Let’s Celebrate!

We’ve had a busy old few weeks recently and so haven’t been able to keep up this resources site as much as we’d hoped! But now there’s a bit of a lull and so chance to get some more of our great resources up online.

Hopefully you’ve found the wonderful lesson plans around HIV on the hiv360.wordpress.org site, and are preparing to use them with your classes.

The next project which will be coming along is our popular celebrations project which you can use to learn about and teach about celebrations all around the world. Celebrations are one of the central parts of every society on the planet so they can really help us learn about each other.

We’ve been finding all sorts of other resources about global learning online recently, which we’re going to share with you in due course. There’s a fantastic array of information available to help teach and promote global learning and we can’t wait to share it with you. Watch this space!


Changing our Perceptions

Use the quiz in the image below to encourage your students to consider their own perceptions. Ask them which they think is most likely, and then after discussion, give them the answers and explanations.

A celebrity footballer…

David Beckham has been a supporter of UNICEF for many years. In January 2005 he became a Goodwill Ambassador with a special focus on UNICEF’s Sports for Development programme.

A soldier fighting in a rebel army…

Accurate figures on child soldiers are not available – but tens of thousands of teenagers, including girls, have fought in conflicts around the globe.

An award-winning singer…

Yusuf Islam was recently voted Songwriter of the year. He performed at the Nelson Mandela tribute concert and last year dueted on a recording with Ronan Keating. He was known as Cat Stevens until he converted to Islam in 1977 when he became an active British Muslim.

A 68-year-old grandma…

Ellen Johnson-Sirleaf became Liberia’s president in 2006, making her Africa’s first elected female leader. She is a former World Bank economist.

An elite athlete…

Tanni Grey-Thompson was born with spina bifida. She is a highly successful wheelchair athlete, who has won 14 medals, nine of which are gold, countless European titles, six London Marathons and has over 30 world records.

Short activities on Changing Perceptions

Here is a range of short activity ideas for the topic Changing Perceptions.


Work with students to generate class woking definitions of the words ‘stereotype’, ‘prejudice’ and ‘discrimination’. These words are often used interchangeably although they have very distinct definitions. They have a clear progressive link, and so by understanding the meanings of the words, students can come to better understand the concepts. Our suggested definitions:

Stereotypes – these are beliefs held about a group of people or type of person. A stereotype states that all people who belong to a certain group are the same, they think, dress, act, and talk the same way. 
Prejudice – this is the action of ‘pre-judging’ someone; forming an opinion about someone or a group of people that is not based on reason or actual experience
Discrimination – treating someone differently, usually worse, because of who they are

Discrimination or a Fair Decision?:

In 2005, a shopping centre in England made a bold move which caused outrage from many people who said it was a form of discrimination. Ask students to read the newspaper article below and ask them to discuss if they think if


their decision was discrimination or a fair decision?

(n.b. a ‘hoodie’ is a large jumper with a hood)

Shopping Mall bans ‘Hoodies’
Hoodies and baseball caps have been banned at a shopping centre in Kent, in an attempt to tackle anti-social behaviour. The move was supported by local police who said that it would reduce intimidating conduct in the shopping area.Action was taken by the shopping mall after a series of anti-social incidents involving youths, occurring primarily in the evenings and weekends.

The centre management claims that youths who wear baseball caps and hoodies create an intimidating environment in the shopping centre, which is driving customers away. As these items of clothing obscure the perpetrators faces,  other guests at the retail centre feel uncomfortable.
The shopping centre also stated that by wearing hoodies and baseball caps, CCTV networks were rendered ineffective as faces could not be registered.

Image courtesy of cjc4454/Flickr

People who have Changed Perceptions:

Over time, as human rights and equality have become increasingly important, people have challenged the stereotypes which they have encountered. Give students fact files on a few prominent people who have done this. When they have read through the information below, choose one of the people to research in more detail, or someone else who has challenged perceptions. It might be someone who is very famous in your country. Make an in-depth profile about them to present to the class. Why not do it in the style of a newspaper article or comic strip?

Which other people do you know of who have challenged perceptions?

MLKWho: Martin Luther King Jr

When: 1950s and 1960s

What: Campaigned for racial equality in the USA

(Image- BlatantNews/Flickr)

GGWho: Germaine Greer

When: 1970s- present

What: Key role in modern feminism to change the perception of women in modern society

(Image- MaggieHannan/Flickr)

DWWho: Daniel Witthaus

When: present

What: Challenges homophobia and changes perceptions of homosexuality

(Image- -Marlith-KevinWong/Flickr)

Challenging Perceptions in Films:

Ask students to think about which films support stereotypes and which portray characters which do not follow stereotypes and therefore try to work against them. Are we influenced by what we see in films?

Perceptions on Young People:

Show this video to your class.

It has been said that in some countries in recent generations the relationship between the younger and older generations is deteriorating and young people are seen principally as a nusiance.

“Young people are like planes, you only hear about them once they crash”

Members of the UK Youth Parliament made a video to challenge the negative stereotypes of young people which feature in the media. Watch the video and share your opinions with the class. (Made by UNICEF uniceftagd/YouTube)

Changing Perceptions: Breaking Stereotypes

Changing Perceptions: Breaking Stereotypes– This lesson explores what stereotyping is, and encourages students to recognize and break stereotypes. Each students are given a label at random, such as ‘loud’, and they should interact with each other purely on the basis of this label. Their reactions to this activity are then explored in a plenary. 

Timing: Approx 60 minutes

Learning Objectives: Students will

  • Understand the definition of stereotyping.
  • Appreciate what being stereotyped feels like and how emotional it may be.
  • Work on their speaking and listening skills.

Resources: HeadbandStatements


Write the following sentence on the board  “Finished Files Are The Result Of Years Of Scientific Evidence Combined With The Sharing Of Discoveries”. Ask students to count the number of times the letter ‘F’ appears. After the they have given their answers (usually four) point out that the letter F is used six times in this quote. Students will usually miss the lower case F in words like “of”. Make the point that just as we miss counting some of letter Fs, we also miss and therefore do not recognize some people in our society. We must recognize and respect all people.

Group activity: 

Headbands activity. Using the statements contained in this document (HeadbandStatements) make one headband for each student in the class in advance.  The headband statement must be written large and clear enough so it can be read by each member in the group, and you may make the headbands out of any paper available.

Divide the class into groups of about 10. Using the statements in the downloadable file above, place a headband on the head of each student so that everyone in the group can read it except the person wearing the headband. You should also be sensitive to specific students when creating the headbands (i.e., it might be problematic to give the headband that says “loud” to the student who is actually loud). Instruct the group members that they are to react to each other in the discussion that follows according to the headband that each person is wearing and that they are to participate in the ensuing discussion. Students are NOT to tell other students what the headbands say. Choose a leader in each group to start a discussion relevant to the school or class. Possible topics include how to spend ‘X’ amount of money or what the class should do for a field trip.Allow the activity to proceed for about 10-15 minutes. The point of the activity is for students to react to their stereotyping, which may include getting frustrated and potentially upset, so support this as much as possible and be sensitive to your students’ reactions. You may need to encourage participation according to the headbands at times and keep students on track.

Group feedback: 

Debrief the activity, being sensitive that some students may be worked up from the activity:

  • How did each of you feel as you played your role?
  • What do you think your headband says?
  • How did your role affect your participation in the group?
  • How can a role work for you or against you?
  • As you work with others, how can their roles or your perceptions of them cause problems?
Image courtesy of bsantos

Closing activity/plenary:

Based on the experiences of the class in the headband activity, define the word stereotype. Make sure students write this word down so that they have record of the definition. Ask students to also make note of three feelings that they associate with stereotyping, after this activity.

What’s it all about?

Welcome to the new Rafiki resources site. Here you will find all the resources for teachers (and some for students) which were previously hosted on Rafiki and Rafiki Kidogo. We hope you find them useful! We’re adding them bit by bit, so if the project you’re looking for isn’t here yet, do come back later! Or send us a message to request it and we’ll be sure to prioritise it if we can.

We’ll also be blogging about news, updates and goings-on from the world of Development Education and Global Learning, and we look forward to hearing your comments too!

You can find all the projects by clicking above, ‘projects’, or by using the categories which you can see on the left hand side. We always welcome your feedback!

Image courtesy of Toastyken/Flickr


Thanks for stopping by. We’ll soon be updating this with all our wonderful resources on global learning. Check back soon for more updates.

In the meantime, if you’re a teacher, learner, global citizenship enthusiast, or anyone else, please do leave us a message to say hello.