Year 7 – Being the same and being different I understand the link between discrimination and mental health and can offer support © Leeds South and East CCG

Learning outcomes Knowledge Skills I can recognise the similarities, differences and diversity among people of different ethnicity, culture, ability, disability, sex, gender identity, age and sexual orientation I understand the impact of stereotyping, prejudice, bullying, discrimination on individuals and communities I can identify a way my friends are the same and different to me 2

How we will work together Can you remember the group agreement we have already talked about, let’s take a minute to think about them. Teacher notes Read these through with the children. Hopefully the ground rules will be displayed in the classroom already. 3

What do we already know? Group discussion Question: Rate (out of 10) how tolerant you think you are towards others who are different. What is identity? Can you think of as many different ways we can categorise our identity? Group discussion This is a whole class discussion and suggestions to be written up on a board. You may need to use the prompt questions, but essentially looking to include social identities such as nationality, gender, race, religion. 4

Let’s get started Agree on 6 categories from your discussion and using the template (example shown on the next slide) complete the ‘identity wheel’ deciding how big each ‘slice’ of your wheel should be depending on how important that particular identity is to you. An example identity wheel might look like this 5

Identity Template 1: Identity Wheel Tolerance rating post score = Pupils can ‘slice’ the wheel up to represent the importance of the agreed identity categories. Reiterate the importance of leaving out any of the categories that pupils feel uncomfortable in sharing. Pupils make their own identity wheel. Tolerance rating pre-score = 6

Understanding identity; how I’m the same and different Using the template on the next slide Find 3 people who have the same as 2 of your identity categories. Find 3 people who each have different identities in 2 of your categories. Encourage pupils to freely walk around the room. Once this task is completed you may prompt discussion on whether they found it easy or difficult to find similar or different identities. How did it feel to be different to others? How did it feel to be the same? 7

Identity Template 2 Category My Identity Similar Different P/D E.g: Nationality British Asian Ta’Jay, Jasmine, Kai Callum, John, Diana 1 2 3 4 5 6 8

Understanding Stereotyping and Prejudice Definition of Stereotyping: “a widely held but fixed and oversimplified image or idea of a particular type of person or thing” (Oxford dictionaries) eg: French nationals wearing French berets and strings of garlic Definitions of Prejudice: “The act or state of holding unreasonable preconceived judgments or convictions” “Irrational suspicion or hatred of a particular social group, such as a race or the adherents of a religion.” (thefreedictionary.com) Ask pupils for their definitions for stereotyping/ prejudice Facilitator may wish to expand on the examples of popular stereotypes. Check understanding of these definitions with pupils by asking them to offer their own examples. 9

Understanding Stereotyping and Prejudice https://www.youtube.com/watch?v=laZp8x1_4aI Stereotypes are often an easy target in comedy. ‘Class’ identity is used in this clip for comedy effect and stereotypes and about ‘posh’ or ‘upper class’ people and their prejudice views about working class people. There are stereotypes and prejudice views here about what people might wear; geography and location, dialect and speech and many others! Watch the video clip (stop the clip at 2:50 mins) © BBC. All Rights Reserved 10

Understanding Stereotyping and Prejudice In small groups discuss following questions: What social group is being stereotyped here? Do you feel this is a positive or negative stereotype? What prejudiced judgements did you spot and what social identities did they belong to? Stereotypes are often an easy target in comedy. ‘Class’ identity is used in this clip for comedy effect and stereotypes and about ‘posh’ or ‘upper class’ people and their prejudice views about working class people. There are stereotypes and prejudice views here about what people might wear; geography and location, dialect and speech and many others! 11

Understanding the impact of discrimination on mental health In small groups discuss discuss the following questions Definition: “unfair treatment of a person or group on the basis of prejudice” (thefreedictionary.com) How do you think the 2 children in the comedy clip would fit in at your school / in your class? Would you be friends with them? Why? How does discrimination yours and other peoples’ mental health? What feelings could this discrimination generate? Allow a few minutes at the end to allow any reflections back to the whole group. 12

Bright Body Talk! Watch the video clip http://www.bbc.co.uk/programmes/p012d8l4 Right click on ‘Video link’ hyperlink and click ‘open hyperlink’ to access video. (Start watching clip from 01:12). Stop at 01:39, can the children come up with their own definition of body image? Continue watching video clip. Compare what the pupils on the video defined body image as to what the children themselves have come up with. Continue watching video clip. Stop at 03:32. Make sure the children understand what bright body talk is. Why might ‘bright body talk’ be a good thing to focus on? Discuss what kind of positive body compliments the young people could give to one another. Model some examples as necessary. How might this make the person receiving the compliment feel? How might this help them? Watch the video clip © Body Talk, BBC TWO, 2012 13

How has our learning progressed? Rate (out of 10) how tolerant you think you are towards others who are different? Has your score changed at all from the start of the lesson? You may realise that you are less tolerant than you thought or perhaps you feel you want to become more tolerant. 14

Taking the learning away On your identity template decide which aspects of your identity or social groups you feel privileged to be a part of (you can mark these with a ‘P’); and which you feel less confident about or feel make you a target for potential discrimination (mark with a ‘D’). Remember that we have strict anti- discrimination laws in the UK and schools and institutions uphold these same values to protect individuals and groups. This activity can be undertaken within the lesson or at home, but should be private and only shared if individuals wish to. 15

Additional resources and help Talk to your teacher or an adult in school Talk to your Mum, Dad or someone you trust at home about how you are feeling If you have them: – Write your worry down and post it in the class worry box – Talk to a peer mediator in your school – Write your worry down on the worry wall on the school’s website Contact: www.mindmate.org.uk/ im-a-young-person Where can I go for help? 16