•	Understand an issue over which conflict may arise.
•	Understand the potential role of community groups.
•	Develop empathy with different groups in the debate.
•	Identify key information from sources.
•	Prepare for debate.

•	Activity Sheet 1.1 Planning Process briefing sheet
•	Activity Sheets 1.2a , 1.2b , 1.2c , 1.2d , 1.2e , 1.2f , 1.2g and 1.2h : Sources A-H
•	Activity Sheets 1.3 , 1.4 , 1.5 and 1.6 : Role Letters 1-4

1. Explain the scenario for the students - that Islington Council, Arsenal Football Club and local groups are discussing their plans for the redevelopment of the local football stadium. You may want to show Activity Sheet 1.1 , the diagram of the planning process, on an OHP or have photocopies for students to look at so they have some idea of the extent to which the public are consulted in planning applications.

2. Explain that the class will use the first lesson to research their role. They must think about their motivation and find out what the plans are. They will also have to think about what kinds of development they would be happy with.

3. Split the class into four and assign a role to each. Students may find it easier to help each other in groups, but it should be made clear that each member of the group should be able to make an individual contribution.

4. Each role has a letter of invitation (Activity Sheets 1.3 , 1.4 , 1.5 and 1.6 ) to a meeting (next lesson), at which the plans for redevelopment will be discussed. Each letter refers to several of the sources, which provide helpful information for each particular role. However, these letters and sources should not be seen as limiting the students' work but rather as a useful starting point in directing them to other relevant sources of information. Group members should be encouraged to explore alternative views within their group, as not all individuals will agree about everything - for example, local traders may have different views on the plan depending on whether their business is positively or adversely affected on match days.

5. Take the rest of the lesson to prepare a speech or contribution for the public meeting.

Encourage students to elaborate on their role:

•	for example, they may be a member of the Islington Traders' Association but are they young / old, male / female, small / large business, disabled?
•	Keen on football?
•	Do they benefit from football trade or not?
•	Have they had any trouble from football crowds?

Encouraging such elaboration will make the contributions more varied and should help to highlight the diversity of local communities and responses.

Preparation could also include visits to local sports stadiums and consultation with local residents. Issues of access could be highlighted in the visits.

Direct students to the less text-based sources. Encourage them to split the work up so that each person, or even pair, has one source to consider and then shares the information they found with other members of the same role group. Preparation could also be helped by offering simple writing frames or sentence starters to help build up logical arguments with supporting evidence: 'I believe ... because ...'.

Check through the speeches and contributions ready for the debate.

	1(c) Local government services
	2(a) Think about social issues and problems by analysing information
	3(a) Use imagination to consider others' points of view