Citizenship - Expressing Identity

Nothing Ever Stays the Same:
Thematic Unit
Citizenship:
Expressing Identity
Learning for Life and Work (MLD)
Writers’ Group
Nora O Baoil, Fleming Fulton School, Belfast (Editor)

Mura Kennedy, Fleming Fulton School, Belfast (Editor)
Avril Fryer, Rostulla School, Newtownabbey
Ruth McCreadie, Longstone School, Belfast
June Richardson, Cedar Lodge School, Belfast
Fionnuala Saunders, St Gerard’s Education Resource Centre, Belfast
Pauline Brady, Rathmore Guidance Centre, Antrim
Colm Hassan, Belmont School, Londonderry
Mary Connolly, Erne School, Enniskillen
Eileen McKeown, Erne School, Enniskillen
Mary McKendry, Castle Tower School (Loughan Campus), Ballymena
Associate Teachers
Denise Maguire, Newtownabbey Educational Guidance Centre
Bronac O’Connell, Sunlea Educational Guidance Centre, Coleraine
A CCEA Publication ©2009
www.nicurriculum.org.uk
Cover Photograph: Jupiter Images

Unit Title: Nothing Ever Stays the Same
Sub Theme: Citizenship: Expressing Identity
Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making
Curriculum Objective: To develop the young person as a contributor to society
Key Elements: Personal understanding, mutual understanding, personal health, moral character, spiritual awareness, citizenship, ethical
awareness, cultural understanding
Attitudes and Dispositions: Personal responsibility, concern for others, openness to new ideas, curiosity, tolerance, integrity-moral courage,
respect, community spirit
Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, offers choice, supportive
environment, ongoing reflection, enquiry-based, challenging and engaging
The Thematic Units connect the Learning for Life and Work subject strands of Personal Development, Local and Global Citizenship, Home
Economics and Employability and demonstrate how they contribute to the understanding of a central theme. They provide a number of
learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address interpret and develop the
Northern Ireland Curriculum’s key elements and Statements of Minimum Requirement.
Each Thematic Unit contributes to the statutory requirement for Learning for Life and Work and also links to other Areas of Learning. In
addition, there are opportunities to develop learners’ Thinking Skills and Personal Capabilities, incorporate Assessment for Learning principles
and make connections to the Cross Curricular Skills.
The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to follow
them rigidly. Instead, we encourage you to choose from the wide range of learning, teaching and assessment activities in the units and adapt
and extend them as appropriate for your classes.
1 Nothing Ever Stays the Same Thematic Unit Citizenship: Expressing Identity
2
Statements of Minimum Requirement

These are the Statements of Minimum Requirement that are addressed in this unit:
Citizenship Citizenship Citizenship

Diversity and Inclusion Diversity and Inclusion Democracy and Active
Investigate factors that influence Investigate ways in which Participation
individual and group identity individuals and groups express Investigate various ways to
their identity participate in school and society
Personal Development Personal Development

Self-awareness Self-awareness
Explore and express a sense of Investigate the influences on a
self young person
Nothing Ever Stays the Same Thematic Unit Citizenship: Expressing Identity
Key Question Learning Intention Possible Learning, Teaching and Assessment Activities Skills and
Learners will have Capabilities
opportunities to …
Listen actively and

What’s the ... recognise similarities and Introduce the concept of diversity to the class group. Explain to your learners that
share opinions
differences in people. we all have differences but we also all have common traits. Tell them that in this
difference? unit they will explore diversity and learn how to respect and value people with
different identities. Communication –
Communicate
Use Circle Time to illustrate differences and similarities. Ask your learners to swap information, ideas,
places (or put their hand up) when various differences/similarities are called out. opinions, feelings
You can lead this or alternatively have your learners offer statements. For example and imaginings,
‘swap places if you have/don’t have…’. Begin with physical things that can be seen using an expanding
and move on to things that can’t (for example beliefs, attitudes and skills). Ensure vocabulary
by the end of the game that everyone has had a chance to move.
Working in pairs and using Resource 1, have your learners list eight things that are
similar and eight things that are different between them (for example, hair colour,
shoe size and number of sisters).
Resource 1: Ways To Be The Same/Different
Resource Sheet in this booklet
Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk
Skills tabs printed in orange are Thinking Skills and Personal Capabilities
Skills tabs printed in yellow are Cross Curricular Skills
4
Respect the views

Who am I? ... identify aspects of identity. Working with a peer for support and ideas, have your learners draw a picture of
and opinions of
themselves and answer the questions in Resource 2. Then, provide them with
others
wallpaper or something similar and ask them to help each other to draw an outline
of themselves on the back of the wallpaper. Get them to write or draw inside the
Communication –
shape things that define them. These can be words that describe their identity (for
Use non-verbal
example Jewish, Chinese, Irish, British and atheist), physical attributes (for example
methods to express
tall, skinny and ginger) or characteristics (for example funny, shy, musical, artistic,
ideas and engage
outgoing and serious). Model an example if necessary.
with listener
Encourage your learners to display their outlines and take time to examine each
other’s work. Using their own outline and two different coloured markers, have
them circle the characteristics that they share with others. Then have them use the
second colour to circle characteristics that are unique to them in the class.
Resource 2: Who Am I?
Ask your learners to bring a special object from home and share with the class what
this object says about their personal identity. Following the discussion, have them
complete Resource 3 by drawing and answering questions about the object.
Resource 3: My Special Object
Give and respond

Where do I belong? ... recognise and respect The previous activities explored individual identities. Explain to your learners that
to feedback
diversity. they will now be exploring a range of ‘groups’ that they belong to:
• school
Communication –
• family
Listen to and take
• local community.
part in discussions,
explanations,
Touch on the fact that although we are all individuals, we also belong to a larger
role plays and
group or culture. Emphasise that the biggest influence on our identity tends to be
presentations
our family and community background.
Begin by examining with your learners what the school community means to them.
As an ‘ice-breaker’, read positive and negative statements to your learners about
school (for example ‘school is fun’, ‘school is boring’, ’school days are the best days
of my life’, ‘ I see my friends at school’, ‘ I like the school uniform’, ‘school dinners
are tasty’). Using the signs for agree and disagree in Resource 4, have your learners
move to the sign that matches their view on each of the statements. Ask them to
explain their decisions.
Then, investigate the different group activities that are available to your learners
in school and which ones they belong to (for example sports teams and art clubs).
Discuss with them how friendships are often formed in these groups as people share
similar interests. Talk about how individuals can feel very isolated if they are not part of
a group.
You can make links to Using Mathematics by creating Venn diagrams/bar charts from a
survey of your learners’ participation in school groups.
Resource 4: Agree/Disagree Signs
6
Where do I belong? ... recognise and respect Through discussion, investigate with your learners the ways in which your school
diversity. is part of the wider community (for example people who make up the school
community, how they travel to school and links with the community). Ask your
learners to imagine they are describing their school to someone in another country.
Record ideas on a flipchart or whiteboard, and then have them complete Resource 5.
Resource 5: What Is Your School Community Like?
Extend the discussion to the family context. Ask your learners to draw a picture of
their family. Then, have them select a special member of their family and explain
why they are special using Resource 6. Use their drawings as a prompt to explain
different family structures and to discuss similarities and differences between
family groups and family members.
Resource 6: A Portrait Of My Family
Introduce the concept of ‘community’ outside the family and school by having your
learners complete the questionnaire in Resource 7.
Next, have them draw a picture to represent a group they belong to. It could be a
church, a sports club, youth club, Guides/Scouts, etc.
Resource 7: Belonging To Groups
Where do I belong? ... recognise and respect As a group activity, follow the instructions and example given in Resource 8 to allow
diversity. your learners to create a cultural map of their area (Google map or an Ordnance
Survey of the local area can be used to help in this exercise). In one colour, have
them mark places that are important to them and form part of their identity. In
another colour, have them mark places that are important to someone from a
different cultural identity. Use both colours to indicate places that they share with
people of different cultural identities.
Resource 8: Creating A Cultural Map
8
Listen actively and

What does … explore visual and cultural Allow your learners to play an online game about diversity:
share opinions
elements of a culturally diverse www.globalgang.org/funandgames/games/citizenship/game.htm
diversity look society.
like? Communication –
Ask your learners to cut out pictures of people from magazines/newspapers and Use non-verbal
create a collage with as many different types of people as possible. methods to express
ideas and engage
Looking at the collage, discuss the diversity of the people with your learners. with listener
Refer to the following website to develop the theme:

www.snaithprimary.eril.net
Click on ‘Diversity’, and then click on ‘Humans’. Complete a collage of human faces
and other face puzzles.
Give and respond

Is my community … recognise similarities and Ask your learners the following questions:
to feedback
differences in various cultural – Can anyone think of signs, notices, images or buildings that suggest cultural
becoming more backgrounds and communities. diversity in their local community?
Communication –
diverse? – In your local library or GP’s surgery, have you noticed signs in different languages?
Develop, express
Why do you think they are there?
and present ideas
Explore with your learners any experience of diversity they may have had by using in a variety of
the interactive book in the PowerPoint. This PowerPoint may be used with the whole forms and formats
group or by individual learners. Discuss with your learners the things they think using digital
would help an immigrant to feel welcome in a strange community. Ask them how we resources
could make sure people of all cultural backgrounds feel valued in our community.
PP: What Would You Bring?
Refer to the following website for more information on ethnic minority groups in
Northern Ireland: www.bbc.co.uk/northernireland/schools/11_16/citizenship/
ethnic-minorities/wholiveshere.shtml
Guide your learners through the information about ethnic minority groups in Belfast,
which appears on Ethnic Map 2. After this exercise, help them complete a board
blast on the topic using the following question to prompt discussion:
– What positive contribution do people from ethnic minorities make to our community?
Next, emphasise that many people from ethnic minorities have been born in
Northern Ireland and may be second or third generation. Show your learners the
short clips of film in the video vault at:
www.bbc.co.uk/northernireland/schools/11_16/citizenship/
ethnic-minorities/video.shtml
Using this footage as a stimulus, discuss with your learners the difficulties faced by
ethnic minorities living in our community. If topical, link this discussion to current
stories in the news.
10
Develop routines
What can I learn … develop an appreciation Ask your learners to work through Resource 9 to stimulate thoughts about how
of turn-taking,
of how ethnic diversity can they experience cultural diversity through their senses. If possible, source practical
from the people in enhance our community. objects such as spices, fabrics, foods and music or musical instruments to help with
sharing and
my community? this exercise. Have your learners share their ideas with a partner and then with the
cooperating
whole class to give opportunities for peer education.

Communication –
Read a range
Resource 9: Diversity – It Makes Sense
of texts for
information and
Encourage your learners to think of something from another culture that has ideas
enriched their lives and to use it to illustrate Resource 10 (for example food, music
and language). Communication –
Find, select and
Resource 10: Why I Am Glad About Diversity use information
from a range
of sources
Diversity in Northern Ireland can be seen in skin colour, language, music, food,
culture and also in religion. Have your learners explore the interactive website:
www.bbc.co.uk/northernireland/schools/11_16/citizenship/religion/fastfacts.shtml
Then place your learners into teams and get them to work through Resource 11.
Resource 11: Religion Treasure Hunt
Further Suggestions
Invite a guest speaker from a minority group in the local community to speak to
the class. Prepare questions with your learners in advance. Alternatively, hold a
‘Diversity Day’ to promote diversity in the school.
Resources
12
Ways To Be The Same/Different Resource 1
Similarities Differences
3
Mayer Johnson PCS Symbols © Mayer Johnson LLC (contact Widgit Software www.widgit.com)
Who Am I? Resource 2
Draw a picture of yourself in the box below.
I have.........................................hair.
I have.......................................eyes.
My friends are called.......................................................................
My favourite foods are....................................................................

...........................................................................................................................
...........................................................................................................................
My hobbies are......................................................................................
I am good at.............................................................................................
...........................................................................................................................
14
My Special Object Resource 3
Draw a picture of the object you brought into school.
What is it?....................................................................................................
Where did you get it? .........................................................................

..............................................................................................................................
..............................................................................................................................
When did you get it?............................................................................

..............................................................................................................................
..............................................................................................................................
Why is it special to you?...................................................................

..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
Agree/Disagree Signs (1 of 2) Resource 4
Agree
16
Agree/Disagree Signs (2 of 2) Resource 4
Disagree
What Is Your School Community Like? Resource 5
location uniform subjects fun things

about school
250÷5
A
B
staff school rules school dinner boring things C
about school
SCHOOL
18
A Portrait Of My Family Resource 6
Draw your special family member in the box below.
My family member............................................................................
is special because.............................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
Belonging To Groups Resource 7
Which of the Which of the

following following
groups/clubs do YES NO groups/clubs do YES NO
you belong to? you belong to?
family Girls’ Brigade
school Scouts
SCHOOL
community music club
church GAA club
drama club soccer club
youth club others
20
Creating A Cultural Map Resource 8
Below is a map of a local town with different buildings and areas identified.
Circle in yellow the buildings and areas Leisure Centre

Protestant Church Chinese Supermarket
of the town that you or your family use
and then circle in blue the buildings
and areas you feel that people of a
different cultural background may use. Synagogue
Then identify which buildings and areas
have been circled in both colours and Mosque
discuss the possible reasons for this. Park
Post Office
Bank
Bus Station
Supermarket
Train Station
Primary School
Polish Butcher’s
Indian Take Away

Library
Secondary School
Catholic Church Playing Fields
Diversity – It Makes Sense Resource 9
A diverse culture is one rich with sounds, sights, textures, smells and tastes.
Using your skills as a diversity detective, use all your senses to find evidence of cultural diversity
in the community.
Diverse things I’ve Diverse things I’ve Diverse things I’ve Diverse things Diverse smells
tasted in my area heard in my area seen in my area I’ve touched/felt I’ve experienced
in my area in my area
22
Why I Am Glad About Diversity Resource 10
Much of what we enjoy today has been introduced to us by people of other cultures (for example food,
music, films, customs, computer games, medicine and religion).
Think of at least one thing you enjoy in your life that has been enriched by exposure to other cultures and
draw it in the frame below.
Religion Treasure Hunt Resource 11
Go to: www.bbc.co.uk/northernireland/schools/11_16/citizenship/religion/fastfacts.shtml
Here you will find an introduction to seven important world religions.
Use the information provided to help you and your team complete the religion treasure hunt.
1. Which religion includes Catholics and Protestants?..................................................................................................................
2. Which religion worships in a synagogue?.............................................................................................................
3. Which religion has a nine-pointed star as a symbol?.................................................................................................................
4. Which religion has a book called Tipitaka that means the three baskets?....................................
5. Which religion asks you not to cut your hair? ................................................................................................
6. Which religion has a celebration called Diwali?..........................................................................................
7. Which religion worships in a mosque?.......................................................................................................................................
Sikhism Judaism Christianity Islam
Ba’Hai Faith Hinduism Buddhism

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Nothing Ever Stays the Same:

Nora O Baoil, Fleming Fulton School, Belfast (Editor)

A CCEA Publication ©2009

Cover Photograph: Jupiter Images

Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making

Curriculum Objective: To develop the young person as a contributor to society

Statements of Minimum Requirement

Citizenship Citizenship Citizenship

Personal Development Personal Development

Listen actively and

Resource 1: Ways To Be The Same/Different

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available from www.nicurriculum.org.uk

Skills tabs printed in yellow are Cross Curricular Skills

Respect the views

Resource 3: My Special Object

Give and respond

Resource 4: Agree/Disagree Signs

Resource 5: What Is Your School Community Like?

Resource 6: A Portrait Of My Family

Resource 7: Belonging To Groups

Resource 8: Creating A Cultural Map

Listen actively and

Refer to the following website to develop the theme:

Give and respond

PP: What Would You Bring?

whole class to give opportunities for peer education.

Resource 11: Religion Treasure Hunt

Ways To Be The Same/Different Resource 1

Draw a picture of yourself in the box below.

My friends are called.......................................................................

My favourite foods are....................................................................

My Special Object Resource 3

Draw a picture of the object you brought into school.

Where did you get it? .........................................................................

When did you get it?............................................................................

Why is it special to you?...................................................................

Agree/Disagree Signs (2 of 2) Resource 4

location uniform subjects fun things

A Portrait Of My Family Resource 6

Draw your special family member in the box below.

Which of the Which of the

family Girls’ Brigade

community music club

church GAA club

drama club soccer club

youth club others

Creating A Cultural Map Resource 8

Circle in yellow the buildings and areas Leisure Centre

Indian Take Away

Why I Am Glad About Diversity Resource 10

1. Which religion includes Catholics and Protestants?..................................................................................................................

2. Which religion worships in a synagogue?.............................................................................................................

3. Which religion has a nine-pointed star as a symbol?.................................................................................................................

5. Which religion asks you not to cut your hair? ................................................................................................

6. Which religion has a celebration called Diwali?..........................................................................................

7. Which religion worships in a mosque?.......................................................................................................................................

Sikhism Judaism Christianity Islam

Ba’Hai Faith Hinduism Buddhism

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