Sessions two and three focused on identity and the things that make up who we are. A sense of 'self' is essential to foster an appreciation of our self-worth and develop personal resilience. Pupils identified characteristics of their own identities. More than simply the names we are given, we're also defined by the things that other people see in us. These characteristics can come from various sources — the groups to which we belong, the personal qualities we develop, events that happen to us or the aspirations we have for ourselves, to name a few. Combined, all of these things can cause us to do certain things or act in particular ways. We call this 'influence', and Session Four explores this in detail.

Pupils will identify and examine the influence that external factors can have and how important these are in helping foster a sense of belonging. Previously, we looked at the character of Marcus and his relationship with his brother Karl during their early childhood years. They live in the same house with the same parents yet behave differently. Karl doesn't seem to want Marcus around. During the session, pupils will consider what else might influence Karl's feelings and relate this to his choices. To better understand these ideas, we look again at the story of Marcus and, in particular, the influences that shape his identity as he grows up.

We'll also consider the importance of groups, particularly how social proof or the herd instinct can cause us to adopt certain behaviours without question. In other words, the more people behave in a certain way, the more we accept and indeed adopt that behaviour, no matter how absurd the behaviour in question. Social proof lies behind a whole range of things, from fashion and diet fads to stock market panic. It can paralyse entire communities, such as when a sect commits collective suicide. Still, it comes from sound human programming that, at one time, ensured our survival as a species, which makes it pretty difficult to ignore!

Recap and review ground rules as a class.

Discuss any rules created which worked well, together with any that didn't work – do they need to change?

Make amendments if required. Either way, ensure that pupils understand why we have ground rules and why they are essential.

The term 'belonging' is explained as the human need to feel part of something and feel accepted for who you are (your identity) by others. Understanding that all of us, children and adults, have that 'need' within us is essential to the session.

Pupils will learn that our sense of belonging comes from the groups we choose to be part of, including family, friendship, school, community and religious groups. Research has identified that individuals with a strong sense of belonging within their own groups, communities and social networks are less likely to be drawn into situations that may put them at risk.

Definitions of what constitutes a group are discussed, as are specific groups we all might belong to (e.g. ethnic groups, family groups, peer groups, school groups and religious groups). Allow pupils time to understand these different groups and which ones they feel an affinity with. It's an excellent opportunity to reinforce the 'school community' message or ethos where all pupils are valued as school members. An understanding of the term 'influence' is established so that pupils can later discuss how different groups might influence them (or Marcus). It's advisable to cover 'ethnic groups' as a class – as this may be a sensitive topic for some pupils. Facilitate and encourage open and honest discussions.

Pupils return to the story to read through some of the events Marcus experiences as a young child; he is being rejected or ignored by his brother, Karl, which may cause him to feel vulnerable. Encourage pupils to explore the different influences on Marcus (Mum, Dad, Karl, peers, older group), whether these are positive or negative and which have the most significant impact on him. This activity starts to position how Marcus (and therefore each of us) can become more resilient to negative influences (take time to recap on the importance of identity if needed).

Hand out devices for pupils to read the interactive story from where they read last time to the second check point.

For pupils using iPads: To progress from the first checkpoint it will ask for check point 1 password (identity).

For pupils using non-iPad devices: Read Episode 2.

Hand out Resource Sheets 4a and 4b (also provided as Slides 16 & 17). Highlight the positive and negative influences on Marcus' identity at this stage of his life.

Complete the resource sheet as a whole class using pupils' ideas (Resource Sheet 4b).

Once completed, use the individual groups (e.g. family, school, peer) to highlight who influences which elements of Marcus' identity.

Review terminology, any new language and key learning introduced today. Ask pupils to name two groups to which they belong.

Poll the class to draw out the wide variety of groups that exist. Illustrate the point that lots of us belong to the same groups and lots of us belong to different groups — this is what makes us unique, and diversity is something to be proud of and celebrate.

As an extension activity or homework, choose one group from the list all pupils belong to (if it didn't come up, use 'our class group'). All pupils must use the same group to compare their answers.

Hand out Resource Sheet 4c: Similarities and differences

Pupils should complete it.