To foster an understanding of the fact that we all have group identities and how these affect our behaviour.

•	To establish the different groups that students belong to.
•	To consider how behaviour changes within these different groups.
•	To consider the effect of peer pressure.
•	To introduce the idea of group behavioural psychology amongst football supporters.

•	Core Activity Sheet 1.1: Being Part of a Group
•	Core Activity Sheet 1.2: Chameleon Me
•	Core Activity Sheet 1.3: Questionnaire on Teenage Behaviour

1. Students complete Core Activity Sheet 1.1 . Explain that the groups they belong to can be blood-related, defined by living arrangements, religious-based, year groups, class groups, friendship groups, clubs, and so on. (Allow 5 minutes.)

2. Students complete Core Activity Sheet 1.2 . Stress that everyone, including adults, experiences these types of changes, they are not 'bad'. Try to give an example of how your own clothing might change from home to work, say. (Allow 5 minutes.)

3. Give out Core Activity Sheet 1.3 and ask students to complete the questionnaire individually while working in a relaxed friendship-group setting. This set of questions is designed so that peer pressure will be important to them whilst answering, but this should not be pointed out to them. (Allow 10 minutes.) Do not ask for any feedback but rather ask them to silently consider whether their answers would have been different if they had been asked to complete the questionnaire in guaranteed secrecy.

4. Discuss the following with your students, explaining that the volunteers in this experiment were recorded individually and in secret. Ask students to explain why the volunteers behaved in this way and for their honest thoughts on this, linking their comments to their work on peer pressure.

•	How is our behaviour affected positively or negatively by the different groups that we belong to?
•	How influential is peer pressure on the way we look and behave?

Identify which of the groups we belong to are voluntarily chosen and which are not. Does this affect our behaviour, and if so, why?

Draw a cartoon strip (5 frames maximum) of the Lancaster experiment, using speech and thought bubbles to explain how the volunteers are thinking.

Ask an older person if they have acted under peer pressure - this can be something as innocuous as wanting the same pair of shoes as their friend.

OR

Think of something you have done under peer pressure. Write a diary extract for that event. Try to explain how they/you felt and why the action was taken.

	1(b) Diversity and the need for mutual respect and understanding
	2(a) Think about social issues
	2(c) Contribute to group and exploratory class discussions
	3(a) Be able to think about, express and explain views that are not their own