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Citizenship at key stages 1 and 2 (Year 1-6)
Unit 05: Living in a diverse world
Section 1: How are we the same and how are we different?
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Objectives |
| Children should learn: |
- to recognise and show respect for similarities and differences
- about identities and the things that contribute to our identity, including our membership of different groups
- to take turns in speaking and to respond appropriately to others
- that all children have basic needs and rights as human beings, regardless of their gender, ethnicity, size, ability, etc
- to develop strategies to deal with prejudice, including racism, and to support others who encounter it
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Activities |
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Outcomes |
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Children: |
- Remind the children of the agreed ground rules for discussion. In circle time, help them to identify things they have in common and differences between them by saying, "Come into the circle and join hands if you ..." (eg have long hair, wear glasses, have lived in this [city/town/village] all your life, can speak Bengali, have family in another country). Finish by saying, "Come into the circle if you are in [year 1] and shout 'We are!' ". The children learn that all these different factors help make up their individual identities. They draw a badge or coat of arms to illustrate their identity.
- In pairs, the children discuss the things they have in common and the differences between them. They consider the characteristics all humans share, eg they need water, food and shelter in order to stay alive. They make a list of these, and then list some of the differences between people, eg what they look like, the language(s) they speak, their interests/hobbies. Each pair joins with another pair to share their findings. Every member of the group identifies, with the help of the others, something that is special about them because it is unique to the group. In a 'round', each child says in turn, "I am special because ..." (eg I can speak Chinese, my cousins live in Australia, I was born in Scotland). A variation on this could be for the children's partners to report back, saying, "[Name of partner] is special because ...".
- Each child draws a self-portrait with a speech bubble saying something about them. Then the children draw a similar portrait of a friend or the person sitting next to them. Ask them to describe what is the same and what is different about the two drawings.
- The children sit in a circle. Ask them to make 'silent statements', saying, "Cross the circle if you ..." (eg are wearing short socks, have a pet, feel hurt if someone makes fun of you or your family, would help a classmate who was unhappy). In pairs, the children discuss what they would do if someone made fun of them or their family. They identify and list things that make them feel sad at school, eg being teased or called names, being left out of a game at playtime. With the class, identify and establish those things that are morally wrong and why they are wrong, eg it is wrong to tease someone because of their race or if they have a disability, because we are all special members of our class and must not hurt each other's feelings. The class lists things they could do to make someone else happy, eg sharing something, talking to someone in the class who feels lonely, including everyone in games at playtime. The children make a class chart - using pictures and/or words - of their list.
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- know that there are similarities and differences between every child in the class
- know that different things contribute to our identity, including our membership of different groups
- take turns in speaking and respond appropriately to others
- know that as humans we all have basic needs and rights, and give examples of these
- demonstrate respect for difference and communicate this to others
- know that it is wrong to tease someone because they are different, including because of their race
- understand that some people are threatened by difference, eg difference of race
- develop strategies to support others who may encounter prejudice or discrimination
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Points to note |
- Additional circle games can be used; for example, one child (or the teacher) starts by saying, eg "I like football and so does Abdul", throwing a ball to Abdul. Abdul then chooses something he has in common with someone else, eg "I have a dog and so does Carrie", and throws the ball to Carrie, and so on.
- Link with English: En1 S&L 2d, 3a in the key stage 1 programme of study and En1 S&L 2e, 3a in the key stage 2 programme of study.
- Many schools have well-established circle times, and these activities can be incorporated into them. Where circle time is not established, the activities can be adapted for use by the whole class/groups.
- A puppet could be used to tell the children about things that make it unhappy. The children give it advice about what to do, and say what they will do to help.
- This section could be linked with unit 7 'Children's rights - human rights'.
- As the children get older they will be able to understand more complex issues relating to racism and discrimination.
- Link with art and design:
unit 1A 'Self-portrait' in the scheme of work.
- Link with geography: 3d, 3e, 6b in the key stage 1 programme of study and 3f, 3g, 6b in the key stage 2 programme of study.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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