Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Watch the episode

15 minutes

Find Out: Analyse the episode

30 minutes

Take Action: Movement play

5 minutes

Reflection

Learning Intentions

Students will:

think inclusively about differently-abled peers
understand what inclusivity is and why it is important.

Success Criteria

Students can:

describe examples of exclusion and inclusivity
move their bodies in different ways
listen to and follow instructions about movements.

Tune In: Watch the episode

Step 1

Share the Bluey episode Muffin Cone with your students.

Bluey 'Muffin Cone' - (clickv.ie/w/uOI0)

Muffin Cone synopsis: When Muffin can’t stop sucking her thumb, she has to wear a cone. But the cone gets in her way and she can no longer play ‘sandwich shop’ with Bluey and Bingo.

Find Out: Episode analysis

Step 1

Facilitate a class discussion around the episode, inviting students to share their observations and feelings about the episode. Consider the following questions in your discussion:

I wonder how Muffin felt the first time she had to put on the cone.
I wonder how Bluey and Bingo felt when Muffin couldn't make sandwiches properly.
How did Bluey, Bingo and Muffin change their thinking about the cone?
- At the start of the episode, the cone...
- But at the end of the episode, the cone...
- What changed in between?

Step 2

Now invite students to think of a time when they or someone they know couldn't do what everyone else was doing (like Muffin experienced in the episode):

What happened?
How did it feel to be left out?
Were they frustrated, sad or embarrassed?
Did people change to include them more?

Through your discussion, lead students to the idea that sometimes not everyone can play a game or do things in the same way. Sometimes it can be temporary, for example, when you have an arm or leg in a cast. Sometimes it can be something they have to manage for their entire life. Can students think of any examples?

Students should be taught that people have different abilities, both physical and cognitive, but we are more alike than different. Some tips for managing these conversations include:

- Modelling language is as important as modelling actions in terms of the associations students develop towards differences. For example, ‘person with a disability’ and not ‘disabled person.’
- Answer any questions in a very matter-of-fact way. If we tell students not to ask questions, that can give them the impression that disability is somehow wrong or taboo. Always aim to be open and clear.
- When asked 'Why can’t that person walk?', you could say 'They might have been born like that', or, 'They might have had an accident'. If the person with a disability uses equipment, it is good to explain what that does, for example, 'They use the wheelchair to get around'.
- It is best to stick to factual language and not be afraid to use the word disability. You don’t need to describe the person with a disability as special. You can say they are blind, deaf and so on.
- Most importantly, ensure students learn that disability is just part of life and that you treat people with a disability just like everyone else – with kindness and respect.

Find out more here.

Step 3

Direct students back to the episode. Discuss with students how when Muffin's cone got in the way of her playing the sandwich game, Bluey and Bingo treated her with the same kindness and respect as anyone else and found creative ways to include her in their play despite her limitations. This is an example of being inclusive.

Take Action: Movement play

Explain to students that they will now play a game that helps them practise inclusivity:

Game 1 - Silent ball

Invite students to spread out around the classroom.
Students carefully toss a soft ball to each other, trying not to drop it.
As students start to get comfortable with gently tossing the ball around, you can introduce new rules, such as 'Make sure you have 2 feet on the ground at all times', 'You can only catch the ball with one hand', 'Close your eyes' or 'Play while sitting down'.
As each rule is introduced, invite students to reflect on the challenges of the new rule. What did they have to do to keep playing the game? Do they think the game could have been changed to make it easier? What if some students had to sit on the floor/catch with one hand/close their eyes, but others could stand/catch with both hands/keep their eyes open - would this be fair? Would it involve everyone?

Game 2 - Good afternoon, Judge

Invite students to sit on the floor.
One student - the Judge - sits on a chair at the front, with their back to the rest of the class.
The teacher chooses a student from the group by pointing silently.
That student disguises their voice and says 'Good afternoon, Judge'.
The Judge tries to guess who the voice belongs to. If they guess correctly, they stay on the chair and another student attempts to trick them. If they guess incorrectly, the students swap.
A variation of this game is to ask the Judge to close their eyes. Then place a common classroom object in the Judge's hands and see if they can figure out what it is from its size, shape and texture.
Invite students to reflect on the challenges of this task:
- What senses were they using?
- What did the Judges do to be successful? What adjustments did they make?

Game 3 - No arms relay

This game is best played on the basketball court, or any open outdoor space.
Divide the class into 2 even-numbered teams. The teams can line up on opposite baselines.
Give the first student in each team a soft ball and ask them to place it between their knees. On the call of 'Go!' that student has to move to the opposite baseline and back without dropping the ball. Tip: Depending on your students, you might allow them to use their hands to replace the ball between their knees if they drop it, or you could state that students have to pick up dropped balls using only their knees.
When they get back to their baseline, the student with the ball has to switch the ball to their next teammate. The first team to have all members go up and back wins the race.
Invite students to reflect on the challenges of this task:
- What adjustments did students make to be successful?
- Would it be fair for one team to be able to run with the ball in their hands?

Reflection

Invite students to reflect on the activity they took part in. You could prompt students with the following questions:

I wonder how you felt about this/these game/s. Did you enjoy them?
I wonder why changing the rules of a game can sometimes be a good idea.
What do you think it means to be inclusive?

Inclusive practices involve providing equal access to opportunities and experiences for people who might otherwise struggle to be involved.

Inclusivity - Playing Inclusive Games

Go to

Summary

Lesson guides and printables

In this lesson