Based on the teaching scenarios “Who am I? / Who are you? - Similarities and differences” of Athene-Grundschule in Berlin, and “I - You – We Next - Opposite – Together” of 1st High School of Avlonas. See Anthology (pp. 35-139 & 167-173)

Categories: Passages and Identities / Being different from & and similar to others / Roots, Family & Community Bonds

Linguistic competence: Beginners – Advanced

Ages: 9 - 15 years old


  • Realise the complexity of identity and origin, and the influence of the origin and environment on identity
  • Become familiar with the concept of multiple identities and realise that they are an element of wealth and empowerment
  • Recognize the value and importance of my own identity and of how diverse identities enrich peer group
  • Use diverse and multimodal forms of artistic ways and speech to express personality/identity, individually and in groups
  • Communicate, get to know each other better, cooperate, discover new aspects of self and others

Time: 6 - 8 hours training


Key points of activity development

  • I accept choices made by children related to their identity, even if these may not be true.
  • I also use other communication languages if I have a population that does not speak the host language. Obviously I encourage students to write in whatever language they may want.
  • We seek to use means of communication other than language (music and images).
  • I select the activities according to the conditions that are gradually being formed (time, emerging elements, response and children's ideas).
Connection to school lessons
  • In this version ICT is more systematically exploited and the school is more closely linked to students' daily practices in a globalized communication environment.
  • If I choose to integrate the activity into a language course, I can focus on highlighting the features of multimodal speech: widespread use of other ways than language (image, music, charts, etc.), organizing information in the field (and not time, as in purely linguistic texts).
  • Especially for children on the move, I can integrate the activity into teaching the L2 using a simple vocabulary.

What do I gain?
The participants of Backpack ID talk about their experience: Why is this project so special? What it meant to them and totheir pupils? Why you should use this material? What have they and their pupils learned? What works? etc. Watch their videos.