My identity: Part 1

Teacher notes

This lesson introduces the storyworld series, Becoming Me, which explores the lives of six different youngsters from Denmark. The focus is on Asmir’s storyworld, Wealth of Choices. **We suggest teaching this lesson first in the series. You may also like to split this lesson into two sections, taking more time over each section.** This series explores faith, religion and worldviews. You can find support to help you teach about these themes at NATRE’s website: https://www.natre.org.uk **The majority of the children in this storyworld series are part of minority faith/ belief groups.** In particular, Natalie, a Jehovah’s Witness, and Mira, who follows the Wicca tradition, are part of very small minority groups. There is background faith data for Denmark and the UK in Part 2 of this lesson: https://teacher.lyfta.com/teach/lesson-plans-previews/2602 in the final numeracy activities. **Each of the children and their families practise their faith in their own way. There is huge diversity across every belief system, and no single story.** **Lyfta core themes:** Community and Citizenship, Culture and Identity, Equality and Human Rights, Health and Wellbeing, Learning and Growth. **Lyfta core skills and values:** Active Listening, Coaching & Mentoring, Critical Thinking, Empathy & Understanding Others, Intercultural Competence, Mindfulness, Respect, Self-Motivation. **SDGs:** 4,10,11. **National Curriculum objectives:** KS2/3 RE The Becoming Me storyworld series includes a range of opportunities to meet children from different faith/worldview backgrounds which can link to your locally agreed SACRE syllabus. In this lesson, Asmir shares his Muslim faith with us: we observe how his family practise Sunni Islam, the largest denomination of Islam, practised by most of the world’s Muslims. KS2 PSHE H25. about personal identity; what contributes to who we are H27. to recognise their individuality and personal qualities R31. to recognise the importance of self-respect and how this can affect their thoughts and feelings about themselves R33. to listen and respond respectfully to a wide range of people, including those whose traditions, beliefs and lifestyle are different to their own L6. about the different groups that make up their community; what living in a community means L8. about diversity: what it means; the benefits of living in a diverse community; about valuing diversity within communities L9. about stereotypes; how they can negatively influence behaviours and attitudes towards others; strategies for challenging stereotypes. KS3 PSHE R3. about the similarities, differences and diversity among people of different race, culture, ability, sex, gender identity, age and sexual orientation. KS2 Citizenship to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences to appreciate the range of national, regional, religious and ethnic identities in the UK and elsewhere (Denmark) to think about the lives of people living in other places and times, and people with different values and customs that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity. **Additional information:** The **UN Convention on the Rights of the Child (UNCRC)** states that: - Children have the right to think and believe what they want, and to practise their religion, as long as they are not stopping other people from enjoying their rights **(Article 14)** - Children have the right to learn and use the language, religion and customs of their families, whether these are shared by the majority of people in the country or not **(Article 30)**. The Danish constitution guarantees freedom of religion. **Thank you for reading this additional information to support your learners in their journey through Becoming Me.**