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

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