|Theme:||Taking action against prejudice|
|Age Group:||Year 1|
|Learning Area:||Personal Development, Health and Physical Education|
Students demonstrate ways to help, encourage and care for others.
This activity aims to provide students with opportunities to understand the purpose of rules and to participate in decisions that affect their safety and wellbeing.
Butcher’s paper and coloured pencils or crayons (optional)
- Ask students to reflect on the fact that while we are all similar, we each have different experiences, qualities and strengths. Reflect on the nature of unfair and prejudiced behaviour. (Refer to activity 1.10: Goldilocks if required)
- Write the word “Rules” on the board. Ask students what they understand about rules and why we have them. Try to draw out suggestions about rules ensuring safety and fairness.
- Tell students that you are going to draft a set of class rules that aims to ensure that all class members can feel safe and will be treated with respect and fairness so that they can learn and play together happily and safely. The rules will also aim to recognise students’ differences so that their special qualities and strengths can be valued.
As a class, develop the set of class rules. Discuss each one and its benefits. Record the rules on the board or on butcher’s paper. Display the rules in the class. Provide each student with a copy of the class rules. Students may decorate their rules if they wish.
- After decorating, laminate the rules before they are taken home to be shared with parents, caregivers and other family members. Laminating them will increase the likelihood that the rules will be valued and preserved.
- Some parents may not be able to read or understand the rules. If necessary, try to utilise language teachers or community liaison officers to transcribe the rules into the home language.
- Encourage students to share their families’ responses to the class rules.