Identity and Diversity — Year 6 Lesson Plan
National Curriculum: PSHE/RSE — Citizenship: the importance of respecting and understanding the lives of people living in other places and times, and people with different values and customs; how society and relationships are constructed (KS2 statutory guidance).
Overview
Pupils explore the multi-dimensional nature of personal identity and the rich diversity of the world they live in. They examine prejudice and discrimination through real and accessible examples, learn about the legal framework for equality in the UK, and develop their capacity for empathy and active inclusion. The lesson encourages pupils to examine their own assumptions while celebrating the diversity within their school community.
Learning Objectives
- Describe the different dimensions of personal identity including culture, faith, gender, interests and values.
- Understand what prejudice and discrimination are and recognise their impact on individuals and communities.
- Know the key protected characteristics covered by the Equality Act 2010 in child-appropriate terms.
- Develop practical commitments to inclusion and challenging discrimination in their own context.
Key Vocabulary
Suggested Lesson Structure
Give pupils a blank silhouette and ask them to fill it with all the different layers of their identity: nationality, ethnicity, religion or belief, hobbies, family role, values, favourite things, languages spoken, personality traits. Share in pairs and discuss: how many of these things can you see just by looking at someone? Establish that identity is much deeper than appearance.
Introduce the concept of prejudice and discrimination: prejudice is a negative view based on who someone is, and discrimination is when that prejudice leads to unfair treatment. Give accessible, age-appropriate examples across different protected characteristics (race, religion, disability, gender reassignment, sexual orientation, etc.). Introduce the Equality Act 2010 in simple terms: it is a law that protects people from being treated unfairly because of who they are, and it covers nine protected characteristics.
In small groups, pupils read three short case studies of discrimination (adapted from real public cases, names changed). For each, they identify: what has happened? Which protected characteristic is involved? What has been the impact on the person? What should have happened instead? Groups share back and the class discusses what they notice about the impact of discrimination.
Pupils design a mini inclusion campaign for their school: a poster, slogan, or set of three concrete commitments. The campaign should celebrate diversity, challenge a specific form of prejudice or exclusion relevant to their community, and suggest what everyone can do differently. Campaigns are displayed around the school.
Discuss: what is the difference between being kind and being actively inclusive? Establish that inclusion requires action, not just absence of unkindness. Close with the challenge: this week, do one thing to actively include someone. The following lesson, discuss how it went. Reinforce that creating a fair and inclusive community is everyone's responsibility.
Common Misconceptions
- Some pupils believe that treating everyone exactly the same always constitutes fairness. Introduce the concept of equity — sometimes people need different things to have an equal experience — using the classic box and fence image.
- Pupils may think that prejudice only applies to race or religion. Make clear that prejudice can be directed at any aspect of identity, including disability, gender, age and sexual orientation.
Prior Knowledge
Pupils should already be able to:
- Understanding of equality and diversity from Year 3.
- Awareness of protected characteristics introduced in earlier years.
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