Describes how they could contribute to their homes, classrooms and local communities, and how others care for and assist them
Recognise caregiving in others
Develop an understanding of the range of caregiving evident in my community
Poster ‘Self-Assessment’ sheets
Poster ‘Self-Assessment’ sheet (provided)
Old magazines, pictures, scrapbooking materials, etc.
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STRATEGIES AND QUESTIONS
Optional: Play ‘Don’t You Worry ‘Bout a Thing’ by Tori Kelly as students enter the room, or use it as a lesson transition.
INTRODUCTION – WHERE THE LESSON IS GOING AND WHAT IS EXPECTED
Big questions: What are we learning about? Why?
Introduce the learning intentions and contextualise the lesson for your class.
ACTIVITY 1 – SAY MORE OFTEN
Students engage in a ‘Think, Pair, Share’ and develop extra ideas that could be added to the clip just shown.
Success criteria: Watch carefully, share ideas, take turns, listen to others
ACTIVITY 2 – T-CHART
Begin this activity with a discussion about what caregiving is.
TIP: Ensure that students understand that caregiving involves saying and doing.
Emphasise that, unlike the previous activity, this one is about actions rather than just words. Students construct a ‘T-Chart’ in which they write examples of how they receive care from others in one column, and how they show care for others in the other column.
Success criteria: Work independently, draw on personal experiences
ACTIVITY 3 – POSTER
Explain that students will now have an opportunity to demonstrate their understanding of what we can say or do to show care. Direct students to read through the ‘Self-Assessment’ sheet for this task.
Students work individually or in pairs to create a mixed media poster that illustrates a range of examples of caregiving. Encourage them to refer to their ‘T-Charts’ from Activity 2 as a reminder of the different ways that care is given and received.
Success criteria: Create a poster; include pictures, explanatory captions and a clear heading
REFLECTION – RETHINKING AND REVISING
Big Ideas: What have I learnt about caregiving?
Students engage in a reflective class discussion: What do you think is the best example of showing care for someone? ‘What makes you say that?’
Success criteria: Listen to others, take turns talking