Pdhpe I have a dream



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PDHPE

I have a dream

Activity overview


Students analyse their personal values and then write a speech outlining their hopes and dreams for diversity within their local community. The students record their speech using a webcam before uploading both the written speech and their webcast to a OneNote document for viewing by other students in the class. http://www.curriculumsupport.education.nsw.gov.au/digital_rev/pdhpe/stage5/index.htm

Syllabus links:

5.3 A student analyses factors that contribute to positive, inclusive and satisfying relationships

5.11 A student adapts and evaluates communication skills and strategies to justify opinions, ideas and feelings in increasingly complex situations

5.15 A student devises, justifies and implements plans that reflect a capacity to prioritise, think creatively and use resources effectively


Students learn about:

  • affirming diversity

  • strength in diversity

  • building inclusion

  • appreciating diversity as normal

  • valuing individual differences and perspectives




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

Students learn to:

  • clarify personal values and challenge negative community values and images relating to diversity



  • explore the impact of discrimination and difference on marginalised groups


Learning activity description


Explain to students that our personal values have significant effects on the decisions we make as individuals and in groups. Individual values and attitudes influence the behaviours we adopt and can have health consequences. Drug use, sexual health, road safety and relationships are all influenced by values. Personal values and beliefs can have a great affect on other people in the community. Personal values that respect and support others can create a supportive and healthy environment.

  1. Individually, students identify personal values they believe have the greatest importance to them. Students can add other personal values to the list provided.

    Students complete the work using the OneNote notebook provided.



  2. Individually, students explain the meaning of each of the personal values listed.

  3. From the list of personal values provided in the OneNote notebook, students individually rank the personal values from the most important to the least important. Students to complete this in the OneNote notebook.

    Provide students with the following questions to assist them clarify the values with greatest significance to them.



  • Are your personal values consistent with those of your family? Why? Why not?

  • Do your values always show in your behaviour?

  • Which personal values would your family want to see you display?

  • What personal values give you the most pride and satisfaction?

  • Which personal values are the hardest to display?

  • Which values are greatly valued by the community in which you live? e.g. honesty.

  1. Students compare and contrast their values with the person sitting next to them. Students explore and discuss similarities and differences. Students justify and explain why they ranked their values in that order.

  2. Students select the five most important personal values in their lives and explain how their actions, attitudes and behaviours demonstrate these values towards other people. Students make notes in the OneNote notebook.

    To assist with student responses, provide them with the questions below.



  • What would their behaviour look like?

  • How would it make the other person feel?

  • What are the benefits of displaying such personal values towards others who are different to them? What are the risks?

  • Write a paragraph about the impact of values (as displayed through their actions and behaviours) on individuals and on the community.

  1. In pairs, students select one of the characters from the images provided in the OneNote notebook.

    For the character selected, students develop a podcast in which they discuss the following.



  • What are your initial thoughts about the character? Do you think this is a fair judgement based solely on an image?

  • What assumptions about the individual in the photo are you making? Why do we make such assumptions? Are the assumptions correct and how do you know this?

  • Analyse what forms of discrimination and prejudice such individuals may face in the community.

  • Outline the direct consequences of discrimination on these individuals and their community.

  • Analyse why some young people have different values and behaviours towards people that can antagonise, upset or vilify?

  • Critically analyse whether individual behaviours always reflect personal values towards others. In what situations do individuals display behaviours that are contrary to their personal values and why?

  • Propose personal values individuals can adopt that promote inclusiveness within their community.

  • Propose values and behaviours that members of the community who discriminate against others can adopt to promote inclusiveness in their local community.

  • Predict what society would look like if there was no discrimination.

Teacher note: Students can use the audio recording function in their OneNote notebook or develop the podcast through using the program Audacity.

  1. In pairs, students identify the consequences of discrimination across the whole of society. How can it impact on the health and wellbeing of individuals? How does it impact on the community as a whole?

    Students develop a mindmap outlining the mental, social, financial, environmental, legal and political consequences of discrimination for individuals and the community.

    Encourage students to think about the indirect consequences of discrimination for individuals and the community.

    Students use the mindmap tool provided in the Freemind program. Once students have completed their mindmap, they can send the mindmap to their OneNote notebook.



Teacher note: Challenging all forms of discrimination that exist within the community can support social justice and equity. One way individuals and communities can challenge discrimination is by increasing awareness of issues about diversity within their communities. Explain to students that throughout history, there have been many prominent individuals who have campaigned for the rights of others. One of the most famous examples was the speech delivered by Rev. Martin Luther King who fought long and hard to secure civil rights for all Americans, especially African Americans.

  1. As a class, watch Rev. Martin Luther King give the final speech at the ‘March for Jobs and Freedom’ held in Washington DC on August 28, 1963.

Teacher note: It is not essential to watch the whole video (the whole speech goes for over 17 minutes). Significant aspects of the speech could be highlighted. Speeches within an Australian context could be used e.g. Prime Minister Kevin Rudd’s Sorry speech.

  1. In groups of five, students analyse the content of Rev. Martin Luther King’s speech.

Teacher note: within the speech, Rev. Martin Luther King uses some terms which some students may find offensive including the use of the word ‘negro’. Ensure that you are familiar with sensitivities in your class and you provide the context of the speech, e.g. 1960s in America.

  • What were the key messages of the speech?

  • Who is the speech directed at?

  • How do you think a person of African American descent would have felt standing in the audience listening to Martin Luther King on that day?

  • How do you think an audience would react to this speech today? Would there be different reactions for different sections of the community? Why? Why not?

  • What impact did that speech have on the civil rights movement?

  • What factors added to the effectiveness of the speech (voice, location, audience, mood of the day)?

  • What did Rev. Martin Luther King use to convey his message effectively?

  • How did Rev. Martin Luther King convey emotion and feeling in the speech?

  1. As a class, discuss aspects of the language used within the speech by Rev. Martin Luther King. Discuss the following questions with students.

  • Would all the language used in the speech be appropriate today?

  • What terms could be possibly viewed as inappropriate?

  • Why was Rev. Martin Luther King able to use the term ‘negro’ in his speech?

  • In what context was the language used?

  • How should language change depending on the individuals involved in the communication? i.e. has the appropriateness of language changed with time and within different cultures?

  • How can our choice of language impact on others?

  1. Individually, students write a speech outlining their hopes and dreams for their community. In their speech, students should:

  • clearly identify a specific community issue associated with diversity

  • challenge negative community values and attitudes towards diversity

  • critically evaluate the impact and consequences the issue has on individuals and others within the wider community

  • identify and outline distinct key messages that will promote diversity and inclusiveness within the community

  • propose actions and behaviours that individuals in the community can adopt to promote empathy and understanding within the community towards inclusiveness and diversity.

Students save their speech on the OneNote page in their notebook.

  1. Using OneNote, students present and record their speech on a webcam. Students save the speech in their OneNote notebook and also save a copy to the class OneNote notebook for other students to evaluate.

  2. Students read and watch other student’s speeches. After watching each speech, students provide constructive feedback to their peers about the content and delivery of the speech.

Once students have presented and saved the copy of their speech on OneNote, they save it to their PDHPE file.







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