1. I Am Everyone
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.
Clipart provided by A Bit Better Corporation

2. Session One: Identity Circles
Lesson Objectives
To explore the similarities and differences within the class/group
Lesson Outcomes
Each student will be able to reflect on the fact that the only person who can truly describe their own identity is themselves

3. Starter Work with someone you don’t know well. Talk to each other.
Find three invisible similarities.
Find three invisible differences.
The second part of the discussion encourages students to ask questions in order to find out about their partner. Discussions can take many interesting and challenging directions. This activity helps teach the social skill of small talk and is worth repeating with a new partner.

4. Invisible differences
Invisible similarities Things we have in common (that others cannot see by looking at us)
Invisible differences
Things that are unique about us (that others cannot see by looking at us)
Use this slide if the students need an explanation of the tasks on the previous slide.

5. Class Feedback
Is anyone willing to give feedback on 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 whole-class feedback you could do pair/share and then keep making the groups bigger: as each pair joins, another pair suggests that they speak to someone new.

6. Identity Circles
You are going to create a circle about your own identity. Draw a large circle in the middle of a sheet of paper. Draw a picture of yourself in the centre circle. Then write about the different aspects of your identity in 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. Remind students to only share what they want to share.

7. Templates available from the Schools Linking Network Identity Pack:

8. 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 them to find something they have in common with other group members and something that makes them unique/individual within the group.

9. Session Two I Am Who I Am Because of Everyone
Learning Objective To understand that people have an impact on who we are. To realise that people are made up of interactions with people they meet, and their stories. Leaning Outcome I can assess and evaluate the impact that different people have had on my life.

10. Starter
In small groups, share your stories about the people who are important to you.
Remind students that a person’s identity is about more than what is seen on the outside. People are made up of interactions with people they meet, and their stories.

11. Main Activity
Watch these two advertisements: ‘I Am Everyone’ advert ‘I Am Everyone’ advert with Mark Beaumont
Ask if anyone can explain what the adverts are about. Can they remember any of the people mentioned in the adverts? Mention that Mark Beaumont is talking about all the people in his life with whom he shares stories and feels they make up the story of who he is: without these people, he is saying, he would not have completed the round-the-world cycling record. Ask the children to think of someone special to them and what it is that makes them special. What qualities do they have? What stories do they share with that student? Why do students feel that person has had an impact on who they are?

12. I Am Mark Beaumont I am my mother Yeena And my sisters Heather and Hannah. I am my grandfather, Who gave me a heavy bike on Christmas, And the neighbour who took the stabilisers off. I am my friend Bobby, Who helped me through my training, And the schoolkids from Dundee Who raised money for my trip. I am the woman who knocked me off my bike in Louisiana And her son who fixed it. I am the people of the Nalabar, Who gave me water when I needed it most. I am Mark Beaumont And this year I broke the round-the-world cycling record. I am who I am because of everyone.
Photographs from Wikimedia Commons (both photos by Anna Frodesiak)

13. Think about these possible sentence starters:
I am (name of a person)…
I am…
I am like…
I like…
E.g. I am my mum when she teaches me to be kind
Now try and write five or six statements about different people who have had an impact on you or changed you in some way.
The activity can take various formats: this will depend on how much time you have and the make-up of the group. It should be up to the teacher/tutor to decide, as they will know the students well. Possible choices include:
Get each student to turn the five or six statements into a poem.
You could get them to create a storyboard for an advert about themselves – a picture for each “I am” statement.
They could create a collage/poster around the five or six “I am” statements they have written.
You could make a class video/audio of the group’s “I am” statements – you could turn them into “We are” statements.
You could make videos of the individual “I am” statements.

14. Plenary
In a group, share one of your “I am” statements. Listen carefully for similarities and differences and discuss these with your group. Is it possible for people to have a negative impact on your identity?
In the last discussion, this may be a chance to bring up topics of name-calling, stereotypes and people making assumptions.

15. Session Three Our Hopes and Dreams
Learning Objectives
To explore our own hopes and dreams for the future.
To explore and reflect on the hopes and dreams of others in the class, and the wider community.
To assess the ways people support each other in achieving their dreams and coping with disappointment.
Learning Outcomes
I can talk about my hopes and dreams for the future.
I can reflect on other people’s hopes and dreams.
I can discuss fears and disappointments sensitively.

16. Starter
Work in pairs to discuss/compare the hopes and dreams you have for yourself and the world, and the hopes and dreams held by friends and family. You could use the template on the next slide if you wish.
Students could have interviewed friends of the school and adults who work in the school about their hopes and dreams, e.g. chair of governors, caretaker, sports coach, etc. If you have time or interest, you could create a book about the hopes and dreams of the school community.

17. Template from Schools Linking Network Identity Pack

18. Working in pairs/groups, record a few hopes and dreams on post-it notes then divide them into two categories:
Hopes and dreams for myself
Hopes and dreams for the world

19. Share your ideas with the rest of the class.
Are there some hopes and dreams that really matter to everyone?
Have we found any similar dreams from different people?
Are there some dreams that are only important to one individual?

20. Acknowledgements
Based on original material created by Schools Linking Network supported by the Pears Foundation. The photographs of Mark Beaumont are from Wikimedia Commons (both photos by Anna Frodesiak). The two videos are part of an advertising campaign by Orange.