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‘Whoever You Are’ : Mem Fox
Kindly created and shared by the young people and adults within the Millburn ASG Equality and Diversity Working
Health and Wellbeing Experiences and Outcomes:
Mental, emotional, social and physical wellbeing
EARLY FIRST SECOND THIRD FOURTH
I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. HWB 0-05a / HWB 1-05a / HWB 2-05a / HWB 3-05a / HWB 4-05a
I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. HWB 0-08a / HWB 1-08a / HWB 2-08a / HWB 3-08a / HWB 4-08a
I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. HWB 0-10a / HWB 1-10a / HWB 2-10a / HWB 3-10a / HWB 4-10a
Literacy and English Experiences and Outcomes:
Listening and Talking – Understanding, analysing and evaluating
EARLY FIRST SECOND THIRD FOURTH
To help me understand stories and other texts, I ask questions and link what I am learning with what I already know. LIT-07a/ LIT 0-16a/ ENG 0-17a
I can show my understanding of what I listen to or watch by responding to and asking different kinds of questions. LIT 1-07a
I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions and by asking different kinds of questions of my own. LIT 2 - 07a
I can show my understanding of what I listen to or watch by commenting, with evidence, on the content and form of short and extended texts. LIT 3-07a
I can show my understanding of what I listen to or watch by giving detailed, evaluative comments, with evidence, about the content and form of short and extended texts. LIT 4-07a
Progression
Early First Second Third/Fourth
I know the words ‘same’ and ‘different’.
I am able to describe things about me.
I understand the similarities and differences between people.
I am able to use words and phrases to describe other people.
I know my own unique blend of skills and qualities.
I understand why we need to celebrate equality and diversity.
I am able to compare reality with a preferred future.
I know the qualities of an Equality and Diversity champion.
I am able to present the findings of a topic, with evidence.
‘Whoever You Are’ : Mem Fox
Kindly created and shared by the young people and adults within the Millburn ASG Equality and Diversity Working
By the end of Early Level
I know the words ‘same’ and ‘different’. I am able to describe things about me.
Resources:
‘Whoever You Are’ – Mem Fox
I Am Special: Sesame Street: https://www.youtube.com/watch?v=Gms-Yk7mzv
Finger paint/ ink pad and paper.
Step 1:
o Children to explore the terms ‘different’ and the ‘same’. Teacher to model:
- My hair is brown. I have a different colour of hair than...
- My eyes are blue. I have the same colour of eyes as…
Step 2:
o Cross the River Appoint two catchers. The catchers should allow children to cross the river if they have a certain characteristic, e.g. have blue eyes, like football or are wearing red. Once those children are safely over all other children must run to the other side without being caught. If they are caught they become catchers too. o Watch ‘I Am Special’ video clip. o Discuss: What makes you special?
- I have …. eyes
- I like the colour ….
- I live with my ….
- I like to play with …. etc.
Step 3:
o Read ‘Whoever You Are’. o Discuss the differences and similarities between the people in the book. o Read ‘Whoever You Are’ by Mem Fox. Point out similarities between children and then ask the children what they think is special about themselves.
Step 4:
o Share: No two people are exactly the same. We may have things that are the same, but we also have things that are different. That makes us all unique. o Explain that no two finger prints are the same. Children should use finger paints/ ink pad to mark their finger prints on paper. o Line up everyone's finger prints on a table or hang on the wall. Have children use a magnifying class to observe the fingerprints and look for similarities and differences.
‘Whoever You Are’ : Mem Fox
Kindly created and shared by the young people and adults within the Millburn ASG Equality and Diversity Working
By the end of Second Level
I know my own unique blend of skills and qualities. I understand why we need to celebrate equality and diversity. I am able to compare reality with a preferred future.
Resources:
‘Whoever You Are’ – Mem Fox
What Makes Me, Me? BBC video clip: https://www.bbc.co.uk/education/clips/zryv9j
Mark making materials
Step 1:
o Watch ‘What Makes Me, Me?’ video clip. o Discuss the questions after each of the sections:
- Is it the same ship?
- And if it isn’t, at what point did it become a different ship?
- Does this mean that there are two Theseuses, or just one?
- Which ship is the Theseus?
- Am I the same person I was when I was born?
- And if I am, what makes me me?
Step 2:
o Read ‘Whoever You Are’. o Discuss: We are all unique and we need to celebrate the unique qualities of each person. o Discuss: How do we celebrate equality and diversity in our school?
Step 3:
o As a group, discuss:
- How would we celebrate equality and diversity in an “ideal world”? o Create a Venn Diagram comparing how equality and diversity is currently promoted in the school; with how you would promote equality and diversity in an “ideal world”. o In the middle, “in both” section, this will show how the school is on its way to the “ideal world”.
‘Whoever You Are’ : Mem Fox
Kindly created and shared by the young people and adults within the Millburn ASG Equality and Diversity Working
By the end of Third/Fourth Levels
I know the qualities of an Equality and Diversity champion. I am able to present the findings of a topic, with evidence.
Resources:
‘Whoever You Are’ – Mem Fox
“The Lunch Room” two-voice poem:
Written:http://www.readwritethink.org/files/resources/lesson_images/lesson
38/TVPoemExample.pdf
Audio: http://media.readwritethink.org/audio/twovoicepoem.mp
Equality Act (2010): Protected Characteristics -
https://www.equalityhumanrights.com/en/equality-act/protected-characteristics
Step 1:
o Read/ listen to “The Lunch Room’ (two-voice poem) and discuss:
- How are each of the characters feeling: Sally, Diane and Krista?
- How are each of the characters behaving: Sally, Diane and Krista?
- How do the characters treat one another: Sally, Diane and Krista?
Step 2:
o Read ‘Whoever You Are’. o Discuss: How can schools ensure that all young people feel happy, healthy and safe?
Step 3:
o Independently/ in pairs, learners to draw a human outline to create a role-on-the wall, writing Equality and Diversity Champion at the top:
- inside the outline, they should use words which describe how an Equality and Diversity Champion would act, behave and feel, e.g. challenging discrimination.
Step 4:
o Using the Equality Act (2010) Protected Characteristics in small groups:
- research examples of prejudice those with the Protected Characteristic have faced
- research ways in which schools and communities can prevent and address the prejudiced behaviours linked to that Protected Characteristic
- discuss what actions can be taken forward to support Equality and Diversity across the school.
