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20 October 2014
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Identity
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Identity
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    Using the 'Who's taking over the planet' photostory
    Overview

    This photostory shows three teenage friends Jay, Linda and Paramjit talking about British culture. Two younger boys Gus and Ife are playing at alien wars.
    The story introduces learning about ethnic and cultural diversity and covers the QCA schemes of work Unit 0.4: Britain - a diverse society?


    How to use with a whole class with access to computers

    Ask students to follow through the story in their own time, responding to each picture and the issues it raises. These questions could be written on the classroom board to help their thinking:

    1. What is diversity?
    2. Why is diversity important?
    3. What are examples of diversity in the United Kingdom?
    4. How can different people's cultural identities be protected?
    5. Is contemporary youth culture different from that of adults? In what ways is it different?

    Ask students to share these ideas with the person next to them or in a small discussion group and record any points agreed in their exercise books.

    Encourage students to explore active citizenship using 'Get Involved'. Here there are examples of Citizenship action by other schools.

    Students can 'Go off on a tangent!' with audio and video clips, find out more on 'Get the lowdown' or test themselves with the quizzes.

    Students who finish early can add their own ideas about rights and responsibilities on the messageboard.


    How to use with only a small number of computers

    Use the photostory for small group discussion work about aspects of British identity. Print off selected pages from the story, for example where the young people are in the restaurant discussing food or at the flat talking about culture.

    If these are printed in the middle of large sheets, ask the groups to write on their own questions and answers to extend the scenes.

    During this time, individuals from each group can be asked to work on the computers to get more ideas from the photostory and report back to their groups.

    After this, give written tasks to summarise the learning:

    1. Write your own definition of 'British culture'.
    2. Is Paramjit Indian, English or British?
    Suggestions for using with an interactive whiteboard

    The method of using the photostory above can also be used on the whiteboard.

    Project each scene in turn for the whole class to think through their own ideas about cultural diversity.

    Break into pairs or small discussion groups or invite individual students to come to the board to add their own ideas.


    Suggestions for using the site for planning lessons

    Use images from the photostory as OHP transparencies or as illustrated worksheets as suggested above. The final scene in the flat can be used to summarise discussion about how cultures change over time.

    1. Print out the script for the photostory. Make copies of this for students to use in groups of three (the teenage friends) or five (plus the younger children).


    2. Ask students to read through the scripts in their groups, performing this as a play if possible. Some groups may like to perform their version for the whole class.


    3. The next stage is to ask: What can we learn from this play script? Ask students to agree on key points to write in their books or copy from the board. These should include ideas about diversity of cultures in the United Kingdom and how any one person has a range of overlapping identities, like Paramjit seeing herself as British and Indian.


    4. Next, invite the play groups to devise their own similar script, bringing out aspects of cultural identity within their own group. Some groups may prefer to do this more graphically, as a storyboard or film script. Ask for volunteer performances or for the scripts to be recorded individually in books as homework.

    Suggested questions to encourage class discussion

    1. What is British identity - or English, Scottish, Welsh, Irish?
    2. What does the school do to help people feel positive about their own identities?
    3. What more could be done?
    Extension work for more able pupils

    1. Do national characteristics exist? Write a short essay in response to this question, giving your own views.

    2. Write a dialogue between an English (or Scottish, Welsh, Irish) person from about 500 years ago and today, comparing cultural identities. Show what both characters might see as important for their sense of national identity at the time. For example, a Tudor Englishperson might value victories in battle, a modern one victories at sport.


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