1. I know that discrimination can hurt people’s feelings
Year 4 – Being the same and being different
I know that discrimination can hurt people’s feelings
This lesson fits into the Being the same, being different strand. It focuses on exploring discrimination and on recognising that discrimination can lead to uncomfortable feelings. Children explore the impact of their actions on others and develop self-awareness. They are given opportunities to practise skills including apologising when they have done something wrong and using feedback from others to develop/ improve their self-awareness.
© Leeds South and East CCG

2. Learning outcomes Knowledge Skills
I understand that my actions affect myself and others
I know about self-awareness and doing the right thing
I know the connection between discrimination and uncomfortable feelings
I can use a range of vocabulary to apologise when I have done something wrong or unkind
I can use feedback to improve my self-awareness 2

3. 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 group agreement will be displayed in the classroom already. 3

4. What do we already know? Group discussion SITUATION
How do you feel? Why?
What is discrimination?
Do you know a word which could describe what was happening?
Can you name any different types of discrimination?
Why do you think someone might discriminate against others?
Group discussion
As the children come into the room, allow only the boys to sit on chairs and ask the girls to stand; give out pencils but explain that all the children whose birthday is in January, February or March can only have a short, stubby, used pencil whilst everyone else is getting a brand new pencil; Tell the children that you are going to be giving out a letter for a trip (can be a fictional trip obviously!). Explain that only the children wearing red/white/blue as appropriate can have a letter for the trip.
Gauge the children’s reactions. Discuss: How do they feel? Why? Can any of the children explain what was happening? Do they know the word which describes when someone is being treated this way? What is discrimination? Can the children discuss/ name/ describe different types of discrimination? (Make a note of ideas to support future learning). Why do you think someone might discriminate against others? 4

5. Let’s get started
Sort photos under headings? Which person is good at…sport, art, which person likes…comics, football, make up, etc.? Discuss why they came to the conclusions that they did, did they disagree about any of the things they discussed? Could more than one of the people in the pictures like teddy bears/ comics/ sport, for example? What might have made them come to the conclusions that they did? Link to stereotypes and the phrase ‘Judging a book by its cover’. 5

6. Definitions
Discrimination – unfair treatment of one particular person or group of people. Usually the different treatment is because of the person’s gender, religion, nationality, culture, race or other personal traits. Discrimination based on race is called racism (Kids.britanicca.com) Stereotype – an often unfair and untrue belief that many people have about all people or things with a particular characteristic (learnersdictionary.com)
Share definitions of ‘discrimination’ and ‘stereotype’ and link to what has been discussed so far (Slide 6). 6

7. Chetan’s story Watch the video clip © BBC Bitesize, 2007
Right click on ‘Video link’ hyperlink and click ‘open hyperlink’ to access video. Watch video clip (Stop at 01:14). Why do you think Chetan was treated this way? How do you think it made him feel? What could he do when he was feeling this way?
Continue watching video clip (Stop at You don’t need to watch the remainder of the clip). Discuss: Who else was affected by what Chetan was experiencing? Why?
Watch the video clip
© BBC Bitesize, 2007 7

8. Chetan’s story Talk partners
Why do you think Chetan was treated this way?
How do you think it made him feel?
What could he do when he was feeling this way?
Who else was affected by what Chetan was experiencing? Why?
Talk partners
Why do you think Chetan was treated this way? How do you think it made him feel? What could he do when he was feeling this way?
Continue watching video clip (Stop at You don’t need to watch the remainder of the clip). Discuss: Who else was affected by what Chetan was experiencing? Why? 8

9. Exploring discrimination
Gender
Group discussion
Race
Religion
Mixed ability groups to use scenarios/ images given. Groups to discuss What type of discrimination is depicted and how this might make people feel. Collect ideas in a group under headings given in relation to each scenario/ image they have. Explore Chetan’s story first and his experience of racism; this is given as an example on the sheet and the children may feel more confident to discuss this as a class example first as it links to the video clip that they have already watched and discussed.
Disability
Culture 9

10. Doing the right thing Watch the video clip © BBC Bitesize, 2007
Right click on ‘Video link’ hyperlink and click ‘open hyperlink’ to access video. Watch video clip (from beginning – 00.40).
Watch the video clip
© BBC Bitesize, 2007 10

11. Doing the right thing How did Familiou feel?
What would the right thing have been for her friend to do?
Why?
What could you say if you had treated Familiou this way and you needed to apologise?
How did Familiou feel? What would the right thing have been for her friend to do? Why? Pairs to take it in turns to be Familiou and the other girl in the clip. Practise role playing what they might say to Familiou if they had treated her this way. Support with examples as necessary and explore using a range of vocabulary to apologise. Add to the activity if appropriate by asking the children to imagine they were near the slide when this incident took place (exploring the tale of the bystander). What could they have said/ done in that situation? Again, give children the opportunity to practise what they might say/ how they might apologise in this situation. 11

12. Doing the right thing The Feedback Burger
How to give helpful advice to your friends
What kind of feedback did I get?
How might this help me in the future?
Next time you could…
1. Say something that was good
I really liked…
2. Tell them one thing they could improve
Use the ‘Feedback burger’ to practise giving each other feedback about how they apologised in ‘role’ in order to improve self- awareness in relation to this.
3. Say another thing that was good 12

13. How has our learning progressed?
Talk partners
What kind of words/ vocabulary could I use to apologise when I have done something wrong?
Sometimes, people might need some time to reflect or to calm down before they are ready to discuss the situation and apologise
Remember, it’s not always easy to say sorry
Re-cap LOs and discuss. Collect examples of the range of vocabulary that could be used to make an apology when someone has done something wrong/ unkind on speech bubbles. Display for future reference. Acknowledge that it’s not always easy to say sorry and sometimes, people might need some time to reflect or to calm down before they are ready to discuss the situation and apologise. Make links to restorative practice/ the use of a restorative circle if this is relevant in your school setting. 13

14. Taking the learning away
Think about the vocabulary we discussed when making an apology. Practice using this vocabulary when you need to apologise for something
Reflect on a time when you have done something wrong/unkind. How might it have made the other person feel? What could you have done to put it right? 14

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:
im-a-young-person
Where can I go for help? 15