strategies Key Teaching Points Equipment/ Resources

• Introduction Students are not to eat or touch their chocolates

Activity: Chocolate of choice once given.
Get students to select a chocolate when they walk in (caramelo koalas or Cadbury) Get students to think about what you are asking
and ask them to place them on their desks. Start the lesson and tell the students who them to do and why. How does it feel when you Chocolates for Activity
picked the caramelo koalas that they can’t eat their chocolate. Continue the lesson are excluded?
and throughout the lesson ask students Q’s relating to their chocolates. Students are to understand the effects of
E.g. “Who ever has blue eyes, can now eat their chocolate.” discrimination.

Discussion
What is Diversity? Workbooks
Do you think people get treated differently for being diverse? Yes/No? Race, ethnicity, gender, SES, nationality, ability,
What challenges do you think they may face? religion.

Isolation, rejection, exclusion, stereotypes,

discrimination ICT (laptop, Smart board,
• Body YouTube)
Workbooks
Students complete definitions on page 3 in pairs.
Once students have completed definitions, go through as a class with the answers. Continue to test students throughout class with
the chocolate activity. Smart board (PowerPoint with
(5min) YouTube video: Watch diversity clip to broaden perspective. Students who have dark skin can now eat their activity)
https://www.youtube.com/watch?v=LFNuRJm4LMs chocolate.
 Learning and Teaching Strategies Key Teaching Points Equipment/ Resources

Activity: Speed dating Students recognise that having different values,

Organise students in 2 circles, inside and an outside circle. Students are to ask 5 beliefs, characteristics or cultural backgrounds is
questions to each of their dates (peers), questions to ask will be given by the teacher a positive. Encourage diversity.
and displayed on Smart board. Each date will have 1min to ask their 5 questions, with
the outside circle rotating after each minute.
Students write the individuals name down and under their names write their answers.

Activity discussion:
Did you learn something new about someone?
Before entering your date, did you already have preconceived ideas of what their Encourage students to use the words they have
answers might be? learnt such as discrimination, exclusion etc.
Did you find something in common with someone you didn’t think you would have?

• Conclusion
Chocolate of choice activity conclusion:
Ask students how they were treated. Was the treatment fair/equal/appropriate? How
did this make you feel?
 Year 10 – Diversity
Teacher’ s name: Ms. Wheatley Stage /Year/Class: Stage 5, Yr. 10 PE 3

Strand/s: Lesson number: 2 of 6 – Diversity & Differences “The Comeback Kid”

1: Self and Relationships
Knowledge/Understanding Outcomes: Skills/Values:
5.3 A student analyses factors that contribute to positive, inclusive and satisfying 5.11 Communicating
relationships. 5.13 Interacting
5.16 Problem-Solving
Students will Learn About Students will Learn to
• affirming diversity 
 • clarify personal values and challenge negative community values and images
– valuing individual differences and 
 perspectives 
 relating to diversity 

• discrimination, harassment and vilification 
 • explore the impact of discrimination and difference on marginalised groups 

– sources of discrimination 

– impact of discrimination, harassment and vilification on individuals and the
community 


Learning and Teaching Strategies Key Teaching Points Equipment/ Resources

• Introduction
Recap last lessons content. Race, gender, religion, beliefs, values, ability etc.
What are some words we associate diversity with? Discrimination, harassment, racism, prejudice etc. Workbooks
What are the negative aspects that sometimes associate with diversity?
How did it feel during the chocolate activity in last lesson? Whiteboard

• Body Always be open-minded, respect others for their Whiteboard markers

PowerPoint: photos from YouTube clip differences. “Don’t judge a book by its cover”.
Before showing the clip, show some images of the people in the video and get Reiterate how easy it is to have stereotypical views of ICT (laptop, Smart board,
students to think about how the first feel/think when they see the photos of the others and to shut people out due to their differences. YouTube)
different individuals.
What was your first thought when you saw this photo? Smart board (PowerPoint
What do you think they do for a living? Interests? with activity)

Youtube clip (3min):

https://www.youtube.com/watch?v=84OT0NLlqfM
What is the main message behind this video?
 Learning and Teaching Strategies Key Teaching Points Equipment/ Resources

Workbooks: complete page 8

Listen to Lady Gaga song “Born this Way”. E.g. John Lennon, Black Eyed Peas
Students are to look at the lyrics and highlight the important / the lyrics that stand out
to them about welcoming diversity.
What do you think is meant behind those lyrics? Hidden message?

Pair Activity: Choose a song.

In pairs or groups, students are to research a song that shows messages of E.g. foods, sports, fashion
discrimination or diversity and anaylse the lyrics.
Why did you choose this song?
What does it mean to you?
What were the main lyrics / messages that stood out for you?

Class discussion & brainstorm:

List all the positive aspects of diversity you can identify in your community / school.

• Conclusion
How can stereotypes shape the way we view people?
What did you learn after making an assumption on the people’s faces, then watching
what they were really like?
What are some positives from having diversity in our community? Would it be boring
if we were all the same?

Do you think music can have an impact on how we perceive people or cultures?
 Year 10 – Diversity
Teacher’ s name: Ms. Wheatley Stage /Year/Class: Stage 5, Yr. 10.6

Strand/s: Lesson number: 3 + 4 of 6 – Diversity & Differences “The Comeback

1: Self and Relationships Kid”
Knowledge/Understanding Outcomes: Skills/Values:
5.3 A student analyses factors that contribute to positive, inclusive and satisfying 5.11 Communicating
relationships. 5.13 Interacting
5.16 Problem-Solving
Students will Learn About Students will Learn to
• affirming diversity 
 • clarify personal values and challenge negative community values and images
– valuing individual differences and 
 perspectives 
 relating to diversity 

• discrimination, harassment and vilification 
 • explore the impact of discrimination and difference on marginalised groups 

– sources of discrimination 

– impact of discrimination, harassment and vilification on individuals and the
community 


Learning and Teaching Strategies Key Teaching Points Equipment/

Resources

• Introduction
Over 2 lessons we will watch ‘The Blind Side’. Whiteboard marker

• Body
Movie: ‘The Blind Side’ Students understand elements of diversity,
When we have finished ‘The Blind Side’ students will answer questions regarding differences, racism, prejudice, exclusion etc. Workbooks
themes in the movie.
Pause at critical scenes in the movie and discuss as
Worksheet: a class. Tell students this will give them time to DVD “The Blind Side”
Over the 2 lessons students will answer the questions given to them on a worksheet. answer their worksheet and assist them with it.
They can work in pairs to assist each other in answering each question.
ICT (laptops, Smart
Questions include: board, YouTube)
What are the main issues dealt with in the film? Students understand the importance of acceptance
Explain the differences (diversity) in the two cultures portrayed in the film. and what a difference acceptance can make.
What were the challenges and opportunities for Michael Oher and the Tuohy family? Smart board (PowerPoint
with activity)
• Conclusion
Do you think the events that happen within this film still are present today?
Have you ever felt like Michael Oher before? How did that make you feel?
 Year 10 - Diversity
Teacher’ s name: Ms. Wheatley Stage /Year/Class: Stage 5, Yr. 10 PE 3

Strand/s: Lesson number: 5 of 6 – Diversity & Differences “The Comeback Kid”

1: Self and Relationships
Knowledge/Understanding Outcomes: Skills/Values:
5.3 A student analyses factors that contribute to positive, inclusive and satisfying 5.11 Communicating
relationships. 5.13 Interacting
5.16 Problem-Solving
Students will Learn About Students will Learn to
• affirming diversity 
 • clarify personal values and challenge negative community values and images
– valuing individual differences and 
 perspectives 
 relating to diversity 

• discrimination, harassment and vilification 
 • explore the impact of discrimination and difference on marginalised groups 

– sources of discrimination 

– impact of discrimination, harassment and vilification on individuals and the
community 


Learning and Teaching Strategies Key Teaching Points Equipment/ Resources

• Introduction
Recap themes from Blind Side. Discrimination, harassment, racism, prejudice,
motivation, resilience etc. Workbooks
• Body
Always be open-minded, respect others for their
Workbooks: page 13 differences. “Don’t judge a book by its cover”.
Students answer questions on worksheet, discuss answers as a class once finished. Reiterate how easy it is to have stereotypical views of Whiteboard markers
others and to shut people out due to their differences.
YouTube video: 12min
https://www.youtube.com/watch?v=onKVeZaDzWg
Brown eyes v Blue eyes experiment with children Whiteboard
Discuss: Students are to think about how easily people can be
What do you think about this experiment? influenced by others to discriminate or act prejudice.
Do you think it got the message across?

YouTube clip If students do not have laptop or phone devices – do it ICT (laptop, Smart board,
Brown eyes v Blue eyes experiment with adults. as a class on the big screen. YouTube)
https://www.youtube.com/watch?v=5NHeFgaVWs8
Discuss: Reiterate to students that this is a safe environment
After watching both clips with 2 different age groups and at different periods, what do and there is to be no judgement on peoples answers.
you think the overall message is? It is a learning environment for all and we are to Smart board (PowerPoint
What is the lady’s aim? support each others values and beliefs. with activity)
 Learning and Teaching Strategies Key Teaching Points Equipment/ Resources

Activity: Racism No Way.

Students go to http://www.racismnoway.com.au/teaching-resources/anti-racism-
activities/puzzles-and-quizzes/senior-hypothetical-racism-at-school/
They are to partake in the online discrimination activity to see how they would deal
with racism in the classroom and on the playground.
Discuss:
What was your score?
Do you agree with what the quiz is telling you? Why/why not?
Is racial discrimination an issue at school? Why/why not?
Do you think this quiz accurately represents what is happening in today’s society?

• Conclusion
How did you feel after watching the 2 experiments?
Are you shocked by people’s reactions or did you expect that?
Do you think that would happen in today’s society?
 Year 10 – Diversity
Teacher’ s name: Ms. Wheatley Stage /Year/Class: Stage 5, Yr. 10.6

Strand/s: Lesson number: 6 of 6 – Diversity & Differences “The Comeback Kid”

1: Self and Relationships
Knowledge/Understanding Outcomes: Skills/Values:
5.3 A student analyses factors that contribute to positive, inclusive and satisfying 5.11 Communicating
relationships. 5.13 Interacting
5.16 Problem-Solving
Students will Learn About Students will Learn to
• affirming diversity 
 • clarify personal values and challenge negative community values and images
– valuing individual differences and 
 perspectives 
 relating to diversity 

• discrimination, harassment and vilification 
 • explore the impact of discrimination and difference on marginalised groups 

– sources of discrimination 

– impact of discrimination, harassment and vilification on individuals and the
community 


Learning and Teaching Strategies Key Teaching Points Equipment/

Resources
• Introduction
Recap last lesson.
Introduce definitions of discrimination, harassment or vilification. Doesn’t matter what context, all are unacceptable. Whiteboard marker
Ask students if they can tell the difference?
Whiteboard
• Body

Workbooks: page 19 Workbooks

Students answer scenarios and identify whether it is discrimination, harassment or
vilification.
ICT (laptops, Smart
Discussion time: board, YouTube)
After students have an understanding of the above definitions, ask students in their
pairs/groups to think of a time where you have experienced or have witness Write Q’s on whiteboard for students to go back to.
discrimination, harassment or vilification. Smart board (PowerPoint
What did you do? with activity)
How did you cope?
What would you do differently next time?
What coping strategies would you use or advise someone for next time?
What did you learn through your experience?
 Learning and Teaching Strategies Key Teaching Points Equipment/
Resources

Activity: Agree or Disagree

Teacher reads out statements regarding homophobia, heterosexual and discrimination. Students Get students to give reasoning for why
move to either agree or disagree side, or if they are unsure they stand in the middle. they moved to agree or disagree side.

YouTube clip: Marriage Equality Ad (2min) Identify there are other forms of
What is the message? diversity other then culture,
What did you think was going to happen at the end? Did you make assumptions? backgrounds and beliefs, e.g. sexuality

• Conclusion
If there is still time remaining, get students to log onto: http://www.playagainstallodds.ca/

Interactive Game:
They are to interact with the online games that give them a perspective into the lives of refugees.
Discussion:
While interacting with the games, did anything stand out to you?
Were you shocked by what refugees are faced with? What decisions do they need to make
throughout their journey’s?