ASK:

• What do we remember from the last session?

If not covered, review the key learning objectives from the previous time and ensure there is a level of understanding about what identity means.

EXPLAIN:

In today's session, we will be meeting the main character, Marcus, from the interactive story.

Introduce Learning Outcomes for this session.

SHOW:

• Slide 2: Image of Marcus

Pupils should choose words to describe characteristics of Marcus' identity

ASK:

• What criteria have you used to decide on his identity? (Physical aspects only?)

• Are there aspects of his identity that you don't yet know?

• Why don't we know? (Are some elements of our identity' hidden'?)

• Have pupils made assumptions about Marcus because of the way he looks?

• Introduce the term stereotype.

• What does it mean?

• Have they come across the term before?

• Have they ever been a victim of stereotyping themselves?

• Why? Is it because of how they dress, what they carry, places they go?

• Do we all stereotype? Where does it come from? (e.g. misunderstandings, misrepresentations, media).

NB: It may be helpful to record this on a flip chart or smartboard to refer back to later.

SHOW:

• Slide 3: Stereotype

Discuss the meaning of the term as a class based on this definition to ensure a good level of understanding.

ASK:

• Are there aspects of identity that are hidden?

• Are they the most important aspects that make us who we are?

• How can we overcome stereotyping? (i.e. getting to know people better, mixing with people from different ethnic or cultural groups, being 'open-minded' about others)

EXPLAIN:

We're going to learn all about Marcus. We'll use his story to explore who we are and who makes the choice about who we are. Marcus' story is all about a decision that could decide his entire future. We'll look at all of the factors that lead him to this choice and make him the person he is.

ASK:

• How does our identity determine our choices in life?

Make reference to brothers and sisters or other close relatives.

• How do they behave, and would they make the same choices as you? If not, why not?

• They have the same DNA, live in the same house, have been brought up in the same way and perhaps share similar characteristics, so why are even our own siblings often different? (Explore uniqueness, personal choice, preferences in the discussion – there are no right/wrong answers but try to bring out that there are influences all around us).

SHOW:

• Slide 5: Unique and DNA

Discuss the terms and ensure pupils have a good grasp of what they mean.

In small groups/tables, pupils should come up with one thing that makes them unique compared to the other pupils in their group. This could be anything, physical or otherwise. Ask each group to briefly feed some of their ideas back to the rest of the class. As they do so, acknowledge that although these might be unique within their groups, many of these characteristics could be shared with others. Emphasise that although many things make us unique, people also have many things in common. These things bind us together (we will cover differences and similarities later in the programme).

Hand out devices for pupils to read the interactive story to the first check point (see below).

For pupils using iPads: the story will stop at the appropriate point (page 3).

For pupils using non-iPad devices: Read Episode 1

ASK:

• Is Marcus born into a particular identity?

• Can this change?

• What may influence his identity? (Parents, older brother, friends, etc.)

EXPLAIN:

Having a clear sense of who you are and being positive about your unique identity is vital to your own wellbeing, confidence and self-esteem. It helps build something called resilience against negative influences and behaviours.

SHOW:

• Slide 7: Resilience

Discuss the term and any elements of the definition to ensure understanding.

Working with the person next to them, pupils should imagine they are Karl and -just like in the story- they are meeting their baby brother, Marcus, for the first time. Pupils should describe to their partner the range of feelings they might have towards Marcus.

ASK:

• What positive advice could you give to someone to help them understand what resilience was and how they could improve theirs?

Take brief feedback from pupils, ensuring that any advice emphasises positive language and actions rather than negative or non-constructive comments.

Hand out Resource Sheet 3a: My resilience

Pupils should complete the sentence, 'One way I can become more resilient is...'

Retain these for Activity Four of the next session.