In this lesson, we are learning to:

• Practice listening and recall skills in a group game.
• Represent the perspective of a peer in your class.
• Identify what empathy is and when we have experienced it.

Episode: The Talented Mr Lachie - Lottie takes it upon herself to help Lachie find his talent for the upcoming talent show.

Find ‘The Talented Mr Lachie’ on NITV, Netflix or SBS On Demand.

Begin this lesson by engaging the class in a game of ‘Passion Pass-along’. This activity provides an opportunity for students to share their passions, learn about their peers, and reflect on what it means to listen to and understand the perspectives of others.

Ask students to gather in a circle. Use a stick or another object as the ‘microphone’ to support students to take turns and reinforce the practice of listening to others. Introduce the game as a way to learn about each other. Remind students that the differences between us and our peers can be celebrated, we must be respectful towards others when we share and learn about each other. 

Ask students to reflect on their passions before starting and provide some examples, such as playing footy, reading, climbing trees, cooking cakes, or drawing. Begin with a volunteer or assign a student to start the game. This student will share an activity they are passionate about. Encourage students to pick more than one passion, as the aim for each student is to share a passion that hasn’t been shared by anyone else.

As you go around the circle, challenge students to recall and list what the people before them said before sharing their own passion. For example, ‘Edward’s passion is football and mine is cooking’. As the number of students who have shared increases, the list of activities for each student to recite becomes longer.  

In a class discussion, have students discuss the passions shared, with a focus on consideration of everyone’s perspectives.

Invite students to reflect on their passions and the passions of their peers:

• Compare three students’ passions, such as reading, sports, and singing.
• Ask the class which passion is the ‘best’.
• Allow the conversation to expand into perspectives and opinions, and how sometimes there is no best or worst, no right or wrong.

Lead the discussion towards the conclusion that there isn’t always a clear answer because we all hold our own truth, perspective and experience.

Explain to students that we all have a unique point of view: we communicate, learn and live our own way. We share some things in common with others, like being in the same class at school or enjoying playing the same game. Other things might be unique to us, such as our hobbies and interests.  

In the Eddies Lil’ Homies episode titled ‘The Talented Mr Lachie’, Lottie, Tal, Junior, Decks and Eddie become excited about an upcoming talent show when they see it advertised. It seems Lachie is the only one who isn’t interested in entering the competition.

In this episode, we notice that Lachie has a different perspective. His passion is reading – which may not have a place in a talent show. The group identify all the things Lachie is good at and what a helpful and valued friend he is, but they find themselves confused. Why doesn’t Lachie want to be in the talent show?

Empathy means being able to imagine the world from the perspective of another person.  

Ask students if they have experienced the following scenarios:

• Have you ever offered a friend a cold drink on a hot day?
• Have you ever noticed someone crying then asked if they were okay?
• Have you ever understood when a friend didn’t want to play a game you love?
• Have you ever supported someone at school to be brave when they felt shy, nervous, or scared?
• Have you ever respected the choices or opinions of others (even when they are different to the choices you make and opinions you have)?

Have students form pairs by choosing a partner with a passion that they don’t understand or haven’t tried before.

Provide each pair with paper and pencils. For five minutes, one student will explain their passion in detail while the other student in the pair draws their peer undertaking the activity. Students could share who they do this activity with, what they wear, when it happens, how they feel, and so on. To add drawn details and gain a full understanding, students may need to ask clarifying questions and/or add keywords or symbols to the page. Students could switch roles and repeat the activity if time permits.

To enable students to demonstrate their understanding, ask volunteers to present their partner’s passion to the class. Encourage students to use the drawing as a tool, calling out and explaining the visual details.

In a class reflection, ask students to discuss how this task helped them to better understand – or empathise with – their partner.