
Stepping Out
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These learning activities and resources support Foundation Stage and Key Stage 1 Personal Development and Mutual Understanding. Stepping Out uses play, circle time, drama and stories to help pupils practise skills in a safe environment for:
- dealing with difference;
- responding appropriately in conflict situations; and
- living as a member of a community.
You can use these activities to explore different forms of diversity in identity and belonging as part of a whole-school approach to building positive relationships in the community.
Please note that this is one of the earlier resources published on our website to support the current curriculum. It includes some content that is 10+ years old. There may be elements that you wish to update before use with your pupils.
To encourage pupils to develop positive values and attitudes, make sure that their learning is active. Encourage them to investigate issues, suggest solutions and make decisions based on what they have learned. The 2005 NICIE and Corrymeela resource Joined Up: Developing good relations in the school community, available on the Community Relations Council website, has more information on experiential, action-based learning.
Learning Activities
Events
Festivals of Light
Stories
Resources
Songs
To hear the songs, download the MP3s:
Right-click on the file above and select 'Save link as...' and save to your computer.
Once downloaded, simply use your default media player to listen to the songs.
Background
Stepping Out was originally produced in 2004–2007 as part of an Irish School of Ecumenics (ISE) project funded by the Department of Education and ISE Trust with the aim of:
- inviting a younger age group to explore some key issues and themes from the Moving Beyond Sectarianism and Who We Are – Dealing with Difference resources that had been produced for older children; and
- extending the learning about sectarianism to other distorted expressions of identity and belonging, such as racism.
Representatives from community relations groups, in both the statutory and voluntary sectors, were involved in the steering and piloting of these resources.