1. Identity Pack Session: Visible and Invisible
Please note that this PowerPoint is one of six sessions/ideas and resources in the SLN Identity Pack. You will need to look through it carefully and edit it for your class/group. This work is only recommended where a teacher is working with a group they know well. It is particularly important to be aware of any students in the group who are looked after.

2. Session One: Visible and Invisible
Lesson Objectives
To explore the similarities and differences within the class/group
Lesson Outcomes
You will be able to reflect on the fact that the only person who can truly describe your identity is yourself.

3. Starter Work with someone you don’t know very well. Talk to each other
Find three invisible similarities
Find three invisible differences
This discussion encourages students to ask questions with the aim of finding out about their partner, and discussions can take many interesting and challenging directions. This activity helps teach the social skill of smalltalk and is worth repeating with a new partner.

4. Invisible differences
Invisible similarities Things that we have in common (and others cannot see by looking at us)
Invisible differences
Things that are unique about us (and others cannot see by looking at us)
Use this slide if the students need an explanation of the tasks on the previous slide.
The Linking Network | Margaret McMillan Tower | Princes Way | Bradford | BD1 1NN
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5. Class Feedback
Is anyone willing to give any feedback about what they have found out about their partner? Did you find out anything that surprised you, about your partner or anyone else in the class?
If you don’t want to do whole-class feedback, you could do pair/share and then keep making the groups bigger. As each pair joins another pair, suggest that they speak to someone new.

6. What else is important about us?
Main Activity:
What else is important about us?
Get the students to consider what else is important to them and write a list on the board as they mention their ideas – you could include hopes and dreams, family, beliefs, fears, pets, faith group, personality, music, books, TV, sports, languages spoken, favourite food, favourite colour…

7. Identity Circles
You are going to create a circle about your identity. Draw a large circle in the middle of a piece of paper. Draw a picture of yourself in the centre circle. Then write about the different aspects of your identity in the outer circles or blobs. Remember, only share what you want to share.
It would be good practice if you could model the activity and show your own identity circle – show it on the board and talk about what you have included and why. On the next slide there are two completed versions if needed. Remember to remind students to only share what they want to share.

9. Pair and Share
Work with your partner and share the information you have drawn – look for similarities and differences.
Now join another pair and share your ideas and thoughts with them.
What have been the biggest influences on your identity?
Do some parts of your identity overlap?
During the discussions, ask students to find something they have in common with others in the group and something that makes them unique/individual within the group.

10. Plenary
Did you find out anything that surprised you about your partner or anyone else in the class?
What is important about us?
Do you have things in common with one another, and things that are different?
What would it be like if everyone was the same?
Could someone else describe your identity?
Is it OK to label other people before we find out about them?
This can be done in the following ways:
Students are given some time to think about these questions, followed by whole-class feedback.
Students could write down their answers in a journal or their exercise book.
Students could work in pairs, then share their ideas and thoughts with another pair.

11. For a Future Session See what you can find out about your name.
Do you know what your name means?
Did you have a naming ceremony?
Do you have a nickname?
Do you know who gave you your name?
Some students might need help with this task and you will need to be aware of looked-after children. Some children of African heritage may have name meanings associated with events in their family history or circumstances that they may or may not value.