face equality teaching resources for key stage 3 · face equality teaching resources it is...

FACE EQUALITY TEACHING RESOURCES FOR KEY STAGE 3

FACE EQUALITY TEACHING RESOURCES INTRODUCTION | 1

Introduction

Changing Faces Changing Faces and schoolsFace Equality in schoolsBackground to the Teaching ResourcesAimHow to use these resourcesCurriculum linksA teacher’s guide to disfigurementFurther information

Glossary

Acknowledgements

1. INTROdUCTION TO THE TEACHING RESOURCES

2. dRAMA TEACHING RESOURCES

Foreword

Introduction to the Drama Teaching Resources

Drama: relevant links to the National Curriculum

Drama Lesson 1: Disfigurement and emotions: what do our facial expressions and body language say about our attitudes?

Lesson plan PowerPoint presentation

Drama Lesson 2: How can we promote positive behaviours towards people with disfigurements?

Lesson planPowerPoint presentationHandout – Becoming Disfigurement ConfidentHandout /cards – Case studies

Drama Lesson 3: How can positive behaviour strategies contribute to face equality?

Lesson plan PowerPoint presentationChildren’s Face Equality campaign posters

Drama Lesson 4: What makes a good Face Equality campaign?


Teachers’ glossary of facial conditions shown in the Drama resources

Acknowledgements


The Face Equality Teaching Resources for Key Stage 3 comprise the following booklets and associated materials:


2 | FACE EQUALITY TEACHING RESOURCES

3. ENGLISH TEACHING RESOURCES

Foreword

Introduction to the English Teaching Resources

English: relevant links to the National Curriculum

English Lesson 1: Disfigurement and language: how do words affect and reflect our attitudes?

Lesson plan PowerPoint presentation Handout – Positive Language and DisfigurementPeople cards

English Lesson 2: How can we promote positive behaviours towards people with disfigurements?

Lesson planPowerPoint presentationHandout – extract from Face by Benjamin ZephaniahHandout – Becoming Disfigurement Confident

Teachers’ glossary of facial conditions shown in the English resources

Acknowledgements

4. ART TEACHING RESOURCES

Foreword

Introduction to the Art Teaching Resources

Art: relevant links to the National Curriculum

Art Lesson 1: Disfigurement and portraits: how can art improve our attitudes and behaviours?

Lesson plan PowerPoint presentationPhotograph cards

Art Lesson 2: How can art contribute to face equality?

Lesson plan PowerPoint presentation

Art Lesson 3: Can art help to improve our behaviours towards people with disfigurements?


Art Lesson 4: Can art persuade people to change their minds about disfigurement?

Lesson planPowerPoint presentationChildren’s Face Equality campaign posters

Teachers’ glossary of facial conditions shown in the Art resources

Acknowledgements



INTRODUCTION | 3

FACE EQUALITY ART RESOURCES

4. AppENdICES

DRAmA

Handout – Becoming Disfigurement Confident

Handout/cards – Case studies

Children’s Face Equality campaign posters

FACE EQUALITY ENGLISH TEACHING RESOURCE

At lunch time, Martin decided to go for a walk in Plashet Park. He walked around the park

until he came to a small area where there were swings, climbing frames and roundabouts.

One of the roundabouts was empty. He pushed it, jumped on and then sat on the floor

of it. He looked up into the sky and watched the clouds as he spun beneath them. Then

he closed his eyes. He was tired and for a moment he let his mind drift. The roundabout

stopped but he kept his eyes shut until he was disturbed by whispers. He opened his

eyes to find that he was surrounded by a group of around ten children, none of them

older than eleven.

Some of the children jumped back and screamed. Others shouted abuse: “Ugly man”,

“You’re the bad man”, “Dog face”. The kids shouted to each other, “Don’t let him touch

you, he’ll kill you”, “If you look at him for long you’ll go blind”. Some of them picked up

twigs and pieces of paper from the ground and threw them at him, shouting, “Get away,

bogey man”, “Here’s your dinner”, “You haven’t got no Mommy or Daddy”.

There were so many of them. It was happening so quickly that Martin was speechless. He

stood up and the kids backed off but they stayed close enough to carry on shouting their

nasty words.

He shouted, “Go away, will you”, but they got even more noisy and began to follow him.

He turned around and ran towards them but they screamed louder and ran off in various

directions before regrouping. He tried chasing them a second time and they scattered

again. It was useless. Which one shall I run after? he thought. What do I do once I catch

one of them? he thought. He gave up but the children didn’t, they trailed behind him

again.

Then he heard a woman’s far off voice. “Get away, you lot! What are you doing? Leave

him alone!”

The children all turned round and ran off. Martin didn’t look where they went, nor did he

hang around to speak to the woman; he was too upset and he didn’t

want any pity. He just carried on walking home with his head hung low,

depressed and disheartened. It was the worst he had felt in ages. After

all that he had survived on the streets and at school, it took a group

of ten year olds to send him to an all time low, he thought. He didn’t

know how to argue with a group of that age. He couldn’t fight a group

of that age. They seemed to hate him, they thought he was evil, they

were purposely cruel. Their images and words stayed with him as he

walked home…

face by benjamin zephaniah

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The following passage takes place a few months after Martin’s accident.

Face Benjamin Zephaniah.indd 1 8/3/11 11:45:51

FACE EQUALITY DRAMA TEACHING RESOURCES

BECOMING DISFIGUREMENT CONFIDENT

STRATEGIES

IF YOU MEET SOMEONE WITH A DISFIGUREMENT…

Think you mighT be sTaring?

it’s okay to be interested in someone’s face but imagine what it feels like to be stared at every day. Just be sure not to be too interested!

Don’T know whaT To say?

say “hi” – sometimes it’s as simple as that!

Talk about football, music, what you are doing at the weekend – as you would with anyone else.

if you know the person and they have recently acquired the disfigurement, you could say, “i’m sorry to hear that you’ve been unwell / had an accident. how are you?”

Don’T know where To look?

look them in the eye. if this is hard at first, look at the bridge of their nose – it has the same effect.Don’T know whaT To Do?

smile!

shake hands if appropriate.

nod your head to show you have seen them.

“so what happened to you then?” should not be the first thing you

say. wait until you know the person better or until they tell you themselves. if you’re still curious, say something like, “Do you mind if i ask what happened?” – but be

prepared that they may choose not

to reply.

ENGLISH

Handout – Positive Language and Disfigurement

Handout – extract from Face by Benjamin Zephaniah

Handout – Becoming Disfigurement Confident

People cards

FACE EQUALITY DRAMA RESOURCES

FACE EQUALITY ENGLISH TEACHING RESOURCES

Use positive words and phrases such as…

“disfigurement”

“people who have disfigurements”

“people living with a disfigurement”

“a person with a disfigurement”

For example…

“I think that people who have disfigurements should be treated the same as people without disfigurements.” “he is… (e.g.) a burns survivor”

“he has Apert Syndrome”

“she has a… (e.g.) birthmark on her cheek”

“she was scarred…”

“he was burned…”

“he sustained severe burns…”

POSITIVE LANGUAGE AND DISFIGUREMENT

POSITIVE WORDS AND PHRASES TO DESCRIBEPEOPLE WITH DISFIGUREMENTS

…not negative words and phrases such as:

“deformity”

“defect”

“abnormality”

“disfigured people”

“scarred people”

“victim of (e.g.) burns”

“he suffers from Apert Syndrome”

“terribly scarred”

“horrifically disfigured”

“badly burned”

“monstrous”

“grotesque”

This is because:

“Disfigurement” is more positive and carries less sense of there being something medically “wrong” with the person.

This respects the person first, rather than labelling them by their disfigurement.

It is also more empowering to describe how the person lives with their condition, rather than them as a “victim” of circumstances. It is also more informative to give the precise details of the condition or disfigurement.

The use of negative adverbs and adjectives make a value judgement and obviously do not help to describe the disfigurement in a positive way.

Some people might think that the word “disfigurement” itself sounds a bit negative and would prefer to use other terms instead, such as visible difference or unusual appearance. Changing Faces believes that it is often more helpful to spell out the precise cause or details of a person’s disfigurement – for example, “a person who has burns injuries” or “a person with a cleft lip” – as this is more informative.

ART

Photograph cards

Children’s Face Equality campaign posters

FACE EQUALITY ENGLISH RESOURCES

FACE EQUALITY ENGLISH TEACHING RESOURCES

BECOMING DISFIGUREMENT CONFIDENT

STRATEGIES

IF YOU MEET SOMEONE WITH A DISFIGUREMENT…

Think you mighT be sTaring?

it’s okay to be interested in someone’s face but imagine what it feels like to be stared at every day. Just be sure not to be too interested!

Don’T know whaT To say?

say “hi” – sometimes it’s as simple as that!

Talk about football, music, what you are doing at the weekend – as you would with anyone else.

if you know the person and they have recently acquired the disfigurement, you could say, “i’m sorry to hear that you’ve been unwell / had an accident. how are you?”

Don’T know where To look?

look them in the eye. if this is hard at first, look at the bridge of their nose – it has the same effect.Don’T know whaT To Do?

smile!

shake hands if appropriate.

nod your head to show you have seen them.

“so what happened to you then?” should not be the first thing you

say. wait until you know the person better or until they tell you themselves. if you’re still curious, say something like, “Do you mind if i ask what happened?” – but be

prepared that they may choose not

to reply.

Photo cards.indd 2 3/3/11 10:15:30

SHOPPING

I was buying clothes with my friends and when I went to pay,

the lady at the till just ignored me! She actually asked my friend if

she was there to help me… as if I wasn’t able to do it myself. It really knocked my confidence and made me less willing to go out shopping

by myself… which is probably what that lady expected anyway.

AMY

has four brothers and one sister

14 years old

has a large birthmark on her face and neck for which she has received some laser treatment

(to make it lighter)

enjoys shopping with her friends

plays electric guitar and drums

hopes to set up her own rock band


FACE EQUALITY TEACHING RESOURCES

It is estimated that around 86,000 young people in the UK have what can be described as a significant facial disfigurement (Changing Faces Annual Review, 2010, p. 2). These children may be particularly vulnerable to staring, comments, questions, ostracism and bullying which, without appropriate intervention, may impact upon his or her wellbeing and achievement.

Changing Faces recognises the vital role that educational professionals play in ensuring that young people with disfigurements are included and given appropriate support. Changing Faces offers expert advice, resources and training programmes which allow teachers and other educational professionals to understand and respond to the challenges facing children and young people with a disfigurement.

To find out more about the work that Changing Faces does in schools, please visit their education pages at www.changingfaces.org.uk/Education.

The Face Equality campaign was launched by Changing Faces in 2008 following the outcome of independent research into public attitudes towards disfigurement. The research (involving an Implicit Attitudes Test) suggested that 9 out of 10 people held unconscious negative attitudes towards people with disfigurements even if they did not consider themselves to behave in a discriminatory way.

Face equality is about being treated fairly and equally regardless of facial appearance. In educational settings it involves creating a culture of inclusion where every child and young person is valued and allowed to achieve their full potential.

Through the campaign in education, Changing Faces aims to:

w raise awareness of the attitudes and beliefs towards disfigurement that can lead to prejudice and discrimination;

w encourage people in educational settings to tackle such beliefs and attitudes and make a commitment to face equality;

w help staff and students to learn new ways of thinking and behaving towards people with disfigurements.

For more information about face equality or to show your support for the campaign, please visit: www.changingfaces.org.uk/Face-Equality.

FACE EQUALITY IN SCHOOLS

INTROdUCTION TO THE

CHANGING FACES ANd SCHOOLS

Changing Faces is a UK charity that supports and represents children, young people and adults who have disfigurements from any cause. It seeks to enable everyone to face disfigurement with confidence, whether or not they have a disfiguring condition. In order to achieve this, the charity:w provides professional support for those who are finding it hard to live with their disfigurement and for their families;w works to influence policy and practice in health, education, employment and the media;w campaigns for fair treatment and equal opportunities.For further information about Changing Faces, please visit: www.changingfaces.org.uk.

INTRODUCTION | 5

In March 2009, Changing Faces secured government funding to run a two-year curriculum project as part of the Face Equality campaign. The main objective of the project was to devise curriculum resources for Years 8 and 9 that would address the attitudes and behaviours which young people show towards people with disfigurements. In turn, this could enable students, teachers and support staff to become more “disfigurement confident” generally and to augment inclusion in schools.

Teaching resources were therefore devised by Changing Faces for Drama, English and Art and were trialled with Key Stage 3 students between March and November 2010. Five different secondary schools in England took part in the trial across two phases; two from March to April and the remaining three from September to November. Two of these five schools were in Greater London; one was in Buckinghamshire; one was in Bristol and one was in Greater Manchester. All schools trialled the lessons with Years 8 and 9.

The final set of resources was completed in January 2011 and will be distributed to secondary schools around England later in the year. The aim of this distribution is to provide as many schools as possible with both the confidence and resources they need to promote face equality successfully.

The aim of the Face Equality Teaching Resources is therefore to provide secondary teachers with a comprehensive yet flexible set of resources through which to promote face equality in their subject. Although the content of each lesson is different, all the resources share a common set of messages for students about how to improve their attitudes and behaviours towards disfigurement.

These messages are:

w that everyone should feel confident in meeting someone with a facial disfigurement;

w that positive attitudes and behaviour towards people with facial disfigurements help to overcome discrimination;

w that people with disfigurements deserve the

same respect and opportunities as people without disfigurements.

The resources will therefore provide teachers, support staff and students with the strategies they need to become more “disfigurement confident” in their social interactions, both inside and outside the classroom.

Statutory requirements and guidelines for education are subject to ongoing changes, so it is difficult to prescribe here a universal set of criteria for how the pack should be used. Different schools have different timetable and curriculum arrangements so it was intended from the outset that the resources would be comprehensive yet flexible enough to accommodate individual teachers’ and schools’ requirements.

Experience during the trial indicated that this approach worked successfully, although during this stage teachers were asked to try and limit the delivery of pack content to the maximum number of hours recommended. However, the feedback received from teachers after the trial suggested that a flexible approach was most appropriate, with opportunities provided for teachers to extend or adapt activities where they felt necessary.

Each lesson here was designed as a one-hour session to be delivered as part of a “mini” scheme of work involving two or four lessons (for English or Drama and Art respectively: to reflect how the resources were run during the trial). However, the intention is that these sessions can be adapted to fit in with the normal sessions of a school day or within the particular requirements of a subject. The recommended timings and target year group given for each lesson should therefore be treated as guidelines only which teachers can tailor to their own schemes of work.

Although the resources have been designed for Key Stage 3 students in Drama, English and Art, it is intended that the materials can be adapted to other subjects or even integrated into a cross-curricular project. Similarly, activities in these lessons can be developed for Key Stage 4 work or the themes and discussion tasks used as a focus for assemblies or pastoral time. Where possible, Changing Faces are keen that the lessons are integrated into subject schemes of work rather than having disfigurement treated as

BACkGROUNd TO THE RESOURCES

AIM

HOw TO USE THESE RESOURCES


a discrete “issue”. People with disfigurements encounter “facial prejudice” in all aspects of their daily lives so the lessons here represent an attempt to integrate issues of face equality into the typical content of subject lessons, rather than to treat them as something altogether separate.

The curriculum links provided in this pack relate to the National Curriculum as it stands at the time of going to press: specifically, The National Curriculum 2007 as published by the Qualifications and Curriculum Development Agency (QCDA). However, we appreciate that these may change subsequent to publication so we would ask teachers to use these as guidelines only and to be aware of how the resources might be adapted to conform with new guidelines as they emerge.

Disfigurement is a sensitive issue, and it is vital that it is treated as such in the delivery of these lessons. It is estimated that 86,000 young people (around one in 124) has what can be described as a significant facial disfigurement and so it is likely that at least one of your students will have or know someone with a disfigurement. It is worth remembering that Changing Faces defines “disfigurement” in terms of “the visual effects of a mark, rash, scar or skin graft on a person’s skin, or of asymmetry, paralysis or lack of function” (Changing Faces Annual Review, 2010, p. 2) and so more common conditions such as acne, scarring or eczema often do fall into this category.

However, perceptions of disfigurement can of course be subjective, and so it is sometimes difficult for teachers to anticipate which students might be affected by the topic. Changing Faces provides guidance for teachers on how to handle difficult questions or situations which might arise from discussions or lessons around disfigurement, and we would ask all those who are involved in delivering these lessons to familiarise themselves with these materials – as detailed below – before the lessons begin.

It is also important that materials relating to disfigurement (including Changing Faces posters) are only used outside of a lesson context (e.g. in school corridors) within careful parameters, as advised by Changing Faces. The messages run

the risk of being counter-productive if they are misunderstood by students, and our concern is that students who might be sensitive to comments or bullying would not gain the support here that they would within a controlled, informed classroom environment. Detailed advice on this can be found via the Education links on the Changing Faces website: www.changingfaces.org.uk.

The lessons themselves have also been designed to generate a discussion about disfigurement and, as with all sensitive topics, it is not always easy to predict what kind of comments or questions might emerge from a class. The most important point here is to be prepared for such comments, and to realise that negative remarks should be dealt with in the context of an informed, supportive discussion rather than simply ignored. If you feel that a good opportunity arises for a discussion during the delivery of these resources, then it is probably a good idea to use this; even if it means curtailing some of the other activities.

Teachers’ Guides for Secondary Schools are also available to download via the Changing Faces website and these provide a wealth of guidance on how to deal with issues such as appearance-related bullying in schools. Hard copies are also available by contacting Changing Faces at:

Changing Faces, The Squire Centre33-37 University Street, London WC1E 6JN

Telephone: 0845 4500 275E-mail: [email protected]

If you have any concerns about how these lessons may affect a particular child and would like further advice relating to this, then please contact the Changing Faces Schools Specialists on [email protected].

If you have any other queries, or if you would like any further training on how to promote more positive attitudes towards disfigurement among pupils and staff, then please contact: [email protected].

Please visit www.changingfaces.org.uk for more information about how to promote face equality in your school, from fundraising ideas to video links and other materials.

CURRICULUM LINkS

A TEACHER’S GUIdE TO dISFIGUREMENT

FURTHER INFORMATION

INTRODUCTION | 7

TEACHERS’ GLOSSARY

OF FACIAL CONdITIONS SHOwN IN THE RESOURCES BOOkLETS

The result of a nitric acid attack.

The result of a car accident.

The result of a car fire.

The result of being in a house fire.

Lesson 1 – Slide 1 Lesson 2 – Slide 1

Lesson 1 – Slides 1 and 3 Lesson 2 – Slide 1

Lesson 1 – Slides 1 and 3 Lesson 2 – Slide 1 Photograph cards

Lesson 1 – Slide 3

Lesson 1 – Slide 3 Lesson 2 – Slide 5 Photograph cards

Lesson 2 – Slide 1 Lesson 3 – Slide 4 Lesson 4 – Slide 3


Lesson 2 – Slides 1, 3 and 8

Lesson 1 – Slide 4 Lesson 2 – Slide 3 Lesson 3 – Slide 3 Lesson 4 – Slides 2 and 5 Children’s Face Equality posters (Harry)

Lesson 1 – Slide 5 Lesson 2 – Slide 3 Children’s Face Equality posters (Harry)

Lesson 1 – Slide 5 Lesson 3 – Slides 4 and 6 Lesson 4 – Slide 5 Children’s Face Equality posters (Harry)

BURN SCARS

CONDITION DETAIL LINK TO RESOURCES

n Drama Resources n English Resources n Art Resources



A genetic condition (caused by a change in a gene). It can be inherited, but more often the cause is unknown.

It is characterised by a wide separation between the eyes. Other features include a gap between the two front teeth and “unruly hair”.

Lesson 3 – Slide 5 Lesson 4 – Slide 1Children’s Face Equality posters (Lucas)

Lesson 3 – Slide 5Lesson 4 – Slide 6Children’s Face Equality posters (Lucas)

CRANiofRoNtoNASAl dySplASiA

A congenital condition, which means it is present (though not necessarily visible) at birth. It can be caused by problems in foetal development.

Cleft means “split” or “separation”. During early pregnancy separate areas of the face develop individually and then join together. If some parts do not join properly the result is a cleft.


ClEft lip ANd pAlAtE

YOU TOO

CAN BE

dISFIGUREMENT

CONFIdENT!

INTRODUCTION | 9


It is caused by the lymphatic system failing to develop and results in local swelling in the affected area (usually around the neck or armpit).

Lesson 1 – Slide 2Lesson 2 – Slide 2


Lesson 1 – Slides 2 and 3Photograph cardsLesson 2 – Slide 2

CyStiC HyGRoMA(oR lyMpHAtiC MAlfoRMAtioN)

A genetic condition (caused by a change in a gene).

It can be passed down from parents, but often the gene that causes NF can change for no known reason. NF mainly affects the nervous system. It causes lumps to grow on the nerves around a person’s body.


Lesson 1 – Slide 3 Lesson 2 – Slide 7

Lesson 1 – Slide 3 Photograph cardsLesson 2 – Slide 4Lesson 3 – Slide 2

NEURofiBRoMAtoSiS (Nf)



There is damage or faulty nerve supply to the affected capillaries (tiny blood vessels). The nerve impulses that make the blood vessels narrower are lost so they then stay wide all the time making the affected area appear darker in colour.

Lesson 3 – Slides 1 and 3Lesson 4 – Slide 2Children’s Face Equality posters (Lauren)


Lesson 1 – Slides 3 and 7 Lesson 3 – Slides 1, 4 and 7Lesson 4 – Slide 5 Photograph cards Children’s Face Equality posters (Lauren)

poRt wiNE StAiN BiRtHMARk

(oR NAEvUS flAMMEUS)



It is the result of a collection of blood vessels or the over growth of blood cells. This leads to the red, lumpy, raised appearance, although sometimes it can be a deep purple colour.


Lesson 1 – Slides 2 and 3

Lesson 1 – Slides 2 and 3Photograph cards

StRAwBERRy BiRtHMARk(oR MixEd CApillARy ANd CAvERNoUS HAEMANGioMA)


All photographs and posters are Copyright © Changing FacesPhotographers: Piers Allardyce; Oliver Chanarin & Adam Bloomberg; Jim Hodson; Robert Wilson

Sturge Weber Syndrome is a congenital condition, which means it is present (though not necessarily visible) at birth. It can be caused by problems in foetal development.

The syndrome is associated with a number of symptoms such as convulsions and weakness or paralysis on one side of the body, and headaches. The associated birthmark is caused by an overabundance of capillaries (tiny blood vessels) just under the surface of the face.

Lesson 1 – Slide 7 Lesson 3 – Slide 5Lesson 4 – Slide 2

Children’s Face Equality posters (Max)

Lesson 2 – Slide 9Children’s Face Equality posters (Max)

Lesson 3 – Slide 5Lesson 4 – Slide 5

Children’s Face Equality posters (Max)

poRt wiNE StAiN BiRtHMARk(oR StURGE wEBER SyNdRoME)

INTRODUCTION | 11

AUtHoR Nikki Boyd, Secondary School Educationalist for Changing Faces

This project was supported by government funding

pRojECt AdviSoRy GRoUp

Professor Tony Cline, Co-Director of the Educational Psychology Doctorate Programme at University College London

Claire Charlton, Teacher of Drama and EAL Coordinator at The Green School, Isleworth

Dr. Fiona Fox, Qualitative Research Design Consultant at the University of Bath; formerly Research Associate at the Centre for Appearance Research, University of the West of England

Jane Frances, Policy Adviser in Education for Changing Faces

Emily Goldsmith, Training Adviser in Education for Changing Faces

Sarah Henry, Schools Specialist for Changing Faces

Hilary Maguire, Advisory Teacher for Pupils with a Disability or Severe Medical Condition for the Tower Hamlets Support for Learning Service

Kate O’Connell, Teacher of Humanities and Foundation Stage at Bradford Academy

Henrietta Spalding, Head of Policy and Practice for Changing Faces

Nicola Stock, Research Associate at the Centre for Appearance Research, University of the West of England

witH tHANkS AlSo to

Professor Nichola Rumsey, VTCT Professor of Appearance Psychology at the Centre for Appearance Research, University of the West of England

Dr. Elizabeth Jenkinson, VTCT Research Fellow at the Centre for Appearance Research, University of the West of England

Katie Whale, Research Assistant at the Centre for Appearance Research, University of the West of England

tRiAl ANd dEvElopMENt SCHoolS foR tHE tEACHiNG RESoURCES

Epsom and Ewell High School, Surrey

Alex Russell, Mary Gould, Jade Langridge, Natalie Blackman, Rhya Palmer, Aron Burton, Nick Foney, Dafni Calver, Graham Sheridan, Zelia Munnik, Ros Cassidy, Katy Jones and all of the students and other members of staff who were involved

Stretford Grammar School, Trafford

Michael Mullins, Rebecca Lees, Chris Lea, Jan Ochman and all of the students and other members of staff who were involved

The Beaconsfield School, Buckinghamshire

Louise Gattward, Rachel Hughes, Liz Bemment, Alexa Angell, Bernadette McGivern, Suzanne Swainson and all of the students and other members of staff who were involved

The City Academy, Bristol

Rebecca Thunhurst, Shilen Tanna, Ruth Butler and all of the students and other members of staff who were involved

The Green School, Isleworth

Pam Butterfield, Claire Charlton, Oscar McHamish, Lowri Middleton, Rebecca Smart, Gary Munro and all of the students and other members of staff who were involved

The Changing Faces Young People’s Council (YPC)

Adam Pearson, Michael Boateng, Zoe Hilton-Webb, Kellie O’Farrell, Sapphire Mason-Brown, Katie Edwards, Clare Calder, Tom Nash, Anna Lee, Sofi Arun, Olivia Roberts, Rebecca Vezey, Lucas Hayward, Lisa Kerr, Kayleigh Gomeze

ACkNOwLEdGEMENTS


tHE AUtHoR woUld AlSo likE to tHANk tHE followiNG foR tHEiR HElp ANd AdviCE iN dEvElopiNG tHESE RESoURCES

Emily Burns, Young People’s Participation Specialist for Changing Faces; Winnie Coutinho, Head of Campaigns and Communications for Changing Faces; Rekha Patel, Press and Communications Officer for Changing Faces; Christopher Binding, Binding Associates and Danny Jenkins at Thirteen; James Partridge, Chief Executive Officer for Changing Faces; Gemma Borwick, Training Adviser in Health for Changing Faces

iMAGES ANd ExtRACtS

Portrait of Henry VII © National Portrait Gallery, London

Silver Liz [Ferus Type], 1963 Collection of The Andy Warhol Museum, Pittsburgh PA, USA

Extract from Face © Benjamin Zephaniah. Reproduced with kind permission of Bloombury. Cover design © Nathan Burton

Extracts from The National Curriculum 2007. This document contains information which is both subject to Crown copyright and © Qualifications and Curriculum Development Agency 2007. This information is licensed under the terms of the Open Government Licence http://www.nationalarchives.gov.uk/doc/open-government-licence. Extracts have been reproduced with permission of the Qualifications and Curriculum Development Agency

Design | Binding Associates Illustration | Danny Jenkins, ThirteenPrint | Doveton Press

Changing FacesThe Squire Centre

33-37 University StreetLondon WC1E 6JN

Telephone 0845 4500 275Fax 0845 4500 276

Email [email protected]

www.changingfaces.org.uk www.iface.org.uk

Registered Charity No. 1011222Charity registered in Scotland: SC039725

Company Limited by Guarantee Registered in England and Wales

No. 2710440

Registered Office: The Squire Centre

33-37 University Street London WC1E 6JN

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