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Citizenship at key stages 1 and 2 (Year 1-6)
Unit 05: Living in a diverse world
Section 3: What are different places like?
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Objectives |
| Children should learn: |
- about different places, drawing on their own and others' experience
- to devise an enquiry into life in another type of community
- that there are similarities, as well as differences, between communities in other parts of the world and our own
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Activities |
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Outcomes |
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Children: |
- In groups, the children identify on maps different places they have visited, been on holiday to, lived in, or where they have relatives. They discuss what they think the similarities and differences are between living in those places and living in their own locality. Encourage them to talk about their experiences of visiting other places.
- Use stories to introduce places that contrast with the school's locality. The children work in small groups to explore the lives and relationships of the characters in the stories/pictures. They devise questions for an enquiry, eg What is it like in the place where the story is set? How is it the same as/different from where we live? What would it be like to live there?
- Ask the children to try and put themselves in the place of some of the characters, considering how they might react if they were in the story. They could do this by: writing word bubbles for what characters might be saying; role-playing a discussion between two characters; drawing themselves on a post-it note and putting it on a favourite illustration, then describing what it would feel like to be 'in' that picture; collecting material for a story sack of artefacts and images, eg from travel magazines, photo packs, about the places in the story.
- Help the children to discuss the similarities and differences between their own locality and places in the stories through the use of prompt statements, eg "Some of the things I can see that I use and do in my everyday life are ...".
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- begin to develop a sense of empathy and commonality with people in other places
- devise questions for a citizenship enquiry
- begin to consider the feelings and points of view of others, both in their own community and the wider world
- begin to recognise and respect the similarities and differences between people in different places
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Points to note |
- Link with geography: 2c, 3a-d, 6a, 6b in the key stage 1 programme of study; 2c, 3a-g, 6a, 6b in the key stage 2 programme of study;
unit 1 'Around our school - the local area',
unit 3 'An island home',
unit 5 'Where in the world is Barnaby Bear?',
unit 6 'Investigating our local area',
unit 10 'A village in India',
unit 13 'A contrasting UK locality - Llandudno' in the scheme of work. See also QCA's guidance on developing enquiry skills in geography (ref. QCA/98/258).
- It is important to draw on the children's experiences of other places. The activities in this section would be reinforced by a visit to a different place.
- This section could be linked with unit 10 'Local democracy for young citizens'.
- A range of stories are available from local Development Education Centres. Care should be taken to balance images in stories or pictures to avoid stereotyping and over-generalisation. For example, 'traditional' images from rural India might be balanced with modern, urban images. Materials such as We are a family by Parentline Plus or A Life Like Mine from Unicef contain positive images of children and families from a range of backgrounds.
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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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