- Ask pupils to review their agreed ground rules.
- In pairs, pupils discuss the different groups to which they belong. How do they describe themselves? Where are they from? What are they like? What do they like doing? What are they good at? What are their beliefs? How do they describe themselves to other people - at school, to friends, on their passports, abroad.
Ask them to make a 'belonging tree' to illustrate their discussions.
- Stimulate discussion by getting pupils to bring in special objects that are representative of something about their own identities. Can they produce an emblem to represent their identities, eg religious identities? Create a class display showing their similarities and differences.
- What are multiple identities? Pupils consider multiple identities - the idea that we are all more than one thing, eg Geordie-athlete, Black-Catholic, London-musician, British-Asian, Anglo-French. What identity combinations, allegiances and loyalties does the class have and how is a combination distinctive to each individual?
- Pupils think back to how they saw their identity one year ago and five years ago. They look ahead and consider how their identity might change in five years or ten years, eg their changing roles such as worker, parent, voter, etc.
- Identity and belonging are universal human rights - show pupils the Universal Declaration of Human Rights.
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- understand the importance of ground rules in challenging discrimination, stereotypes and racism
- describe their identities and the groups they feel they belong to
- recognise different identities and experiences
- appreciate that identity consists of many factors, including values, race and gender
- recognise that each person's identity is unique and can change
- appreciate the importance of respect within a diverse society
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