It is suggested that the activities be taught at the beginning of the school year over the course of term 1 or 2. Although a number of the activities can be taught in isolation, it is recommended that the program begin in Early Stage 1 and continue through to Stage 2. Where activities are taught out of sequence, some preparatory work may be required to address concepts introduced in previous sessions.
The activities may be presented in a number of ways to meet the needs of students. Teachers may elect to implement all or only some of the activities provided, or to modify activities to meet student needs and available resources.
 |
Stage |
Early Stage 1 |
Stage 1 |
Stage 2 |
| Theme |
Me |
Me + you = Us |
Us + them =
Everyone |
| Year |
Kindergarten |
Years 1 and 2 |
Year 3 |
 |
Developing
identity and self
esteem |
Developing positive
self identity |
Recognising
diverse identities |
Developing
empathy with others |
Being
comfortable with
difference |
Recognising
similarities and
differences |
Appreciating
differences |
Valuing diversity |
Understanding
prejudice |
Recognising fair
and unfair situations |
Understanding
prejudiced attitudes
and behaviours |
Understanding the
impact of prejudice |
Taking action
against prejudice |
Dealing with fair
and unfair
situations |
Developing
mechanisms to
deal with prejudice |
Understanding civil
rights and
responsibilities |
|
The approach
Prejudice. No way! reflects the anti-bias approach to early childhood education pioneered by Louise Derman-Sparks in Anti-Bias: Curriculum: Tools for Empowering Young Children. Lady Gowrie Child Centre extended this initial work by publishing resources and creating training that explored anti-bias in the Australian context. Teaching and learning activities for students are integrated across four broad strands:
- Developing identity and self esteem
In this strand, students are encouraged to develop a positive sense of self, recognise diverse identities and empathise with others. This strand emphasises the need for students to value their own personality, appearance, thoughts, feelings, abilities and cultural heritage and the need to value others' similarly.
- Being comfortable with difference
In this strand, students learn to recognise, appreciate and value the diversity of the community. Opportunities are provided for students to explore the similarities and differences of communities and their members.
- Understanding prejudice
In this strand, students learn to recognise fair and unfair situations, stereotypes and prejudice and to understand their impact on both individuals and communities. Students develop the knowledge and skills required to identify and think critically about prejudiced attitudes and behaviours.
- Taking action against prejudice
In this strand, students develop the appropriate skills needed to deal with prejudice and discrimination. Students learn to deal with fair and unfair situations, prejudice and discrimination within the school and broader community.
The activities provided reflect the developmental growth of students in Years K-3 and have been selected for their appropriateness for student age and stage. Three themes provide the focus for activities:
- Me
Provides activities for students in Year K which focus on students' self awareness and an understanding of their immediate environment.
- Me + you = Us
Provides activities for students in Years 1 and 2 which focus on students' relationship with others in various contexts within the school community.
- Us + them = Everyone
Provides activities for students in Year 3 which focus on the diversity of the broader community and students' rights and responsibilities within this context.
Outcomes
The teaching and learning activities may be linked to a number of key learning areas, although they are particularly relevant to the NSW Board of Studies syllabuses in Human Society and Its Environment (HSIE) and Personal Development, Health and Physical Education (PDHPE). Learning outcomes to which the activities may be linked include:
| Human Society and Its Environment |
| Stage |
Outcome |
Related units |
| Early Stage 1 |
CCES1 Describes events or retells stories that demonstrate their own heritage and the heritage of others. |
School days
This is me! |
| CUES1 Communicates some common characteristics that all people share, as well as some of the differences. |
| SSES1 Identifies ways in which their own needs and the needs of others are met, individually and co-operatively. |
| Stage 1 |
CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities. |
Celebrations
Families past and present
Identifying us |
| CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and other families. |
| SSS1.8 Identifies roles and responsibilities within families, schools and the local community, and determines ways in which they should interact with others. |
| Stage 2 |
CUS2.2 Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities. |
Co-operating communities
People and their beliefs
Living in communities |
| CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities. |
| SSS2.8 Investigates rights, responsibilities and decision making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life. |
| Personal Development, Health and Physical Education (PDHPE) |
| Stage |
Outcome |
Related units |
| Early Stage 1 |
DMES1.2 Identifies some options available when making simple decisions. |
I am special
Me and my friends |
| INES1.3 Relates well to others in work and play situations. |
| IRES1.11 Identifies how individuals care for each other. |
| Stage 1 |
INS1.3 Develops positive relationships with peers and other people. |
There is only one ME
Getting along with others |
| GDS1.9 Describes characteristics that make them both similar to others and unique. |
| IRS1.11 Identifies the ways in which they communicate, co-operate and care for others. |
| Stage 2 |
INS2.3 Makes positive contributions to group activities. |
My growing self
Building my network |
| PSS2.5 Uses a range of problem-solving strategies. |
| IRS2.11 Describes how relationships with a range of people enhance well-being. |
Student work samples
Student work samples based on the activities have been included to assist teachers to monitor and assess the progress of individual students. When considering the achievement of outcomes, teachers should consider the entirety of work completed for each strand rather than individual activities. In most cases, work completed by students in relation to an individual activity illustrates progress towards the achievement of an outcome or outcomes.
The school environment
For anti-prejudice education to be most effective, an anti-bias approach, applied to the whole school environment, is suggested. This may involve assessing pedagogy, curriculum, the learning environment and teaching and learning materials to ensure they are inclusive of the diversity of the classroom and the broader community.
