No Outsiders: Leaf by Sandra Dieckmann

Year 6

Text: Leaf by Sandra Dieckmann lesson plan by Andrew Moffat / equalitiesprimary

Learning intention: To overcome fears about difference

Success criteria: I can accept and work with people who are different to me, I can explore difference without fear,  I can look for solutions to challenging situations,

Starter: Discuss the success criteria; what does it mean? How can it be relevant to us in school? Look at the front cover of the book; what do you see, what do you notice about the animal and the habitat. What do you think this story might be about?

Main: Read “Leaf” stop during the story to ask children in pairs to discuss the reaction of the animals to the polar bear, also to discuss what the polar bear might be doing with the leaves. Why do the animals have such a negative and fearful reaction to the polar bear? What changes the animals’ opinions?

Role play: In the story Leaf is an outsider; Leaf doesn’t try to talk to the other animals: why not? Look at the page where the animals are talking and using words like Monster, Huge, Needs to go. Who has the power in this situation and why? (the animals have power because there are more of them and they are safe). Focus on how we could change this situation. In pairs come up with points for a discussion to encourage the animals to find a solution. Think about what you can say to persuade them; it’s not enough to say “Just listen to Leaf”. (encourage children to think about the Equality Act and protected characteristics used to ensure equality perhaps use the protected characteristics that the animals may have, to show they are all different yet they all belong)

Activity: Create a sketch of the animal meeting where they discuss reasons for and against talking to him (he is dangerous / he is lost). Label each animal and identify differences for each to show that despite their own differences, they live and work together. Our aim is to demonstrate that Leaf also has differences and that means he fits in: we all have differences.

Plenary: The last line says the animals would tell the story to everyone so that “No polar bear would ever get lost again”. What other reason is there for the animals to tell this story? What have they learned through this experience? (to accept difference, to avoid prejudice, to find solutions, to work together)

Afl questions: Why do some people show prejudice to others? What can I do when I hear someone showing prejudice? Why is this about No Outsiders?

No Outsiders in our school: Teaching the Equality Act in Primary Schools by Andrew Moffat

equalitiesprimary

No Outsiders: The Thing by Simon Puttock and Daniel Egneus

Year 6

Text: The Thing by Simon Puttock and Daniel Egneus lesson plan by Andrew Moffat / equalitiesprimary

Learning intention: To welcome difference and stand up to discrimination

Success criteria: I know there are some things I have not yet experienced , I am curious about new and different experiences, I understand how some people are labelled by rumours and assumptions and I can stand up to prejudice and discrimination.

Starter: Define “discrimination” and “prejudice” ask children to give examples of how and why someone can suffer discrimination

Main: Read “The Thing”. Discuss the reactions of the four animals that first find the thing. Is the reaction the same from all animals? What other reactions are there? Look at the page where animals say, “That thing does not belong. It has to go.” Why do you think some animals say that? Why do you think there was “quite a lot of bad feeling”? Is this reaction and behaviour an example of prejudice or discrimination? Encourage debate.

Role play: Why do you think The Thing chose to remain silent? Give everyone a small card; all the cards are blank but one has a small picture of the thing on it. Give out the cards and explain to the children they must not show anyone their card. If you have the card with The thing on it your job is to keep that fact hidden. In the story The Thing arrived but chose not to reveal who or what it was. You win the game if no one recognises it is you who has The thing; you can talk to people but you must keep your identity hidden. If you don’t have The Thing on your card you win the game by working out who does have it. Give children five minutes to mingle and find out who has The Thing. Children should simply ask people if they have The Thing. Everyone will deny they have The Thing but one person is lying; can you work out who is lying? After five minutes sit the children in a circle and say you want each to reveal who they think has The Thing. Encourage children to give a reason for why they think that person has The Thing. The person who has The Thing is going to have to lie again at this stage to keep their identity hidden. When everyone has named someone, go around the circle again and ask the children to hold up their cards one at a time to reveal who does have The Thing. Did the person with The Thing manage to remain hidden for the duration of the game?

Post role play discussion: How did the person with The Thing feel about having to lie to everybody? When different people were accused of having The Thing at the end, how did they feel? Did anyone hear rumours during the game about who had The Thing? In this story, what could The Thing represent? Some people like The Thing and welcome it, trying to make it feel welcome. Other animals say The Thing does not belong here. Ask, “Can you think of any real life situations where people might hide their identity?” In what situations might someone hide who they were? How can we make sure in our school that no-one has to hide who they are?

Plenary: What do you think of the story ending? How did the thing affect the animals in the story? What have the animals learned from their experiences with The Thing? Is there a message in this book? Say to children when they named someone as having The Thing in our game, what could they have added to help if someone really did have The Thing card? For example it might be good to add an encouraging comment like, “It doesn’t matter to me if you have the thing – you’re still my friend” or You know I’ll support you whether you have the thing or not” Afl questions: What is the Equality Act 2010? How is the Equality Act 2010 relevant to this story? Why do we say there are No Outsiders in our school?

"No Outsiders in our school: Teaching the Equality Act in Primary Schools" by Andrew Moffat

equalitiesprimary

No Outsiders: The cow who climbed a tree by Gemma Merino

                                           

A small number of the picture books used in the No Outsiders scheme are now out of print so I have replaced them with new books that fit the No Outsiders ethos.

All picture books used in No Outsiders can be ordered from letterboxlibrary

Y5

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

Learning Intention: To exchange dialogue

Starter: write ‘assertive’ on board; children define the word and feedback Discuss the LI: what does “Exchange dialogue” mean? In what situations might a person exchange dialogue?

Main: Read “The cow who climbed a tree”. Why is the book about being assertive? Look at page 1 where Tina reads a book; why do you think Tina wants to read? Look at her facial expression compared to the expression on the other cows’ faces; how would you describe the different expressions? Tina had a ‘thirst for discovery’ – what does that mean? How would you describe the behaviour of the other cows? Why do you think the cows tell Tina to stop thinking differently? What changed the cows’ minds?

Activity 1: In the story the cows do the same things every day and are afraid of finding out about new things. How does Tina change their minds? She exchanges dialogue. Some people don’t know about No Outsiders. Some people think the world is a better place is everyone has the same skin or same faith or does the same things. Ask the children to find a partner and give each pair a copy of the Equality Act poster (see appendix 1) or put it on the board. Check children know what each of the protected characteristics mean.  Children to label themselves A and B.  Imagine Child A doesn’t know about the Equality Act; B must share and explain what the equality Act is and how it affects us. Include reference to the ‘No Outsiders’ message we have in school. Swap roles so both children get a turn explaining. Ask children to combine their explanations and feed-back some to the class. Why do we have the Equality Act and why is the Equality Act important? How is the act relevant to us in our school? Put the following questions on the board and discuss: What can we say if….. ·         Someone says people of different faith cannot get along, ·         Someone says people from different countries can’t get along ·         Someone says it’s wrong to be Gay or Lesbian, Bisexual or Transgender (see plenary below for guidance on this)

Activity 2: Children make a “No Outsiders in our school” poster in their pairs showing the different protected characteristics.

Plenary:  Well done everyone for being respectful and calm in our dialogue today. Remember it’s ok to have different ideas; different ideas about faith and culture can co-exist alongside each other. The UK is a great place to live because we have people who believe different things and live in different ways, living alongside each other and showing respect to each other.

Afl questions: Why is the Equality Act 2010 relevant to me? How is No Outsiders relevant in school today?

 "No Outsiders in our school: Teaching the Equality Act in primary schools" by Andrew Moffat

equalitiesprimary

No Outsiders: Big Bob, Little Bob - James Howe

A small number of the picture books used in the No Outsiders scheme are now out of print so I have replaced them with new books that fit the No Outsiders ethos.

All picture books used in No Outsiders can be ordered from letterboxlibrary

Year 3

Text: Big Bob, little Bob by James Howe lesson plan by Andrew Moffat / equalitiesprimary

Learning intention: To use my pupil voice

Success criteria: I know what pupil voice is, I know when to use my pupil voice, I know what a bystander is, I know what to do if I see someone being unkind

Starter: What does pupil Voice mean? (speaking up, having an opinion and telling people) What does bystander mean? (when someone sees something they know is wrong but chooses not to say anything or do anything) Tell the children, there is one part of the story where someone could be a bystander but they choose not to be. At the end of the lesson you will ask for children to identify that part.

Main: Read “Big Bob, little Bob”. How does Little Bob feel when Big Bob fist arrives? What does Big Bob think about dolls? What does Little Bob think about trucks? In what ways are Big Bob and Little Bob similar? In what ways are they different? Big Bob tells Little Bob that boys don’t play with dolls and also that he is wearing girls’ clothes; how does Little Bob reply? How does Big Bob respond when Blossom says boys do not play with dolls? Why do you think Big Bob has changed his mind? Why do you think Little Bob asks Blossom to play? What have Big Bob and Blossom learned in this story?

Role play: We are going to practice using our pupil voice and choosing not to be bystanders. We know that in our school boys can play whatever games they like and so can girls; we don’t make children behave according to their gender because we have no outsiders. Big Bob doesn’t understand this at the start, and Blossom also doesn’t understand so let’s practice telling them. If someone new came to our school and didn’t understand about No Outsiders they might say, “Boys can’t do this,” or, “Girls can’t do that,” so someone would have to speak up and tell them. Put a truck in the middle of the floor and ask a girl to pick it up. Ask a child to act as Big Bob and say to the girl, “Girls don’t play with trucks; trucks are for boys!” Now ask someone to step forward and use their pupil voice to explain to that person what we say at our school. Repeat with a boy playing with a doll. What other games or activities do some people say are for boys or for girls? Repeat the exercise with other examples. Praise the class for not being bystanders and using their pupil voice.

Activity: Children draw No Outsiders posters with the title, “Girls can do whatever they want” or, “Boys can do whatever they want,” showing different activities that boys or girls can do at our school.

Plenary: In what part of the story does someone use pupil voice? (Little Bob all the way through when responding to Big Bob) Why doesn’t Little Bob keep quiet and follow what Big Bob says? In what part of the story does someone choose not to be a bystander? (Big Bob when he tells Blossom  that boys can do whatever they want) What is the consequence? Big Bob could have chosen to be a bystander and not say anything to Blossom; how would the ending have changed?

Afl questions: Why might some boys or girls feel like outsiders on our playground? What can we do in our school to make sure no one feels like an outsider?

"No Outsiders in our school: teaching the Equality Act in primary schools" by Andrew Moffat

equalities primary

No Outsiders: What the Jackdaw saw - Julia Donaldson and Nick Sharratt

                 

                           

A small number of the picture books used in the No Outsiders scheme are now out of print so I have replaced them with new books that fit the No Outsiders ethos.

All picture books used in No Outsiders can be ordered from letterboxlibrary

Year 2

Text: What the Jackdaw saw by Julia Donaldson and Nick Sharratt Lesson plan by Andrew Moffat / equalitiesprimary

Learning intention: To communicate in different ways

Success criteria: I know there are different ways to communicate, I can learn to use sign language

Starter: What is sign language? When is sign language used? Who can use sign language?

Main: Read “What the Jackdaw saw”; discuss why do all the animals in the story touch their head when Jackdaw speaks to them? What does touching your head mean in sign language? Why do you think the animals use sign language to communicate with owl? Why does jackdaw use sign language at the end of the story?

Role play: Put the children in to a circle and ask for a volunteer to be Jackdaw. Jackdaw flies around the circle asking children to come to the party. Each child tries to warn Jackdaw about the storm using signing. Look at the sign words at the back of the book; children could choose “storm” or “danger” signing. After a few children have tried to warn Jackdaw, have everyone blow and make lightning and thunder actions to make a storm. Jackdaw falls to ground. Then ask for someone to pick up jackdaw and explain what everyone was trying to communicate. Everyone teach Jackdaw how to sign storm / danger. Show jackdaw how to sign “Thank you” (fingers to chin and bring fingers forward like blowing a kiss but below the mouth)

Activity: Does anyone in the class know signing? Can they teach the class some words? Look at the sign words listed at the back of the book. Practice as a class. Children record by drawing and labelling diagrams: the sign for danger and thank you.

Plenary: If someone came to our class who was deaf, how might they feel? What could other children do to make sure no one felt like an outsider?

Afl questions: Why is learning to sign useful? Why should people who are not deaf learn words in sign language?

"No Outsiders in our school: Teaching the Equality Act in Primary Schools" by Andrew Moffat

equalities primary

No Outsiders: That's not how you do it! Ariane Hofmann-Maniyar

                                

              

A small number of the picture books used in the No Outsiders scheme are now out of print so I have replaced them with new books that fit the No Outsiders ethos.

All picture books used in No Outsiders can be ordered from letterboxlibrary

 Year 1

Text: That’s not how you do it by Ariane Hofman-Maniyar Lesson plan by Andrew Moffat / equalitiesprimary

Learning intention: To accept people are different

Success criteria: I know we do some things in the same way, I know we do some things in different ways, I know it’s ok to be different

Starter: Show the children a simple maths sum such as 12+9 and ask for a child to solve it and explain to the class how they worked it out. Now ask the children if anyone knows a different way of working out the answer. Are there any other ways? What different apparatus could we use to help us? Is there only one way of doing the sum or are there lots of different ways?

Main: Read “That’s not how you do it” and ask children to talk in partners about Lucy. What was Lucy good at? When did everything change? How do you think Lucy felt about Toshi? We see Lucy thinking, “That’s not how you do it” but she doesn’t say it out loud, why not? When she does shout at Toshi, does Toshi get upset? What does he do?

Role play: Say to the children we are going to role-play the part of the book where Toshi does things differently. Stand the children in a circle and ask for a volunteer to think of an action we can all do (combing hair, digging, brushing teeth, kicking a ball) encourage all children to do the action and then ask for a volunteer to be Toshi. Toshi knows a different action; ask Toshi to perform a new action and as children realise what Toshi is doing encourage them to copy that action instead. Ask for a child to be Lucy and exclaim, “That’s not how you do it!” to which the group can reply togther, “It’s ok to be different!”. Ask for a new Toshi volunteer to start a different action and encourage children to follow the new action. Repeat with a new Lucy and the spoken lines, so that lots of children get to be Toshi and Lucy. .

Activity: At the end of the story Toshi and Lucy make stars together in different ways. Show children two different ways of making a star and ask them in pairs to make a night sky full of paper stars using both methods.

Plenary: What do you think Lucy learns in this story? Do we have to do things the same way in our class? What do we say about being different? When Toshi first meets Lucy how does she treat him? (Like an outsider). What does Lucy need to do differently next time she meets someone or something new?

Afl questions: Why is Toshi different? If Toshi came to our class and did different things, what would we say?

No Outsiders in our school: Teaching the Equality Act in Primary Schools by Andrew Moffat

equalitiesprimary