Anne Frank Day Assembly
Age range
•
KS2-KS4 or S3-S6 (Scotland)
Aims
• Learning the story of Anne Frank
•
Considering the consequences of prejudice and discrimination
•
Reflecting on the life Anne Frank was not allowed to live
•
Consideration of individual hopes for the future and empowerment of young people
Approach
•
Teacher led with pupil reflection and (optional) 5 student speakers to read quotes.
•
Alternatively the whole assembly could be pupil led after rehearsal. Please ensure students are
presenting accurately and sensitively.
•
Suggested students: Anne Frank Ambassadors/ guides could be involved or students that may not
be used to their voices being heard in the wider school community/ role models for speaking out.
Resources and preparation
•
Saved PowerPoint presentation and background notes available from the Anne Frank Trust UK
website http://generationdiary.org.uk/
•
Cut out and distribute quotes or students can read quotes directly from the board.
•
Fliers and/or school contact for diary campaign
•
Year teams/ houses could also set up their own quotes board ready for student statements about
how they see society.
.
Suggestions for extension
•
There is a range of activities designed by the Anne Frank Trust UK for use with KS2 and KS3 or P6S6 (Scotland) for Anne Frank day 2014. For more information see www.annefrank.....
•
The Diary writing campaign could be led by the English/ PSHE department/ Pastoral team with
whole year groups or Key Stages participating.
To find out more see http://generationdiary.org.uk/
Anne Frank Day Assembly 2014
Outline and background information
Show Anne Frank Quote as students enter asssembly
Who wrote this? How old/ gender etc. Reveal Anne at desk image. Anne would have been
celebrating her birthday this week. How old would she have been? Take guesses – 85 years old.
12 June 2014 marks the 85th anniversary of Anne’s birth. Why is she famous? Various reasons but
her Diary is what has made her famous. What do you know about Anne? Take some facts
from audience, clarifying as necessary.
A LIFE CUT SHORT BY THE HOLOCAUST- Background information
Show images of Anne and Margot, Hitler, camp selection.
Anne, her sister Margot and parents Otto and Edith lived in Amsterdam in the Netherlands. Anne was born
in 1929 in Ge`rmany but the family had to leave because of the Nazi Party. The Nazi Party was violent and
brutal and launched a campaign against the Jews. Anne and her family were Jewish, so it had become
more and more difficult to lead ordinary lives. The Nazis hated anyone who they thought should not belong
in a Germany under their rule. Gypsies, black people, homosexuals, people with disabilities and others also
faced persecution. In 1940 Adolf Hitler’s Nazi Party invaded the Netherlands and the persecution of Jews
and other groups of people began there too. Quote 2* It started with rules and laws that made life
difficult and ended with the imprisonment and murder of millions of innocent men, women and children
just because the Nazis saw them as different. This has become known as the Holocaust. Quote 3*
As the Netherlands became unsafe for Jews, Anne and her family hid in the sealed-off backrooms of her
father’s office to escape being captured by the Nazis. Quote 4* During this time, Anne kept the diary in
which she recorded her thoughts and hopes. In August 1944 the family was betrayed. Someone had told
the Nazis where they were hiding. The family were taken by the Dutch Police and sent to prison camps,
called concentration camps, in Eastern Europe where they were kept imprisoned in terrible conditions.
Anne, Margot and Edith Frank died in the camps of starvation and disease. Anne’s father, Otto, was the
only family member to survive. Quote 5*
Is it possible to speculate on what Anne’s life could have been and what she might have achieved if she’d
lived to old age? Rhetorical question only. Well, we can look to her diary for clues; she wrote about
her hobbies and interests, her ambitions and dreams. She wanted to become a famous writer and publish
a book after the war called ‘The Secret Annexe’ using her diary for inspiration. She was lively and enjoyed
jokes and fun.
She was creative and ‘loathed algebra, geometry and arithmetic’. She wrote that she had been ‘avoiding
the subject of politics’ because it interested her ‘so little’ but the diary is full of updates on the progress of
the war and its impact on people in the Netherlands and beyond. We know that Anne thought a lot about
people’s rights and we can imagine that she may have chosen a job working to improve the lives of people
in danger or poverty. She wanted the world to be a fair place where people were treated well whoever they
were.
Of course we simply can’t know the course that Anne’s life might have taken. She might have become a
journalist or writer, she might not. She may not have had a career and focused instead on being a wife and
mother, at 85 it is quite likely that she would now be a mother, grandmother and even great-grandmother.
Think of people – family members, family friends or neighbours – you know who are about that age and
are still leading happy and fulfilling lives.
Regardless of what she did with her life, the point is that she, along with her sister Margot, mother Edith
and another six million Jews, was not allowed to live out the life she ought to have had.
85 years after her birth it’s only natural that we reflect on what might have been, but as it’s her birthday,
let’s celebrate the life she did have and the person she was:
The girl who got told off for chattering in class, the girl who described herself as having countless admirers,
the girl who spent hours in front of the mirror imitating the hairstyles of her favourite movie stars.
But also the girl who thought deeply about the injustices in the world, who, though in deeply challenging
circumstances herself, still showed compassion to others. Anne Frank wrote about wanting to do good for
people, even those she’d never met, the girl who wanted not to have lived her life in vain but to leave a
legacy after her death.
Show clip of Otto Frank (you will need internet access for this)
Use the clip to introduce the Anne Frank Trust’s Generation Diary Campaign. Main points below
•
Running for a year from June 12th (Anne Frank’s birthday)
•
Young people all over the UK between the ages of 13 and 15
•
We are on a mission to create the world’s largest online diary campaign that includes a broad range
of young people and their experiences of what it is like to like in the UK today.
•
Young people can make one submission or many and have the chance to be published and win a
prize!
*Please find cut out quotes in assembly resource pack
Cut$out$Quotes$for$Anne$Frank$Day$Assembly$
Quote 1 “Although I'm only fourteen, I know quite
well what I want, I know who is right and who is
wrong.
I have my opinions, my own ideas and principles,
and although it may sound pretty mad from an
adolescent,
I feel more of a person than a child, I feel
Quote 2 “We’ve been strongly reminded of the
fact that we’re Jews in chains, chained to one
spot, without any rights, but with a thousand
obligations”
Quote 3 “We must put our feelings aside; we
must be brave and strong, bear discomfort without complaint, do whatever is in our power and
trust in God. One day this terrible war will be
over. The time will come when we’ll be people
again and not just Jews!”
Quote 5 “No one is spared. The sick, the
elderly, children, babies and pregnant women –
all are marched to their death. And all because
they’re Jews”
Quote 4 “Bep and Miep went shopping with our
ration coupons, Father worked on our black-out
screens, we scrubbed the kitchen floor, and were
once again busy from morning to night.
Until Wednesday, I didn’t have a chance to think
about the enormous change in my life.
Then for the first time since our arrival in the
Secret Annexe,
I found a moment to tell you all about it and
L1 WHAT MATTERS TO US?
KS 3&4
Curriculum
Links
English language; Citizenship; PSHE; Spiritual, Moral, Social
and Cultural Development
Specific links:
! To draw on knowledge of literary devices to enhance the impact of writing
! To encourage imaginative writing and growing knowledge of vocabulary
! 'To consider the different ways in which citizens can contribute to the improvement of
their community and play a participatory role'
! To discuss ideas of right and wrong and of moral conflict and explore a curiosity about
themselves and their place in the world
Learning objectives
• To consider different perspectives of society
• To express own views, ideas and values and explain thinking behind them
• To reflect upon own thoughts and feeling through creative writing and narrative
Introduction
Activity 1
Activity 2
Use timeline to introduce Anne Frank’s life and importance of her Diary if necessary
http://www.annefrank.org/en/subsites/timeline/#!/en/subsites/timeline
Similarities with and challenges to Anne’s perspective
Stick quotes onto larger paper and pass round groups so students can add their
thoughts and responses. Alternatively students can discuss quotes as a group
and then snowball discussion as a class.
Key Questions
Do they still apply today?
Do you agree or disagree with how Anne saw things?
Emphasise that there is no right or wrong answer- what is most important is how you justify
(explain) your opinion. This can cover values e.g. trust, honesty or events
" Facilitator can use last year’s Anne Frank Trust ‘Thirteen in 13’ campaign for inspiration
http://www.annefrank.org.uk/what-we-do/campaigns/thirteen-in-13
Students then decide what matters to them. Use the Anne Frank Trust diary extracts resource
(Lesson 3) as a prompt if necessary so that students are encouraged to express their own
thoughts and feelings.
Students write a short diary extract about a time they have felt frustrated/ misunderstood/
challenged. These can then be submitted to the Generation Diary campaign
http://generationdiary.org.uk/There is also the option to make a voice recording and upload it to the
campaign site.
Plenary
What do you have to say?
Students think of their own statements that reflect how society is or how it
could be better. This could be used to springboard further discussion in another
session or used in assemblies/ tutor time/ school council.
L1 WHAT MATTERS TO US?
S1-6
Curriculum
Language & Literacy, Health & Wellbeing, Social Studies,
links
Religious & Moral Education
Specific links:
! Confident individuals. Self-respect, secure values and beliefs, developing and communicating beliefs
to the world
! Develop ethical views of complex issues
! Effective contribution- Apply critical thinking in new contexts
! How language can affect me
! Conveying information and describing events LIT 3.28a
! Develop my beliefs, attitudes, values and practices through reflection, discovery and critical
evaluation
Learning objectives
• To consider different perspectives of society
• To express own views, ideas and values and explain thinking behind them
• To reflect upon own thoughts and feeling through creative writing and narrative
Introduction
Activity 1
Activity 2
Use timeline to introduce Anne Frank’s life and importance of her Diary
http://www.annefrank.org/en/subsites/timeline/#!/en/subsites/timeline
Similarities with and challenges to Anne’s perspective
Stick quotes onto larger paper and pass round groups so students can add their
thoughts and responses. Alternatively students can discuss quotes as a group
and then snowball discussion as a class.
Key Questions
Do they still apply today?
Do you agree or disagree with how Anne saw things?
Emphasise that there is no right or wrong answer- what is most important is how you justify
(explain) your opinion. This can cover values e.g. trust, honesty or events
" Facilitator can use last year’s Anne Frank Trust ‘Thirteen in 13’ campaign for inspiration
http://www.annefrank.org.uk/what-we-do/campaigns/thirteen-in-13
Students then decide what matters to them. Use the Anne Frank Trust diary extracts resource
(Lesson 3) as a prompt if necessary so that students are encouraged to express their own
thoughts and feelings.
Students write a short diary extract about a time they have felt frustrated/ misunderstood/
challenged. These can then be submitted to the Generation Diary campaign
http://generationdiary.org.uk/There is also the option to make a voice recording and upload it to the
campaign site.
Plenary
What do you have to say?
Students think of their own statements that reflect how society is or how it
could be better. This could be used to springboard further discussion in another
session or used in assemblies/ tutor time/ school council.
“Everyone)has)inside)of)him)a)piece)
of)good)news.)The)good)news)is)that)
you)don't)know)how)great)you)can)
be!)How)much)you)can)love! What)
you)can)accomplish!)And)what)your)
potential)is!”)
!
“Because)paper)has)more)patience)
than)people.”)
“I)wonder)if)anyone)can)ever)succeed)
in)making)their)children)content.”)
)
“Mother)has)said)that)she)sees)us)
more)as)friends)than)as)daughters.)
That's)all)very)nice,)of)course,)except)
that)a)friend)can't)take)the)place)of)a)
mother.”)
“Human)greatness)does)not)lie)in)
wealth)or)power,)but)in)character)
and)goodness.))
People)are)just)people,)and)all)
people)have)faults)and)
shortcomings,)but)all)of)us)are)born)
with)a)basic)goodness.”)
“Why)do)some)people)have)to)
starve,)while)there)are)surpluses)
rotting)in)other)parts)of)the)world?)
Oh,)why)are)people)so)crazy?”)
“Although)I'm)only)fourteen,)I)know)quite)well)
what)I)want,)I)know)who)is)right)and)who)is)
wrong.)I)have)my)opinions,)my)own)ideas)and)
principles,)and)although)it)may)sound)pretty)
mad)from)an)adolescent,)I)feel)more)of)a)person)
than)a)child,)I)feel)quite)independent)of)
anyone.”)
“I)understand)more)and)more)how)true)Daddy's)
words)were)when)he)said:))
'All)children)must)look)after)their)own)
upbringing.')Parents)can)only)give)good)advice)or)
put)them)on)the)right)paths,)but)the)final)
forming)of)a)person's)character)lies)in)their)own)
hands.”)
“How)noble)and)good)everyone)could)be)if,)at)
the)end)of)each)day,)they)were)to)review)their)
own)behaviour)and)weigh)up)the)rights)and)
wrongs.))
They)would)automatically)try)to)do)better)at)the)
start)of)each)new)day)and,)after)a)while,)would)
certainly)accomplish)a)great)deal.)Everyone)is)
welcome)to)this)prescription;)it)costs)nothing)
and)is)definitely)useful”)
)
)
"One)of)the)many)questions)that)
have)often)bothered)me)is)why)
women)have)been,)and)still)are,)
thought)to)be)so)inferior)to)men.”))
)
)
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THINGS THAT
MATTER TO ME
!
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L2 LEARNING FROM ANNE’S WRITING
KS 3&4
Curriculum
Links
English Language, PSHE, Spiritual, Moral, Social and Cultural
Development
Specific links:
English
! Grammar text and structure
! Imaginative writing
! Studying a range of authors
! Drawing on literary and rhetorical devices to enhance the impact of writing
! Writing to achieve a particular effect
Moral development
! They are able and willing to reflect on the consequences of their actions.
! As their curiosity about themselves and their place in the world increases, they try to answer for themselves some
of life’s fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they
need to foster their own inner lives and material wellbeing.
Social development
! They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills,
understanding qualities and attitude they need to make an active contribution.
Learning objectives
• To consider different factors that impact on an individual’s experience
• To assess how different factors and choices might impact on the lives of young people
• To reflect upon the outcomes of different behaviours and choices
Introduction
Activity 1
Use timeline to introduce Anne Frank’s life and the importance of her diary
http://www.annefrank.org/en/subsites/timeline/#!/en/subsites/timeline
What feelings might Anne have had during her time in the Annexe? Encourage students to use adjectives in
their descriptions. How could more emphasis be added? E.g. building on words like sad/desperation/ lonely/
hopelessness
Students read the provided diary extracts and answer questions
Delivery Suggestions
" This can be done as a class using one or both of the two extracts.
" For more discussion based lessons both extracts can be used so students can share knowledge in
a more interesting way.
" Individually extract 2 is more challenging and can be used to differentiate.
" Extract 2 could also be used to draw on historical knowledge.
Activity 2
Check understanding- words on the board to encourage use in activity 2
Students write their own extract which can then be submitted to the Anne Frank Trust’s Generation Diary
campaign http://generationdiary.org.uk/
Pointers
" Students should be encouraged to come up with ideas themselves rather than be given a topic to
write about.
Emphasise that it does not have to be a ‘big event’ that they are writing about. It can be a simple
day to day occurrence or an observation.
" Students should anonymise by giving people different names as Anne did, and not write anything
hurtful/ of a sensitive nature about other members of the school or their family.
" This can also be an IT lesson where submissions are made online.
Teacher chooses (from volunteers) strong sentences to share with class- for emotional expression writing
in an interesting way/ reflection etc
"
Plenary
L2 LEARNING FROM ANNE’S WRITING
S1-6
Curriculum
Language & Literacy, Health & Wellbeing, Social Studies, Religious & Moral
links
Education
Specific links:
General
! Explore the richness and diversity of language
! I can create a convincing impression of my personal experience and reflect on my response to engage the reader
EMG 4-30a
PSE
! Develop my self-awareness
! Develop the skills of reflection, discernment, critical thinking and deciding how to act when making moral decisions
! Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to
contribute to and participate in society
Learning objectives
• To consider different factors that impact on an individual’s experience
• To assess how different factors and choices might impact on the lives of young people
• To reflect upon the outcomes of different behaviours and choices
Introduction
Use timeline to introduce Anne Frank’s life and the importance of her diary
http://www.annefrank.org/en/subsites/timeline/#!/en/subsites/timeline
Activity 1
What feelings might Anne have had during her time in the Annexe? Encourage students to use adjectives in
their descriptions. How could more emphasis be added? E.g. building on words like sad/desperation/ lonely/
hopelessness
Students read the provided diary extracts and answer questions
Delivery Suggestions
" This can be done as a class using one or both of the two extracts.
" For more discussion based lessons both extracts can be used so students can share knowledge in
a more interesting way.
" Individually extract 2 is more challenging and can be used to differentiate.
" Extract 2 could also be used to draw on historical knowledge.
Check understanding- words on the board to encourage use in activity 2
Activity 2
Plenary
Students write their own extract which can then be submitted to the Anne Frank Trust’s Generation Diary
campaign http://generationdiary.org.uk/
Pointers
" Students should be encouraged to come up with ideas themselves rather than be given a topic to
write about.
" Emphasise that it does not have to be a ‘big event’ that they are writing about. it can be a simple
day to day occurrence or an observation.
" Students should anonymise by giving people different names as Anne did, and not write anything
hurtful/ of a sensitive nature about other members of the school or their family.
" This can also be an IT lesson where submissions are made online.
Teacher chooses (from volunteers) strong sentences to share with class- for emotional expression writing
in an interesting way/ reflection etc
Saturday, 20 June 1942
Writing in a diary is a really strange experience for someone like
me. Not only because I’ve never written anything before, but also
because it seems to me that later on neither I nor anyone else will
be interested in the musings of a thirteen-year-old schoolgirl. Oh
well, it doesn’t matter. I feel like writing, and I have an even
greater need to get all kinds of things off my chest. ‘Paper has
more patience than people.’ I thought of this saying on one of
those days when I was feeling a little depressed and was sitting at
home with my chin in my hands, bored and listless, wondering
whether to stay in or go out.
I finally stayed where I was, brooding. Yes, paper does have more
patience, and since I’m not planning to let anyone else read this
stiff-backed notebook grandly referred to as a ‘diary’, unless I
should ever find a real friend, it probably won’t make a bit of
difference. Now I’m back to the point that prompted me to keep a
diary in the first place: I don’t have a friend. Let me put it more
clearly, since no one will believe that a thirteen-year-old girl is
completely alone in the world. And I’m not. I have loving parents
and a sixteen year-old sister, and there are about thirty people I
can call friends. I have a throng of admirers who can’t keep their
adoring eyes off me and who sometimes have to resort to using a
broken pocket mirror to try and catch a glimpse of me in the
classroom. I have a family, loving aunts and a good home.
No, on the surface I seem to have everything, except my one true
friend. All I think
about when I’m with friends is having a good time. I can’t bring
myself to talk about anything but ordinary everyday things. We
don’t seem to be able to get any closer, and that’s the problem.
Maybe it’s my fault that we don’t confide in each other. In any
case, that’s just how things are, and unfortunately they’re not
liable to change. This is why I’ve started the diary.
1. Underline the averbs and adjectives in the extract in different colours
2. Which adverbs make her writing more interesting/ emotive?
3. What does Anne mean when she says she does not have a friend?
4. What doe she mean by ‘paper has more patience than people?’
5. i. “it seems to me that later on neither I nor anyone else will be interested in the
musings of a thirteen-year-old schoolgirl.”- Do you agree or disagree that no one is
interested in what young people think? Try and consider different points of view
6. ii. Why do you think she continued to write anyway?
‘Deep down, the young are lonelier than the old.’ I read this in a
book somewhere and it’s stuck in my mind.
As far as I can tell, it’s true. So if you’re wondering whether
it’s harder for the adults here than for the children, the answer
is no, it’s certainly not. Older people have an opinion about
everything and are sure of themselves and their actions. It’s twice
as hard for us young people to hold on to our opinions at a time
when ideals are being shattered and destroyed, when the worst side
of human nature predominates, when everyone has come to doubt
truth, justice and God.
Anyone who claims that the old people have a more difficult time in
the Annexe doesn’t realize that the problems have a far greater
impact on us. We’re much too young to deal with these problems, but
they keep thrusting themselves on us until, finally, we’re forced
to think up a solution, though most of the time our solutions
crumble when faced with the facts.
It’s difficult in times like these: ideals, dreams and cherished
hopes rise within us, only to be crushed by grim reality. It’s a
wonder I haven’t abandoned all my ideals; they seem so absurd and
impractical. Yet I cling to them because I still believe, in spite
of everything, that people are truly good at heart. It’s utterly
impossible for me to build my life on a foundation of chaos,
suffering and death. I see the world being slowly transformed into
a wilderness, I hear the approaching thunder that, one day, will
destroy us too, I feel the suffering of millions. And yet, when I
look up at the sky, I somehow feel that everything will change for
the better, that this cruelty too will end, that peace and
tranquility will return once more. In the mean time, I must hold on
to my ideals. Perhaps the day will come when I’ll be able to
realize them!
Yours, Anne M. Frank
1. Underline the averbs and adjectives in the extract in different colours
2. Which adverbs make her writing more interesting/ emotive?
3. What s Anne’s justification for believing that “Deep down, the young are lonelier than
the old.”
4. Why would people around her doubt ‘truth, justice and God’
5. Do you believe that all people are truly good at heart? Explain your answer
6. Why does Anne say she ‘clings’ to her ideals?
7. Do you think it was easy for Anne to remain optimistic whilst she was in the Annexe?
Explain your answer.
L3 LETTER TO SELF
KS 3&4
Curriculum
Links
English Language; PSHE; Spiritual; Moral, Social and Cultural
Development
Specific links:
English
! Imaginative writing
! Encourage reading for pleasure
Spiritual development
! Pupils spiritual development involves the growth of their sense of self and their unique potential
! As their curiosity about themselves and their place in the world increases, they try to answer for themselves
some of lives fundamental questions. They develop the knowledge, skills, understanding, qualities and
attitudes they need to foster their own inner lives and material wellbeing.
Learning objectives
• To consider different factors that impact on an individual’s experience
• To assess how different factors and choices might impact on the lives of young people
• To reflect upon the outcomes of different behaviours and choices
Introduction
Use timeline to introduce Anne Frank’s life and importance of her diary
http://www.annefrank.org/en/subsites/timeline/#!/en/subsites/timeline
Activity 1
Students read the extracts and list the different things Anne wrote about in her Diary
Facilitator notes
Main themes in diary
" Explaining/ describing events
" Future hopes and dreams
" Analysis of feelings
What Anne wrote about:
Family, friends, birthdays, moving to the Annexe, call up notice for Margot, relationship with Peter Van
Pels, relationship with mother, the unfairness of war, belief in others, feeling judged and
misunderstood
Students map out things that concern them as a table - what is inside a teenager’s brain.
Comparison - do young people today think about the same issues as Anne did?
What does the quote “we all live with the same objective of being happy; our lives are all different and
yet the same” mean? Use discussion to draw on empathy and understanding and the barriers young
people may face
Activity 2
Plenary
Letter to future self
Students use the bullet points to write a letter to their future selves to be opened in xx years. The
list on PowerPoint just contains pointers - they do not have to be included and more can be added.
This activity should be used to enable students to consider and reflect upon their place in society/the
world and the challenges that are important to them. When complete letters are placed in the
envelopes provided, decorated, sealed and collected in by facilitator to be opened in xx years (whilst in
school).
Students share one hope for the future with the class
L3 LETTER TO SELF
S3-6
Curriculum
Language & Literacy, Health & Wellbeing, Social Studies, Religious &
links
Moral Education
Specific links:
General
! Confident individuals, self-respect, secure values and beliefs.
PSE
! Experience personal achievement and build my resilience and confidence
! Contributing my views, time and talents
! Develop the skills of reflection, discernment, critical thinking and deciding how to act when making moral
decisions
Learning objectives
• To consider different factors that impact on an individual’s experience
• To assess how different factors and choices might impact on the lives of young people
• To reflect upon the outcomes of different behaviours and choices
Introduction
Use timeline to introduce Anne Frank’s life and importance of her diary
http://www.annefrank.org/en/subsites/timeline/#!/en/subsites/timeline
Activity 1
Students read the extracts and list the different things Anne wrote about in her Diary
Facilitator notes
Main themes in diary
" Explaining/ describing events
" Future hopes and dreams
" Analysis of feelings
What Anne wrote about:
Family, friends, birthdays, moving to the Annexe, Margot’s call up notice, relationship with Peter Van
Pels, relationship with mother, the unfairness of war, belief in others, feeling judged and
misunderstood
Students map out things that concern them as a table - what is inside a teenager’s brain.
Comparison - do young people today think about the same issues as Anne did?
What does the quote “we all live with the same objective of being happy; our lives are all different and
yet the same” mean?
Use discussion to draw on empathy and understanding and the barriers young people may face
Activity 2
Plenary
Letter to future self
Students use the bullet points to write a letter to their future selves to be opened in xx years. The
list on PowerPoint just contains pointers - they do not have to be included and more can be added.
This activity should be used to enable students to consider and reflect upon their place in society/the
world and the challenges that are important to them. When complete letters are placed in the
envelopes provided, decorated, sealed and collected in by facilitator to be opened in xx years (whilst in
school).
Students share one hope for the future with the class
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