race and tracey€¦ · unit 6: grace and tracey. complementary unit: ‘getting along with...

and

The main theme of this unit is presented through a story that explores inclusion, exclusion and associated feelings. Stereotypes and assumptions, diversity and interdependence are also considered so that children can learn to value the differences within and between us as well as our similarities.

Personal Development and Mutual Understanding: Foundation Stage Year 2Strand 2: Mutual Understanding in the Local and Wider CommunityUnit 6: Grace and TraceyComplementary Unit: ‘Getting Along With Others’

Traceyrace

Similarities and Differences between roups of People

2Year Foundation Stage

Who, What, Where, When and Why are useful words to teach children how to a start a question. Doing so will help them to find out more about what someone is, for example, saying, doing, thinking or wearing so that they understand them better and do not make wrong assumptions.

5 Ws

Teaching approaches

This approach ensures that children mix with a wide range of pupils, allowing them to get to know everyone better. The more we know someone, the better we understand them.

You can line the children up according to any one of the following: first name initial, birth month, second name initial, hair colour, etc. Then, count off in required number.

Fair Pairs and Fair Groups

Using ‘I’ statements tells others how we feel without blaming them. Blaming can make a situation worse, but using ‘I’ statements ensures that we speak only for ourselves.

It takes a lot of practice to use ‘I’ statements, but a good way to start is to ask the children to complete the statement I feel _____ or I think _____ in response to a situation, story, poem, piece of news, etc. Another way is to explore a selected feeling. For example, you could ask the children to complete the statement I feel annoyed when _____ .

Using ‘I’ Statements

Difference can make children feel inferior and can be a cause of bullying by others. Where there are opportunities, explore difference by bringing it into the open, discussing it, giving reasons for the difference, and valuing it through the language you use. This way, the children will learn to accept difference as natural.

Value Diversity

Key Experiences in exploring similarities and differences between groups of people

Where children:- listen to stories about people and place; and- are encouraged to consider the needs of others in the environment.

Where staff: - take time to listen to children; and- respect the children’s views and ideas.

Building on Pre-school

Working at Foundation Stage

Explore and discusssimilarities and differences between groups of people:

Moving towards Key Stage 1Similarities and differences between people:

- beginning to recognise similarities and differences in families and the wider community;- celebrating special occasions, for example birthdays and weddings; and- understanding that everyone is of equal worth and that it is acceptable to be different.

- appreciating ways we are similar and different;- being aware of their own cultural heritage and its traditions and celebrations; - recognising and valuing the culture and traditions of one other group who shares their community; and- being aware of the diversity of people around the world.

Progress in learning

I know ways that others are different to me.I know ways that others are similar to me.I am beginning to think about how other people feel.I recognise signs that suggest how someone might be feeling. I am beginning to use questions (Who, What, Where, When and Why) so that I understand other people better.I understand that I can only speak for myself.I try to use ‘I’ statements.I understand that it is important that we work together.I understand that if I have a problem with someone, it is good to talk to them about it.I can put events in order when I hear a story or when I watch something happen.I am interested in listening to others.I am interested in talking to others.

Foundation Stage Year 2 Strand 2: Mutual Understanding in the Local and Wider Community Grace and Tracey

Actively involving children in the planning process provides a starting point and gives a sense of the current thinking in the class. It provides an understanding of the children’s interests, needs and experiences.

This is an example of one teacher’s way of involving children in the planning process for a topic about similarities and differences. In this case, the teacher used Russian dolls to depict the stages of this unit. The display showed the children’s progress as they looked increasingly closely at how they interpreted, reacted to and dealt with differences. Other toys or maths resources could be used as effectively.

learning intentionRecognise and value diversity

Planning together

Looking at the ways we are the same and the ways we are different

2

Where? How? Why? What?In our class Through telling the

story of Grace and Tracey

So that we can learn how the way we deal

with difference can affect others

What happens when we

‘see’ others as different

Who?Looking at ourselves

and how we are different and how we are the same

Managing information

Start with a focus. Ask and respond to questionsto clarify a task;

Select (with help) information from materials and resources provided and suggest ways to obtain information;

Follow directions in relation to a task. Begin to plan; and

Identify and use simple methods to record information.

Thinking Skills and Personal Capabilities by the end of Foundation Stage

Thinking, problem solvingand decision-making

Show their ability to memorise by recalling and structuring experiences and stories;

Make close observations and provide descriptions of what they notice;

Show the ability to sequence and order eventsand information and to see the whole/parts. Identify and name objects and events as same/different, put objects into groups; and

Make simple predictions and see possibilities.

Being creative

Be curious and ask questions about the world around them, using all the senses to exploreand respond to stimuli;

Talk about their memories and experiences;

Play for pleasure and as a form of creative expression. Be willing to take on challenges; and

Experiment with ideas through a performance.

Working with others

Be willing to join in. Learn to work and playco-operatively;

Develop the routines of listening, turn-taking, sharing and co-operating;

Be able to learn from demonstration and modelling;

Be aware of how their actions can affect others;

Use words to suit different people and situations; and

Develop confidence at being with adults and other children in a variety of contexts.

Self-management

Talk about what they are doing and what theyhave learned;

Develop the ability to focus, sustain attentionand persist with tasks;

Develop awareness of their emotions about learning, their likes and dislikes;

Be able to make choices and decisions; and

Ask an adult or friend for help.

3

Words and phrases I will hear and use Working

togetherFirst impressions

Assumptions

Across the Curriculum: Connecting the learning

Using the skills of parents to help in the classroom

Recalling and restructuring a story as a role play

Working with others Thinking and problem solving Language and Literacy

Making simple predictions based on a story

Unfair

Fair

4

Activity 3Learning to work togetherThe class examines how we deal with conflict.

Activity 4Everyone has a placeChildren explore how to work together fairly to solve interpersonal problems.

Activity 1First thoughtsChildren consider issues to do with meeting someone for the first time.

Activity 2Building ‘Walls’Children consider how and why we sometimes build ‘walls’ when we don’t feel happy.

learning activities

Included -made

welcomeMultiple identities - daughter, sister, niece, pupil, swimmer

Excluded -left out

Insults - ‘put downs’

5

Race

I statements - I feel, I think

Skin colour

learning activity 1: First thoughtsCORE CONCEPT

When we recognise and value our differences and similarities, we can also value our interdependence.

SUGGESTED SUCCESS CRITERIA

We will recognise ‘first impressions’.

We will explain why first impressions can be wrong.

POINTS TO NOTEThe Grace and Tracey stories are split into six short (15-20 minute) sessions. You could combine these into three 30 minute sessions, but we recommend using them in six sessions to encourage more discussion, which will benefit the children.

A pattern to make a rag doll is available to download in the Resources section of Stepping Out, and instructions to make a feelings cube is available in the activity section of Grace and Tracey. You can access both of these at www.creni.org/contents/resources/. Resource R in this Unit provides instructions on how to make a puppet.

Encourage the children to make puppets that represent a variety of cultural backgrounds. It is possible to have a puppet making activity at any stage of this Unit. Also, most of the activities below can be carried out as part of Circle Time.

WHAT YOU NEED- Letter to Parent(s)/Carer(s) (Resource A) - A feelings cube (see Points to Note)- Grace and Tracey (Resource B)- Toys 1 (Resource C)- Grace and Tracey* Story Parts 1&2 (Resource D)- Toys 2 (Resource E)- Puppet Making Instructions (Resource R)- Rag dolls or puppets representing a variety of cultural backgrounds (see Points to Note)- Other toys similar to those in pictures (teddy, clown, wooden toy soldier, etc.)

WHAT TO DO- Talk About Feelings - All Change

6

Grace and Tracey

Talk About FeelingsUse a feelings cube to explore the following feelings with the children: sad, happy, angry, and worried/upset/frightened. Then, show the children Resource B and introduce the two dolls. Explain that Grace and Tracey are toy rag dolls, and invite the children to describe their characteristics: colour of skin, hair, etc. Which doll is Grace? Which is Tracey? Grace has curly black hair and Tracey has fair, straight hair tied in bunches. If the children have guessed their names incorrectly use this as a learning oppportunity to introduce the concept of ‘assumptions’ and how our first impressions can sometimes be wrong. Ask the children for their first thoughts about Grace and Tracey.

Next, look at the Resource C: Toys 1 together and talk about the characters:- How might each toy be feeling? - How do you know? - What do their facial expressions and body language in the picture make us think about their relationships with one another?

If you are using puppets, give the puppets the expressions of the characters in the picture, adding the relevant dialogue. Then, read Part 1 of the story (Resource D) with the children.

When you’ve finished reading, show the children Resource E: Toys 2 and talk about assumptions. Share some of the assumptions 7

we make about people and why, for example old people, girls, boys, teachers, children, people with disabilities, etc. Ask the children: Do our assumptions tell us everything about a person? How do we find out what someone is really like? Encourage children to realise that the more we talk and play with people, the better we will really know them.

Then, talk about the toys’ behaviour and the different ways that might be interpreted. Also talk about the personalities of different people in the class, for example some people seem to be very shy, some love to meet new people, some like to talk a lot, some prefer quiet games with just a few people, etc. These are our assumptions. Prompt further discussion by posing the following questions: - How can we help people who seem to be shy find it easy to join our games? - What can we learn by joining in other people’s games?- What sorts of behaviours are friendly behaviours? Complete the sentence: “I think someone is being friendly when _____ .”- What sorts of behaviours are unfriendly? Complete the sentence: “I think someone is being unfriendly when _____ .”- Is it alright to want to be alone sometimes?

Finally, read Part 2 of the story (Resource D) with the children.

All ChangeIf completing this activity as part of Circle Time, close the activity by having the children change places if they have ever:- been angry with their friend; - felt sad in school; - felt left out; - felt worried about something in school; or- felt happy in school.

*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin. The activities are adapted from Grace and Tracey in Stepping Out.

CORE CONCEPT

Feeling excluded can make us feel unhappy. We all have the power to make others feel both happy and unhappy.

SUGGESTED SUCCESS CRITERION

We will recognise and talk about how it feels to be excluded and included (brought into the group/left out of the group) in school settings.

POINTS TO NOTEA pattern to make a rag doll is available to download in the Resources section of Stepping Out, which you can access at www.creni.org/contents/resources/.

Resource R in this Unit provides instructions on how to make a puppet. Encourage the children to make puppets that represent a variety of cultural backgrounds. It is possible to have a puppet making activity at any stage of this Unit.

WHAT YOU NEED- Tracey Behind the Wall (Resource F)- Grace and Tracey* Story Parts 3&4 (Resource G) - Tracey Peeping Out (Resource H)- Puppet Making Instructions (Resource R)- Rag dolls or puppets representing a variety of cultural backgrounds (see Points to Note)- Other toys similar to those in pictures (teddy, clown, wooden toy soldier, etc.)

WHAT TO DO- Clumps Game- Discussion- Building a ‘Wall’- Making Assumptions- Closure

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learning activity 2: Building ‘Walls’

Clumps Game

Invite everyone in the classroom to walk around the room. Then, call out a number (2, 4, 1, etc.) whereupon everyone must get into ‘clumps’ of that number. Alternatively, use a whistle to indicate the required clump size. Instruct everyone to move about again, call out a different number, and so on.

Hide Silent

Glum avoid

DiscussionAfter a few rounds of clumping, reflect on the game by asking the children how they encouraged/discouraged others to join their group. How inclusive/exclusive were they? Pose questions like:- Did you look out for friends or accept the ‘stranger’? - Who didn’t find a place in a clump? How did that feel?- How did it feel to be left out?- How did it feel when someone brought you into their group? Talk about our behaviour: Do we always choose to be near our ‘friends’, or do we ask the person nearest to play the game? Talk about feelings: How did it feel being ‘in’ or ‘out’ of a clump?

Acknowledge how being different sometimes means others don’t ask us to join their clump. Being different might mean we don’t live near the others in the group, that we have different coloured skin, that we wear a hearing aid, etc. Can the children give any suggestions on what makes people different? Then, discuss with the children how these ‘different’ people might feel when they aren’t asked to join in. Ask children what they remember about the story so far, and introduce Resource F: Tracey Behind the Wall.

Building a ‘Wall’Show the children Resource F and invite the children to share their ideas about how Tracey is feeling. Ask them:- Have you ever felt like this? - What makes you unhappy? - What do you do when you are unhappy? Do you find other friends? Do you go off somewhere on your own? Do you hide? Or do you do something else?

Explain to the children that sometimes when we feel left out, we feel others don’t like us and then we don’t look happy. Because we don’t smile, this can make others feel that we don’t like them. This is just like ‘building a wall’ around ourselves.

Next, use the following questions to prompt further discussion:- What does our school say we should do when we are sad? - What makes you feel best when you are sad? (It won’t be the same for everybody!)- What are the advantages of each choice?- What are the disadvantages?- What do adults do when they notice someone is looking sad?- What can you do when you notice someone is looking sad?

Then, read Part 3 of the story (Resource G) with the children. Discuss with the children what are the advantages and disadvantages of the wall?

9

Making AssumptionsIntroduce Resource H: Tracey Peeping Out and ask the children the following:- What is happening now?- What do you think each character is saying?- How do you think they each feel? - Does anyone think something different?

Next, read Part 4 of the story (Resource G) with the children and ask them:- Were your assumptions correct? - Are the toys’ assumptions correct? - How would we know? - How do you think Tracey is feeling?- What would we need to do to know how she is really feeling? - What do you think will happen next?

Then, talk about friendly and unfriendly behaviour as well as emotionally safe and unsafe spaces.

ClosureAsk a ‘quiet’ child to suggest a favourite game. Perhaps talk to this child in advance so he or she is prepared to suggest a game.


Hide Silent

Glum avoid

learning activity 3: Learning to work together


We will talk about what it feels like to be lonely.

CORE CONCEPT

This activity explores how it feels to be included and excluded and goes on to show that the only way we can really learn about other people is to be interested in what they think, to listen to one another, to respect what we hear and to open up. Giving a little appropriate information about ourselves inspires a sense of trust.

POINTS TO NOTEThis activity presents interactive games designed to foster thinking about stereotypes, discrimination, and what it is like to be a member of a minority or majority subgroup. You can find additional games in Stepping Out, which is available at www.creni.org.uk/contents/resources/.

Resource R in this Unit provides instructions on how to make a puppet. You can also find puppet making instructions in the Stepping Out resource mentioned above. Encourage the children to make puppets that represent a variety of cultural backgrounds. It is possible to have a puppet making activity at any stage of this Unit.

WHAT YOU NEED- Russian Doll Helps (Resource I)- Grace and Tracey *Story Parts 5&6 (Resource J)- Russian Doll Opens Up (Resource K)- Tanya and Terry (Resource L)- Puppet Making Instructions (Resource R)- Rag dolls or puppets representing a variety of cultural backgrounds (see Points to Note)- A set of Russian dolls

WHAT TO DO- Gate Game- Discussion- Making Assumptions 2- Puppet Activity- Opening Up

10

If possible, play this game as a circle activity. It is designed to help the children experience ‘multiple identities’ by seeing themselves as members of different subgroups within the larger class group.

To begin, identify a facilitator (this might be you if no other adults are in your classroom), and have him/her think of categories into which he/she can sort the members of the class: gender, wearing/not wearing glasses, eye colour, hair length, etc. Then, line the children up in random order in front of the facilitator.

Gate GameNext, without announcing what the category is, have the facilitator sort the children (and adults taking part) into the subgroups until everyone has been placed into one group or the other. Can the members of each group work out the category? What do the members of each group have in common? For example, male/female.

Repeat the game several times, using a different category each time.

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Discuss how it felt to be put into one group or another. Also, discuss how the game revealed both differences and similarities as well as inclusion and exclusion.

Explain that being part of a group showed part of each person’s identity, and being a member of different groups showed each person’s ‘multiple identities’. Then, ask the children how they would feel if you separated them into groups and allowed, for example, all those with blonde hair to be first at everything for the day - first to choose activities, first to go out to play, first to have lunch? This will raise the issues of fair/unfair, minority/majority, discrimination and possibly racism and sectarianism.

Discussion

Ask children what they remember about the story so far and then introduce Resource I: Russian Doll Helps. Then, talk about the picture and what they think is happening:- How might Tracey be feeling behind the wall? - How are the other toys responding to her actions?

Talk about how important it is that we ask someone what they think or why they are doing something before we make assumptions. Then, read Part 5 of the story (Resource J) with the children.

Making Assumptions 2Introduce the children to Terry the turtle and Tanya the tiger using Resource L. Then, refer to Part 5 of the story and explain the conflict scenarios. Talk about your own conflict style as well as Grace’s and Tracey’s style(s).

What do the children think Terry does when there is any conflict? Does going into your shell sort out the problem? What might Terry do instead? What do the children think Tanya does?Does springing into action sort out the problem?

Reflect on the advantages and disadvantages of each style. Then, ask the children: How does Ray deal with a problem? If she was an animal what might she be?

Puppet Activity

Read Part 6 of the story (Resource J) with the children and show them Resource K: Russian Doll Opens Up. Then, take your Russian doll apart and pass the pieces around. Relate the pieces of the doll to Ray in the story and talk, for example, about change/aging; place in the family, school, community, country, world, etc. Have members of the class (adults included) share memories of themselves when they were younger and how they have changed or are changing. Talk about opening up and talk about who we are. Discuss Ray’s ‘multiple identities’ as she has changed throughout her life.

Another way of opening up is to use a PowerPoint presentation to show pictures of yourself and your own ‘multiple identities’, for example as a baby, young child, teenager and adult. If applicable, show yourself as a daughter/son and show your parent(s); as a granddaughter/grandson and show your grandparent(s); as a sister/brother and show your sibling(s); as a parent and show your children, as a member of the rowing club, etc.

Emphasise that the only way we can really learn about other people is to be interested in what they think and ‘to listen to one another, respect what we hear and open up’ just like Ray did.

*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism − SEED Project, Irish School of Ecumenics, Trinity College Dublin. The activities are adapted from Grace and Tracey in Stepping Out.

Opening Up

learning activity 4: Everyone has a place


We will recognise and be able to explain why we need to work together.

CORE CONCEPT

Difference can cause children to be excluded and often bullied. It is important that we all learn to accept others’ differences and in class create an environment where children can voice their concerns and feelings. We must make our classrooms a place where everyone’s opinions are valued. We do not have to agree with all opinions, but we need to respect that others may have opinions that differ from our own.

Change Places

POINTS TO NOTEThe words used in this activity form the chorus of The Rainbow Song. You can hear this song in full by going to the Songs section of the Stepping Out resource, which is available at www.creni.org.uk/contents/resources/. The music for the chorus is available in this Unit as Resource Q.

Resource R in this Unit provides instructions on how to make a puppet. Encourage the children to make puppets that represent a variety of cultural backgrounds. It is possible to have a puppet making activity at any stage of this Unit.

WHAT YOU NEED- Grace and Tracey *Story Parts 7-10 (Resource M)- Tracey Peeping Out 2 (Resource N)- Circle Time (Resource O)- Ground Rules (Resource P)- Grace and Tracey (Resource B)- A treasure box- The Rainbow Song (Resource Q)- Puppet Making Instructions (Resource R)- Rag dolls or puppets representing a variety of cultural backgrounds (see Points to Note)

WHAT TO DO- Change Places - Bringing Down ‘the Wall’ - All Together- Speak for Yourself- Name Games- Treasure Box

Gather the children in a circle and have them change places if they:- had toast at breakfast;- walked to school;- felt left out this week; or- invited someone else to join their game.

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Then, ask if any child would like to volunteer to suggest a statement for changing places. Point out that this game highlights similarities and differences just like Gate Game from Activity 3 did.

differences

Bringing Down ‘the Wall’

Show the children Resource O: Circle Time. Talk about the facial expressions, body language and feelings communicated by the picture. What changes do they notice? Next, read Part 8 of the story with the children (Resource M). Remind them of the Class Agreement/Contract/Rules that you talked about in Bringing Down ‘the Wall’. Then, show the children Resource P: Ground Rules.

Explain that your class rules may be worded differently, and then compare yours to those in Resource P. (‘Speak f’ in the picture refers to ‘Speak for yourself’). Talk about the need to listen in order to learn something new. Read Parts 9 and 10 of the story with the children (Resource M), and then show them Resources P and B to remind them even the dolls have created useful rules to help everyone respect one another and get along.

Read Part 7 of the story (Resource M) with the children and show them Resource N: Tracey Peeping Out 2. What do the children suggest Tracey is thinking? Ask for suggestions of what each child might say to Tracey.

Next, suggest to the children that you think Tracey might not feel safe. Ask them why this might be true. If the children only suggest actions that made her feel unsafe, guide them to think also of how words or tone of voice can make us feel unsafe. Then, ask the children to think of ways of working or rules that will keep them safe, happy and able to manage their problems. Also discuss whether they feel the Class Agreement/Contract/Rules are working. Does anything need to be added to them? Check that any Class Agreement/Contract/Rules help build mutual respect and inclusivity and amend if necessary.

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Speak for YourselfExplain to the children that it is usually best to speak only about what you think and know and feel. For example, sometimes we volunteer others to do jobs we don’t like - Debbie will do it rather than saying I don’t want to do it. Sometimes we say Ben doesn’t mind when we haven’t asked him! It is often better to start a sentence with ‘I’ and just speak for ourselves.

Name GamesGather the children into a circle and talk about their names. Do they like their names? Do they use a shortened version? Would they rather use a different name? Talk about the names used in the story. For example, Ray can be used by either a male or female. Can the children think of any other names like that? (Don/Dawn; Leslie/Lesley)?

Around the circle, ask the children to complete the sentence My name is (name) and I like (word beginning with the same sound as the initial letter of their name). Use My name is Jim and I like jam as an example.

Write the names Grace and Tracey on the whiteboard and make the word sounds as you spell them out to illustrate what they discovered about their names: Grace and Tracey - race is common to them both. Talk about the human race, and list similar as well as different characteristics of Grace and Tracey as people.

Treasure BoxAsk each member of the class to draw a picture of her/himself. Ask them to think about the features that make them special, for example hair, eyes, freckles, glasses, skin colour etc. Then, place each drawing in a special treasure box that you have made. Ask each child, in turn, to lift out a drawing that is not their own and to hold it up for the rest of the class to guess who it is. Ask the child who drew it not to tell the others. Make a positive comment about what you like about the drawing. Ask others to suggest what they like. Finally, end the activity by singing The Rainbow Song (Resource Q) together as a class.


All Together

14

Resource A14

learning activity 1 : First thoughtsPersonal Development and Mutual Understanding Indigo Unit

Letter toParent(s) / Carer(s)

15

Dat

e

Dea

r Par

ent(s

)/Ca

rer(s

),

Ove

r the

nex

t few

less

ons

in P

erso

nal D

evel

opm

ent a

nd M

utua

l Und

erst

andi

ng, w

e w

ill

be re

adin

g an

d di

scus

sing

the

stor

y G

race

and

Trac

ey to

lear

n ab

out s

imila

ritie

s an

d di

ffere

nces

with

in th

e cl

assr

oom

. The

sto

ry, w

hich

is b

roke

n in

to 10

sec

tions

, will

rais

e is

sues

of i

nclu

sion

, exc

lusi

on a

nd a

ssoc

iate

d fe

elin

gs; s

tere

otyp

es a

nd a

ssum

ptio

ns;

dive

rsity

; and

inte

rdep

ende

nce.

It w

ill h

elp

us re

cogn

ise

and

valu

e th

e di

ffere

nces

w

ithin

and

bet

wee

n us

as

wel

l as

the

sim

ilarit

ies.

It w

ill a

lso

help

us

to v

alue

our

in

terd

epen

denc

e.

We

will

be

disc

ussi

ng th

e as

sum

ptio

ns w

e so

met

imes

mak

e an

d th

e fe

elin

gs a

ssoc

iate

d w

ith fr

iend

ly a

nd u

nfrie

ndly

beh

avio

ur, i

nclu

sion

and

exc

lusi

on. W

e w

ill c

onsi

der f

eelin

gs

asso

ciat

ed w

ith is

olat

ion

and

feel

ing

left

out.

We

will

lear

n m

ore

abou

t con

flict

and

di

ffere

nt c

onfli

ct s

tyle

s. W

e w

ill c

onsi

der ‘

safe

’ and

‘uns

afe’

spa

ces,

and

we

will

con

side

r th

e va

lue

of g

roun

d ru

les

and

how

bes

t to

adhe

re to

them

. We

will

lear

n m

ore

abou

t re

latio

nshi

ps a

nd c

hang

es in

rela

tions

hips

. We

will

sha

re a

nd e

valu

ate

wha

t we

have

le

arne

d.

At h

ome,

it w

ill h

elp

us if

you

cou

ld a

sk y

our c

hild

abo

ut th

e st

ory

and

talk

to h

er/h

im

abou

t the

issu

es ra

ised

:-

Has

you

r chi

ld e

ver f

elt l

eft o

ut o

r iso

late

d in

cla

ss o

r at p

lay?

- H

ow d

oes

your

chi

ld in

clud

e ot

hers

in th

e cl

assr

oom

or a

t pla

y?-

Dis

cuss

how

som

etim

es y

ou h

ave

mad

e th

e w

rong

ass

umpt

ions

abo

ut s

omeo

ne

or

a s

ituat

ion.

- D

iscu

ss h

ow s

tere

otyp

es c

an b

e w

rong

, for

exa

mpl

e no

t all

boys

like

spo

rt, n

ot a

ll gi

rls

play

with

dol

ls, n

ot a

ll w

omen

coo

k, n

ot a

ll m

en c

an p

ut u

p sh

elve

s.-

Dis

cuss

how

we

are

all d

iffer

ent,

but w

e al

l hav

e sk

ills

and

qual

ities

that

hel

p us

to

wor

k w

ell t

oget

her i

n cl

ass

and

at h

ome.

If at

any

tim

e yo

u w

ant t

o ta

lk a

bout

this

sto

ry, w

e ar

e ha

ppy

to d

o so

.

Than

k yo

u fo

r you

r hel

p!

Clas

s Te

ache

r

16

Resource B16


Grace and Tracey*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin. The activities are adapted from Grace and Tracey in Stepping Out.

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Resource C18


Toys 1


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Resource D20


Grace and Tracey* Story Parts 1&2*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin. The activities are adapted from Grace and Tracey in Stepping Out.

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Part 1

Grace is a rag doll who lives in a nursery with lots of other toys. She gets on well with all of them except Tracey. Grace doesn’t like her.

‘I don’t like her because she’s different. She’s a different colour and she thinks she’s better than the rest of us. She doesn’t join in any of our games. I don’t trust her. She really doesn’t belong here.’

Part 2

Tracey is a rag doll, like Grace, who lives in the same school. She doesn’t have much time for Grace.

‘She is very loud and she scares me a bit. She has a gang of friends who always leave me out of their games. I can’t think why.’

The two dolls continue to avoid one another and then the insults start.

‘You don’t belong here,’ Grace says to Tracey one day. ‘I wish you’d just go back to wherever you came from.’

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Resource E22


Toys 2

*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin.

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Resource F24

learning activity 2 : Building ‘Walls’Personal Development and Mutual Understanding Indigo Unit

Tracey Behind the Wall*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin. The activities are adapted from Grace and Tracey in Stepping Out.

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Resource26


Grace and Tracey* Story Parts 3&4*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin.

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Part 3

Tracey is very sad. She has a big lump in her throat, but she tries hard not to cry. She finds a corner of the classroom and sits down amongst some toy bricks. She thinks, ‘If I build a wall out of these bricks no one will see me, and then maybe I’ll be safe.’

So she builds a wall.

Part 4

Of course everyone can see the wall and they know that Tracey is behind it.

‘I wonder what she’s up to in there?’ thinks Grace. ‘Do you know something,’ she says to the other toys, ’I don’t think Tracey wants to mix with us.’

‘She’s thinks she’s too good for us,’ says the clown. ‘She never laughs at my jokes.’

‘Maybe she’s a spy?’ says a hand puppet. ‘I don’t trust her.’

Tracey curls up very small behind her wall, but the smaller she is feeling, the bigger the lump in her throat is getting. ‘Why don’t they leave me alone?’

‘A spy!’ says one of the toy soldiers. ‘We can’t have that. She’ll have to go, but how will we get her out?’

‘It shouldn’t be too hard to knock down that wall,’ the other toy soldier replies.

Tracey isn’t just sad and hurt now. She is very frightened.

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Resource H28


Tracey Peeping Out*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin. The activities are adapted from Grace and Tracey in Stepping Out.

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Resource I30

learning activity 3 : Learning to work togetherPersonal Development and Mutual Understanding Indigo Unit

Russian Doll Helps*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin. The activities are adapted from Grace and Tracey in Stepping Out.

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Resource J32


Grace and Tracey* Story Parts 5&6*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin.

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Part 5

Ray, a Russian doll, has noticed what is happening in the school and decides it’s time to do something.

‘Okay, Grace,’ she says, ‘you may not like Tracey, but her place, like yours, is here ... with all of us,’ she adds looking at the other toys.

‘But she thinks she’s better than the rest of us,’ Grace protests. The others nod.

‘How do you know? Have you ever asked her what she thinks?’

‘She has built a big wall around her. How are we supposed to be able to talk?’ Grace says.

‘Knock it down, that’s what I say,’ suggests the toy soldier.

Part 6

‘I have a better idea,’ says Ray, and she opens up and arranges her five parts in a row from the largest to the very smallest.

‘I’m a different person now to all of these people I have been throughout my life, but all of them are part of me. We’re different and we also belong together.’

‘’But Tracey and I are very different,’ says Grace.

‘Of course you are. You’re very different in lots of ways,’ says Ray. ‘You are also different in many ways from your friends here. And in many ways you are all the same. The only way we can really learn about one another is to open up as I have just done, listen to one another and respect what we hear. Are you willing to do that?’

‘Okay. I will if she will,’ says Grace.

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Resource K34


Russian Doll Opens Up*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin. The activities are adapted from Grace and Tracey in Stepping Out.

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Resource L36


Tanya and TerryTanya and Terry are puppets made from socks. Instructions for making the puppets can be found in the Grace and Tracey story section of Stepping Out which is available at www.creni.org.uk/contents/resources


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Resource M38

learning activity 4 : Everyone has a placePersonal Development and Mutual Understanding Indigo Unit

Grace and Tracey* Story Parts 7-10*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin.

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Part 7

Tracey is listening and can’t resist peeping over the wall when Ray is ‘opening up’. She isn’t very happy about doing the same.

‘But I don’t feel very safe,’ she cries. Everyone turns to see where the voice is coming from, and they see Tracey peering over the wall.

‘And what would make you feel safe?’ asks Ray.

‘I don’t know,’ she answers in a very small voice hardly bigger than a whisper.

‘I have an idea,’ says the toy soldier. ‘What about some ground rules?’

‘‘That’s a very good idea, Terence,’ says Ray. ‘Could you join us if we all agree on some ground rules, Tracey?’

‘Okay,’ says Tracey, emerging slowly from behind the wall.

Part 8

Ray pulls the toy bricks that formed the wall into a circle and invites everyone to sit down on the bricks facing one another. She plays a ‘moving about’ game first to break up all the gangs of friends. It makes them laugh and relax. Tracey is feeling a bit better.

‘This is fun,’ thinks Grace. Then Ray plays a name game to help them find out more about each other.

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Resource M40


Grace and Tracey* Story Parts 7-10 continued*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin.

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Part 9

‘Ground rules now,’ says Ray.

‘Respect one another,’ says Grace.

‘Listen to one another,’ offers Terence.

‘And speak for yourself,’ adds Tracey with a smile. She is finding her place.

Eventually they have a number of ground rules that everybody agrees on, and every day they have Circle Time, talking and listening, and sharing stories. ‘Do you know’ says Grace one day, ‘Tracey and I have the same four letters in our names - RACE.

‘That’s right Grace,’ said Ray. ‘You are both part of the same human race.’

Part 10

‘Grace and I are alike in many ways as well as being different,’ says Tracey. ‘I’m glad we live in the same place and that we can both think the class is like home.’

‘Here, here,’ says Grace. ‘And I’m glad I have a new friend called Tracey.’

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Resource N42


Tracey Peeping Out 2*Grace and Tracey is sourced from Stepping Out, written by Yvonne Naylor as part of the Transforming Sectarianism - SEED Project, Irish School of Ecumenics, Trinity College Dublin. The activities are adapted from Grace and Tracey in Stepping Out.

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Resource O44


Circle Time


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Resource P46


Ground Rules


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Resource Q48


The Rainbow SongA song to celebrate differencesWords & music by Norman Richardson

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NOTESThe chords above (C, capo 3) are compatible with the piano part in E flat.If a lower setting is required without piano, move the capo to a lower fret.

guitar chords version

Play in the key of C, capo 3

Refrain

C G7 Together we can make a rainbow:G7 C C7Let the bright colours show! F C G7 Am FWe need each other like the diff’rent colours C G7/9 CThat make the rainbow glow.

Words & music © Norman Richardson, 1992 Enelar Publications 2001

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Resource R50

Any ActivityPersonal Development and Mutual Understanding Indigo Unit

Puppet Making Instructions

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MATERIALS

- Paper- Masking tape- Wooden plant sticks- Scraps of material - cut into rectangles- Sticky backed paper folded in a cone hat shape- Velcro tape - cut in squares- Pipe cleaners- Beads- Markers- PVA glue

ASSEMBLY

1. - Scrunch up paper in a circle shape for the head. Secure with masking tape. (Alternatively for head, use papier-mâché or a polystyrene ball). - Pierce head with a wooden stick. - Dab PVA glue around this area so head and stick join well.

2. - Wrap a rectangle of fabric around the stick. - Attach the fabric at the nape of the neck using masking tape. - Cut Velcro into squares and stick fuzzy parts around the bottom outside edge of the material. - Stick the remaining Velcro parts close to the wide inside edge of the cone. - Press the Velcro pieces together so the puppet and the cone join.

3. - You can decorate the cone using sticker shapes, patterns, glitter and pipe cleaners. - Control the puppet’s movements by pushing up and pulling down on the stick.

4. - Add arms using a long pipe cleaner. Attach by wrapping it from the middle around the neck once so that the arms stretch out at each side. - You can decorate the arms with beads. - Curl the ends of each arm like fingers to secure the beads.

5. - Use wool or mohair for hair: long, short, curly etc. - Let the children create their own hairstyles. - Top with a cone shaped hat using sticky backed paper, create other hat shapes using feathers, etc.

6. - You can finish the puppet with hair at the back or another face at the back, i.e. happy face at front and a sad face at back. - Other ideas: Attach a little drawing of a toy or object the child likes.

Cave, K. and Riddell, C. Something Else* (1994) Picture Puffin 0 14054907 2

*also available in big book format (1999) Longman 0 58241155 6

Bass, J. Herb,The Vegetarian Dragon (1999) Barefoot Books 1 90228336 8

Velthuijs, M. Frog and the Stranger (2005) Transworld Publishers 978-1842704660

Cole, B. Prince Cinders (1997) Puffin Books 0 14055525 0

Butterworth, N. The Whisperer (2005) Harper Collins 0 00712018 4

McKee, D. Tusk, Tusk (2006) Andersen Press Ltd 1 84270579 2

Donaldson, J. Sharing a Shell (2005) Macmillan Children’s Books 978-1405020480

Donaldson, J. Night Monkey, Day Monkey (2002) Egmont Books Ltd 978-0749748937

Suggested stories

Williams, S. Talk Peace (2006) Hodder Children’s Books 978-0340883808

Moses, B. I Don’t Care: Learning About Respect (1998) Hodder Wayland 978-0750221368

Ironside V. The Huge Bag of Worries (2006) Hodder Children’s Books 978-0340903179

Bradman, T. Michael (1997) Andersen Press 978-0862647599

Shavick, A. You’ll Soon Grow Alex (2001) Orchard Books 978-1841216065

Andreae, G. Commotion in the Ocean (1999) Orchard Books 978-1841211015

Andreae, G. Giraffes Can’t Dance (2001) Orchard Picture Books 978-1841215655

East, H. The Singing Sack (2000) A&C Black 978-0713658057

Figiel, C. and Jones, D. Toolbox CD, available at www.songsforteaching.com

Powell, H. Game Songs with Prof Dogg’s Troupe (2001) A&C Black 978-0713662078

Scott, S. and Evans, J. Fun Songs for Early Years: Multicultural Songs(2006) Scholastic 978-0439965361

Musical instrumentsReflect a range of cultures: in the instruments you provide in the classroom for example, drums, tin whistles, castanets, maracas, rain stick, etc.

Suggested songsand rhymes

CCEA Primary Values (2005) CCEA 1 85885337 0

Lynagh, N. and Potter, M. (2005) Joined Up: Developing Good Relations in the School Community (2005) NICIE and The Corrymeela Community 1 87373930 3

Naylor, Y. Stepping Out (2006) from the Transforming Sectarianism - SEED project by the Irish School of Ecumenics at Trinity College Dublin available at www.creni.org

The Anti-Bias Curriculum (Northern Ireland Council for Integrated Education (1998) NICIE, available at www.nicie.org.uk

For Circle Time resourceswww.circle-time.co.uk

Three sites with resources that reflect other ethnic and cultural backgrounds in Northern Ireland: crayons, paints, fabrics, books, dolls, puppets, music, pictures, games, magazines, posters, wall displays, etc.www.positive-identity.com www.finesolutions.co.ukwww.nesarnold.com

For reading, speaking and listening resourceswww.storysack.com

Suggestedadditional resources

race and tracey€¦ · unit 6: grace and tracey. complementary unit: ‘getting along with...

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