Guide for teachers

This Guide is a vital part of your planning and will make the Teacher Led trail run smoothly with effective learning outcomes.

The trail leads your group around the Level 1 gallery to explore British values using notable and often controversial moments in football history. The trail has clear objectives and you are responsible for keeping the children on task.

As the teacher, you are responsible for introducing the activity and leading your class through it. We recommend you bring other adult support and brief them and manage them sufficiently.

GENERAL NOTES

• We recommend at least one hour for this trail.

• If you have time, the children can have a look around gallery beforehand. This will help alleviate any unnecessary distractions during the activity.

• Allow 5 minutes to explain the activity using the provided script.

• We suggest that you introduce the activity on the open balcony space on Level 1. You can all sit on the children on the carpet with their backs to the Michael Jackson statue as it is quieter here than in the gallery.

• When looking at the questions, mention that some answers will be opinions and others will be facts that they can find near the objects. • You might want to model one of the cards as a group first.

• Split the group into smaller groups of 5 or so. Give each child a role such as Navigator, Story reader, Question asker, Runner (who takes answers to the teacher after each card has been completed), Answer writer (on sheets provided), Timer etc. We recommend that each team has a leader and that they swap around the roles, in particular the Writer. Allow 5 minutes for the children to discuss and allocate the roles.

• Suggest that they find objects which don’t have lots of people around to avoid bottlenecks.

• We would encourage the children to look through images before using the map.

• The objects are not the same size as the card.

• You could make the trail competitive by judging the quality of their responses. Create a mini ‘league’ and reward them as you see fit.

• There are 9 cards in each pack – one introduction card with a map, and 8 cards with objects to find and questions to answer. You may want to start them with 4 cards per group initially, and then once you’re satisfied that they’ve completed these cards, get them to try different ones.

• In the gallery, you must be able to see all groups at all times and ensure that you can maintain support for them too. Position yourself near the central trophy showcase.

• All groups must stay together and each individual must contribute.

• The Museum Assistants are always available to help you locate the objects.

• Any early finishers could go to the 7 minute show in the cinema on the same floor. • After each group has completed their cards, verify and sign their answers (brought to you by the ‘Runner’) before letting them take part in the final activity: ‘One more thing…’.

• The card for ‘One more thing…’ is only for the teacher and has instructions on what to do. This will involve a photo that may be shared on the museum’s account, so ensure that you are aware of your photo consent and social media policy. This final activity will enable you to receive your certificate via email after the visit. You will find the Cantona pop up background on the Ground Floor in the Atrium.

• You must leave the clipboards, pencils and resources with a member of staff once finished.

BRITISH VALUES Rule of Law Rule of Law Rule of Law Democracy

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Individual Liberty Individual Liberty Individual Liberty Mutual Respect

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Individual Liberty

Find this photograph.

Women’s participation in football increased rapidly between 1914 and 1918. The popularity of women’s football peaked in 1920, with up to 53,000 fans watching games every week. However, the FA said it was “unsuitable for the female body” and women’s football was subsequently banned in 1921.

Reports suggest that the FA were actually worried that the popularity of the women’s game was overshadowing the men’s game!

1. Which city did the player play in? 2. Is football bad for women’s health? 3. Why was women’s football popular between 1914 and 1918? Some answers are 4. How long was the ban and was it fair? 5. What would the game be like today if the ban facts, some answers hadn’t happened? require opinions – 6. What might society be like today? indicated by . 7. Is this story relevant today? 5 INTRODUCTION SCRIPT This can be read out by the teacher to the participating pupils.

We are going to do an activity which takes us around this floor, exploring objects and stories all about British values.

Can anyone tell me any of the 5 core British values? (democracy, rule of law, individual liberty, mutual respect, tolerance of those with different faiths and beliefs)

Stay in your groups and work together. Everyone has a role. Think about who could be:

• Navigator • Story reader • Question asker • Runner (who brings the answers back to me when each card is completed) • Answer writer • Timer

Each group has a leader. Try to swap the role around so that everyone is contributing.

I will be stood near the trophy cabinet in the middle of the gallery and will able to keep an eye on all of you!

There are 9 cards in each pack – one introduction card with a map on the back, and 8 cards with objects to find and questions to answer. Use the map to help you find objects.

There are 2 answer sheets attached to the clipboard. Make sure your answers match up with the cards. Some answers are opinions and will be marked with a special symbol. Others will be facts that you can find near the objects.

It doesn’t matter which card you use first – try to avoid going to an object with lots of people around already. Maybe have a look through the images before using the map.

If you are struggling, there are Museum Assistants dressed in black and orange who could help you locate the objects.

The objects are not the same size as the card.

You have one hour for this trail. Meet back here at ...

Notes ...... ANSWERS

Card One 1. 2. Mexico 3. Opinion 4. Opinion 5. Opinion 6. Opinion

Card Two 1. 2. An alternative to a prison sentence, when people do useful work in the local community 3. Opinion 4. Opinion 5. The ‘resurrection’ of Cantona’s career after such a controversial event 6. Opinion

Card Three 1. Diego Maradonna 2. The referee 3. Opinion 4. Opinion 5. Opinion 6. Shirt donated by England player, Steve Hodge

Card Four 1. Nettie Honeyball 2. Knee-length knickerbockers. Women usually wore long skirts 3. Equal votes for women 4. Opinion 5. Opinion

Card Five 1. Bradford 2. Opinion 3. Most men were fighting in the war 4. Fifty years. Opinion 5. Opinion 6. Opinion 7. Opinion

Card Six 1. 2. He was football’s first £1m black footballer 3. The Justin Campaign 4. Opinion 5. Opinion 6. Opinion

Card Seven 1. 2. Through his talent: played harder, scored goals, won points 3. They throw bananas onto the pitch 4. Opinion 5. Kick It Out; Show Racism The Red Card; FARE: Football Against Racism in Europe 6. Opinion

Card Eight 1. Bert Trautmann 2. Broken neck 3. Germany 4. The Germans persecuted the Jews in the war 5. FA Cup winner’s medal 6. Opinion POST VISIT SUGGESTIONS

Use restorative practices to reflect on the visit to the .

Restorative approaches are valuable in school as they:

• improve human behaviour • strengthen civil society • provide effective leadership • reduce crime, violence and bullying • restore relationships • repair harm

Encourage the children to discuss their own experiences of British values (for example if they have ever been treated differently because of their gender, or if they have been blamed for something they didn’t do, or if a friend has been discriminated against etc). Use the ‘affective questions’ below to structure a discussion or creative work.

1. Can you explain what happened in your own words? 2. How did it happen? 3. How did you act in this situation? 4. Who do you think had been affected by this? 5. How were they affected? 6. How would you be affected? 7. What needed to happen to make things right? 8. If the same thing happens again, what could be different?