Last Updated: Thursday, June 23, 2022

Divided City: Exploring sectarianism – Primary pack

What is this?

​This is a learning resource to explore anti-sectarianism.

The session plans, activities and resources in the pack are designed to assist upper primary school children and their teachers explore issues related to sectarianism.

Taking part in drama involves putting yourself in someone else’s shoes, and many of these activities ask the young people to consider other people’s beliefs, attitudes and points of view, seeing situations through their eyes in order to understand them.

Ultimately, these activities are designed to encourage young people to form their own points of view and feel able to respectfully challenge those with whom they disagree.

Practitioners have found this to be an engaging and interactive resource which produces a stimulating learning environment. It has a proven track record of successful engagement in several local authority areas.

Who is this for?

​Primary staff and P6/7 learners.


PDF file: Divided City: Exploring sectarianism – Primary pack (3.6 MB)

​Explore this resource

It is recommended that staff read Tackling sectarianism: An overview of resources and use the Timeline professional learning resource as preparation for delivering this anti-sectarian resource.

How to use this learning and assessment resource to improve practice

There are six workshops which could each take from 1 to 1.5 hours. Learning can be linked across curricular areas particularly literacy and literacy across learning; health and wellbeing; RME; social studies; and expressive arts.

The resource is designed to be used in conjunction with a novel study of Divided City by Theresa Breslin (ISBN 978-0-552-55188-5) but can also be delivered by reading excerpts from the novel.

Using this resource will offer learners the opportunity to explore sectarianism, the history, its impact and their own personal response.

  • The six workshops cover an exploration of discrimination, the history of sectarianism and the impact of sectarianism on friendships and on individuals.
  • A variety of activities are utilised with many drama activities incorporated which support young learners to walk in the shoes of people with different viewpoints and beliefs.
  • Background information is provided for staff who are unfamiliar with aspects of the topic.

Improvement questions

  • How does this work link  with the range of protected characteristics that are defined by the Equality Act (2010)?
  • To what extent do our learners understand the concept of sectarianism?
  • Do we offer our learners the opportunity to explore their own life experiences in relation to sectarianism?
  • How far as a school community do we challenge bigotry, prejudice and  discrimination towards members, or presumed members, of a religious denomination?

Content author

Citizens Theatre