Dialogue breaking down prejudice

A woman taking part in an anti-Muslim protest in the US changed her mind when a Muslim woman approached her, hugged her and invited her in to the local Mosque to talk. Other supporters talked to the protester calmly to try and get her to see things differently. When she stepped in side the Mosque she was greeted by applause.

The Mosque's spokesman said, "We focus on the similarities rather than on things that divide"

LI To understand how dialogue can change ideas 
Watch this clip 

https://www.youtube.com/watch?v=ErxlkMwVrUQ 

showing the hug and the conversation with the anti-Muslim protestor. In other (longer) clips we can see the man say to the protestor, "We can be friends" and, "How do you know I'm not Muslim?" He questions her calmly and gets her to question her beliefs. Why does he do this and what is the impact?Watch this film of the woman who gave the hug  https://www.youtube.com/watch?v=uY5NO8ox2y8 

how does she describe the impact of the hug? How do you think the women felt before the hug and after the hug. Why do you think the hug went viral? The woman talks about suffering hate crime in the street in the past; she must feel angry yet she remains calm and hugs the protestor. Why does she choose to remain calm and talk? Why doesn't she shout at the protestor? What does this show us about many people around the world and in America?Write a newspsper report for the incident. use quotes from the films

http://www.independent.co.uk/news/world/americas/anti-muslim-protester-won-over-by-hugs-and-debate-at-noor-islamic-centre-a6690801.html

"No outsiders in our school: Teaching the Equality Act in primary Schools" by Andrew Moffat

equalitiesprimary

Transgender Awareness KS2-3: 10,000 dresses by Marcus Ewert and Rex Ray

Transgender awareness KS2-3                                                                Andrew Moffat

Text: 10,000 dresses by Marcus Ewert and Rex Ray

Resources: I am Leo programmme - CBBC

SEAL Outcomes: Getting on and falling out: I try to recognise when I or other people are pre-judging people and I make an effort to overcome my own assumptions Good to be me: I accept myself for who and what I am

LI To consider what it means to be transgender

Starter: Check understanding of LGBT- in small groups children come up with definitions

Main : Read 10,000 dresses. At the beginning of the story do we think Bailey is a boy or a girl? What makes us think that? Does Bailey feel like a boy? Does Bailey feel like a girl? At no point in the story does Bailey identify as a boy or a girl; does wearing a dress make a child a girl? Bailey’s family keep saying Bailey is wrong to want to wear a dress; how do you think this makes Bailey feel? What changes everything for Bailey? (meeting Laurel) Does Laurel make any comment about Bailey being a boy or a girl? Does Laurel care if Bailey is a boy or a girl? What does transgender mean? (We are all assigned a gender at birth. Some people feel different to the gender they were assigned at birth; they live as the gender they identify with)

Student led activity: whole class: watch the CBBC “My Life” series episode 1 “I am Leo” on youtube . 28 minutes long, very positive and perfect for understanding about life as a transgender child. https://www.youtube.com/watch?v=0x_u2cs8DpI Independent activity: In pairs children discuss and answer the following questions: How does Leo describe what transgender means/ How did Mum feel at first when Lily became Leo? What did she do?/ Why is Leo’s passport so important to him/ What went wrong at primary School and why? / What do you think Primary School should have done differently / How did Steven Whittle change the law?

Plenary: If Bailey, or Leo came to our school what would be the response? Do we accept children for who they are without judgement? Remind children of the No Outsiders school ethos. What would you do if you heard others saying negative remarks to Bailey or Leo?

Suggested AFL questions: Today I have learned…/ Transgender means..... / If someone was Transgender in my class I would…

For more equality and diversity lesson plans see "No Outsiders in our school: Teaching the Equality Act in Primary Schools" by Andrew Moffat www.speechmark.net

 equalitiesprimary

Transgender awarenessin KS1: Introducing Teddy by Jessica Walton and Dougal MacPherson

Transgender awareness     KS1        Andrew Moffat / No Outsiders                                        

Text: Introducing Teddy: Jessica Walton and Dougal MacPherson

LO: To have different friends

Starter: Show an image of children on a playground. Who looks happy, unhappy, lonely, angry etc How can you tell if someone feels unhappy? What does empathy mean? Write a list of feelings demonstrated in the image.

Main: Read and discuss the story. At the beginning of the story what games do Errol and Thomas play together? One day Thomas doesn’t feel like playing; what does Errol do? Why doesn’t Thomas tell Errol what the worry is? Why does Thomas think Errol won’t want to be friends? What does Errol say to reassure Thomas?

Role play: Are we all the same in our class or are we different? Let’s work out how different we are in our class. Stand in a circle and play the hoop game: place a hoop in the middle of the circle and count down 5,4,3,2,1; when you get to one there must be two children in the hoop. The two children have to identify one way they are different, but emphasise we aren’t using gender as an example. So maybe the two children have different faith, or have different skin or hair or like different foods or are wearing different clothes. Repeat and every time you count down, two different children need to be in the hoop. A child cannot be in the hoop twice. The game is better when children enter the hoop in random order; emphasise sometimes a child may have to step back and allow another to be in the hoop. Can we work as a team and let everyone have a turn?

Activity: Design a poster with the title “We can be different”. Children draw a picture of themselves in the centre and around the outside list ways in which they are special and different.

Plenary: What was Thomas worried about? What does Errol say when Tilly says she knows in her heart that she is a girl teddy? (Errol says, “I don’t care if you’re a girl teddy or a boy teddy! What matters to me is that you are my friend!”) Does this change their friendship? What can we learn from Errol?

Suggested AFL questions: Today I have learned / It’s ok to be different because…

For more equality and diversity plans see “No Outsiders In Our School: Teaching the Equality Act in Primary Schools” by Andrew Moffat www.speechmark.net

equalitiesprimary

Teaching resilience KS2: Perfect Square by Michael Hall

Teaching resilience – KS2                                                                       

Text: Perfect Square by Michael Hall Lesson plan by Andrew Moffat / www.equalitiesprimary.com

Resources: lots of squares, scissors, glue

LI To develop skills in resilience

Starter: Write ‘resilience’ on the board. Children in pairs to come up with a definition and then feed back to class. Can we come up with a class definition? What does the dictionary give as a definition?

Main : Read “Perfect Square”. Discussion: what happens in this story, what happens to the square on its journey through the story? Which do you think was the most difficult challenge for the square? (when the square was torn in to scraps, shredded, or shattered etc)? Each time the square faced a new challenge, what did it do? How do you think the square felt when faced with each challenge? How do you think square felt each time it found a solution? When do you think the square is happiest? Why do you think at the end, when square gets its shape back, it doesn’t stop? Why does square change in to a window?

Activity: Use the story as stimulus for an art session. Give each child squares of paper and go through the book; at each stage asking children to follow instructions given in the story (shatter the square/ rip it up etc) and then re-model the shapes in to a new image. The children could use the image suggested in the story or create  their own. Either use as a whole class activity with every child making multiple square images or give each table their own instructions and encourage children to work together to create images using co-operation.

Plenary:  How is the square showing resilience in this story? Lots of things happen to square and it has to think of new responses at every stage; does square ever give up and remain torn, crumpled or in pieces? Why do you think square does not give up? What does square want to show us? What is the message in this story? Think about the ending; square could have stayed as a square for ever but it chose to change in to a window; what do you think the author is trying to tell us about change? When we meet challenges in life; when things happen that we find difficult, what do we need to do? In the story, square remains alone but in our lives there are people around us. If you are facing difficulty, who can you ask for help?

Suggested AFL questions: Today I have learned… resilience means….. When I experience challenges, I will…  Re-visit the definition of resilience made in the starter- do we went to change it?

“No Outsiders in our school: Teaching the equality act in Primary Schools” by Andrew Moffat available from www.speechmark.net

For more lesson plans and resources see www.equalitiesprimary.com

Challenging prejudice / thinking differently KS2 : The cow who climbed a tree: Gemma Merino

Challenging prejudice / being assertive/ listening to new ideas 

Year 4-5-6

Text: The cow who climbed a tree: Gemma Merino Lesson plan by Andrew Moffat: www.equalitiesprimary.com

Learning Intention: To be assertive

Success Criteria: I know what assertive means/ I know why some people are not assertive/ I am not afraid of new ideas

Starter: write assertive on board. Children come to a definition with a partner

Main: Read “The cow who climbed a tree”. Ask children to discuss in partners what the book is about and what the message is, then feedback. Look at page 1 where Tina reads a book; why is she reading? Look at her facial expression compared to the expression on the other cows’ faces; how would you describe each expression? Tina had a ‘thirst for discovery’ – what does that mean? How would you describe the behaviour of the other cows? Why do the cows tell Tina to stop thinking differently? What changed the cows?

Role play: ask for a volunteer to be Tina. Explain Tina is going to try and tell the rest of the class about something she has learned. Can Tina be assertive enough to convince us to listen? Use the words that the cows use when Tina tries to persuade them. Give Tina a card with the following statement to read out and persuade: The world is round! Explain a long time ago people believed the world was flat and if you sailed to the horizon you would fall off the edge. People could not see the world as anything other than flat so they didn’t think about alternative views. Tina’s job is to persuade us to listen to her. Try the exercise with different children taking on the role of Tina. Can Tina remain calm when she argues her point? Can she listen to other views and respond?

Activity: Remind children about the Equality Act and what it’s for. Why is it needed? Do some people still believe we are not all equal? We have the Equality Act in the UK because there are still some people that don’t agree with No Outsiders, who believe that people who are different races, religions, or who have different sexual orientation, cannot get along. Write an assertive letter to the Head Teacher of an imaginary school where No Outsiders is not used and the Equality Act 2010 is not mentioned. You may wish to write a letter saying you do not agree with No Outsiders or a letter saying you do agree. The intention is to be use language that is assertive to persuade the reader to your opinion. Y6: look at http://www.wiscnews.com/baraboonewsrepublic/news/local/article_935d7201-c28b-55b0-9618-789cc770f27f.html an article about a school in America saying they do not welcome pupils who are LGBT. Write to the Head Teacher.

Plenary: Not every country has an Equality Act. There are many countries where people do not have equality. How would an Equality Act help people in those countries? How does our No Outsiders ethos help us to make sure everyone is equal?

AFL questions: Today I have learned… / If someone doesn’t believe in equality, I can…

35 further lesson plans on teaching equality in, “No Outsiders In our school: Teaching the Equality Act inprimary Schools” by Andrew Moffat

equalitiesprimary

Different Families (KS1) Picnic In The Park - Joe Griffiths and Tony Pilgrim

                                                                                                                       

Text: Picnic in the park- Joe Griffiths and Tony Pilgrim Lesson plan by Andrew Moffat

Resources: large picnic rug. If possible a piece of food for every child – fruit or a biscuit or a sandwich. Something small that can be eaten quickly.

SEAL Outcomes: New beginnings: I feel good about the ways we are similar in the group and the ways we are different/ I can tell you how I am the same as and different from my friends Say no to bullying: I am proud of the ways I am different

LO: To understand families can be different

Starter: Put the word “family” on the board- what does it mean? Who is in a family? Is there one kind of family?

Main: Read “Picnic in the park”. Who comes to Jason’s picnic? Why do they come? How many different families can you remember? What did the families bring to the party? Why did they bring things?

Role play: Place a large rug on the carpet and say we are going to have our own picnic. Show the children the food they are going to bring and ask them to think about who is going to be in their family. Children can put themselves in to any group and be a family or they could come by themselves. Each group / person needs to bring some food to the rug when they come. Choose a child to be Jason (or a girl) and have them welcome each “family” to the rug. Each family should introduce themselves as they arrive- this is Mum, this is auntie / my brother etc before placing their gift on to a large tray and then sitting on the carpet. Once everyone is on the carpet share the food.

Activity: Who is in your role –play family? Children draw and label each person.

Plenary: Did Jason turn anyone away from his picnic in the park? No! He made sure there were no outsiders! And there were lots of different families there- some with one Mum, two dads, a mum and dad, foster children etc Everyone was welcome! Return to the family used in the starter. Who can be in a family? Is there only one kind of family?

Suggested AFL questions: Today I have learned/ A family can be…

 For 35 lesson plans based on picture books see "No Outsiders In Our School: Teaching the Equality Act in Primary Schools" by Andrew Moffat

www.equalitiesprimary.com

Understanding and Respecting Human Rights: We are all born free - Amnesty

Text: We are all born free- Amnesty Lesson plan by Andrew Moffat

Resources: copies of the 30 articles in the declaration. Enough copies for every child.

SEAL Outcomes: New beginnings: / I know I am valued at school I understand my rights and responsibilities at school

LI: To understand and respect human rights

Starter: What is the declaration of human rights? Why was it written? What is happening around the world to make people want to invent a universal declaration of human rights?

Main : Read text.

Activity: The declaration is split in to sections; split children in to groups of four and given them copies of the 30 articles. Ask children to consider which of the 30 are most important and to label them 1-10 in order of importance. Glue on to a sheet and present to the class with explanations. As children are presenting ask a child to count scores for each article mentioned. At the end present a class result – were any missed out completely? Why do you think that is? Was there a clear winner? Why? Does anyone want to change their mind?

Plenary: In our activity I forced you to discard a large chunk of declarations but in truth every one of them is important- why? Take the ones that got no points and ask children to say why we need them in the declaration. Children to pick three of the declarations that got least class points and record in books why they are important.

AFL questions: What have we learned about today? / Pick any article you think is very important and write an explanation in your book and an example of one way this article affects you. Note: see http://www.unicef.org.uk/rights-respecting-schools/ for information on how to become a Rights Respecting School.

For 35 lesson plans based on picture books see "No Outsiders In Our School: Teaching The Equality Act In Primary Schools" by Andrew Moffat.

www,equalitiesprimary.com

Challenging Homophobia : Dad, David, Baba Chris and me by Ed Merchant

     

                                                                                               

Text: Dad, David, Baba Chris and me by Ed Merchant Lesson plan by Andrew Moffat: www.equalitiesprimary.com

Resources: Search for "families UK” on google images and prepare a slide show of about 10 families. Include in the slide show images of families with a Mum and Dad or one Mum or one Dad etc. You want a range of people.

SEAL Outcomes: Say no to bullying: I know some ways to encourage other children who use bullying behaviours to make other choices

LI To understand there are different families in the city where I live

Starter: in partners define adoption and fostering- who can adopt or foster children?

Main : Read Dad, David, Baba Chris and me. Why does Ben want so much for David and Baba Chris to adopt him? What do David and Baba Chris do to show they love Ben? How does Ben feel? What happens when Ben goes to Junior school- what word is he called? What does “gay” mean? (Gay means when two men love each other or when two women love each other – also Lesbian). What did Ben’s teacher Miss Patel say? Why do you think the name calling hasn’t really stopped? What would you do if you heard name calling like that in our school?

Student led activity: whole class: Focus on the name calling in the middle of the story. Have you ever heard the word “Gay” used as a put down in our school? What do we say in our school about people being different? Is everyone welcome at our school? The law in the UK says you can be gay or lesbian and that two men or two women can get married. The Equality Act 2010 also says you cannot be discriminated against because you are gay, or because of the colour of your skin, your gender, disability, religion (check understanding of discrimination) Show the slide show of families. The aim is to demonstrate that there are real families living in the UK today with gay parents and others with one parent or two parents of different gender.

Activity: Display the page that begins, “One day I asked my dads if they thought I would grow up gay like them” with jigsaw pieces and arrows. Children to draw their own version of the image with different grown up options recorded and labelled.

Plenary:  Do we all grow up to be the same as our parents? Show youtube clip of Mikki Willis “How would you feel if your son chose this” showing a Dad’s reaction to his son buying a doll for a birthday. What is the message from Dad here? What kind of Dad is he? How do you think his son feels? What can we learn form this clip?

Suggested AFL questions: Today I have learned…

For 35 lesson plans based on picture books, see "No Outsiders In Our School: Teaching the Equality Act in Primary Schools" by Andrew Moffat.

www.equalitiesprimarycom 

                                                

Accepting different ideas and view points: What do you do with an idea? - Kobi Yamada

Learning Intention: To have confidence in new ideas

Text: What do you do with an idea?- Kobi Yamada

Success Criteria: I know how ideas form / I know how to grow an idea/ I can talk to people about what I think

Starter: With a partner think of an idea you once had that you acted on that worked. Can you think of an idea you had that didn’t work? What’s the best thing to do with a new idea?

Main: Read “What to do with an idea”. After you have read the story, look at the first few pages; why is the child walking away from the idea and why is it following? When does the child start to change their mind? How can an idea want “food and attention”? what’s happening in this bit of the story? Why was the child afraid of telling others about their idea?  When the others didn’t agree, what made the child persevere? What happens at the end of the story? How are the pictures different? Why are they different? What has happened?

Discussion: Show the class the image of the women pilots from Brunei who flew a plane in to Saudi Arabia (see below and for more info on the story see http://www.independent.co.uk/news/world/asia/royal-brunei-airlines-first-all-female-flight-deck-crew-lands-plane-in-saudi-arabia-where-women-are-a6931726.html Discuss in pairs- whose idea was that? What was the idea? What do you think people said when the idea was first raised? What do you think changed to make the idea a reality? What was the impact when the women landed the plane in Saudi Arabia?

Activity: Write a conversation between the three women pilots before they fly the plane to Saudi Arabia. Their names are Captain Sharifah Czarena Surainy Syed Hashim, Senior First Officer Dk Nadiah Pg Khashiem and Senior First Officer Sariana Nordin. Have one of the women come up with the idea, and continue the conversation. Show how even when not everyone agrees at first, an idea can develop through discussion and dialogue..

Plenary: The idea said to the child, “It is good to have the ability to see things differently.” – what does that mean? Can you think of an example today where people see things differently or have different views or opinions? What ideas have changed the world? Are wheels natural, or was a wheel someone’s idea? If you could show people 50 years ago, an ipad, what would they think? Someone had the idea and it grew and grew. 100 years ago in the UK, women were not allowed to vote. How has that idea changed? 60 years ago in the USA black people were not allowed to sit with white people on a bus or drink from the same water fountain. How has that idea changed? Today in some countries around the world people face discrimination for being gay or lesbian. Will that idea change? How?

AFL questions: Today I have learned… / it’s ok to have new ideas because…

For a scheme of work on how to teach the Equality Act see No Outsiders in our school: Teaching the Equality Act in Primary Schools by Andrew Moffat