Suitable for secondary and high schools, and college, this article and accompanying activity sheet can be used in the classroom, school clubs and at home. This resource links to KS3, KS4 and KS5 religious studies, citizenship, sociology and philosophy. It can also be used as a careers resource and links to Gatsby Benchmarks: Gatsby Benchmark 2: Learning from career and labour market information Gatsby Benchmark 4: Linking curriculum learning to careers • The world is home to a stunningly diverse array of religions, and globalisation means that different groups of followers are mixing more than ever. In Japan, ‘mainstream’ and ‘minority’ religions have different connotations – and this brings with it the potential for tension. Professor Erica Baffelli of The University of Manchester, in the UK, is exploring how minority religions in Japan are perceived and portrayed, and what this means for their follower. • This resource also contains an interview with Erica about her career path. If your students (or you) have questions for Erica, you/they can send them to her online. All you need to do is to go to the article online (see the Futurum link below), scroll down to the end and type in the question(s). Erica will reply! • The activity sheet provides ‘talking points’ (based on Bloom’s Taxonomy) to prompt students to reflect on Erica’s research. This resource was first published on Futurum Careers, a free online resource and magazine aimed at encouraging 14-19-year-olds worldwide to pursue careers in science, tech, engineering, maths, medicine (STEM) and social sciences, humanities and the arts for people and the economy (SHAPE). If you like these free resources – or have suggestions for improvements –, please let us know and leave us some feedback. Thank you!

Suitable for 14-19-year olds (secondary and high schools, and college), this article and accompanying activity sheet can be used in the classroom, school clubs and at home. This resource links to KS4 and KS5 geography (locational knowledge, human geography), citizenship and English Language, and is also internationally relevant. It can also be used as a careers resource and links to Gatsby Benchmarks: Gatsby Benchmark 2: Learning from career and labour market information Gatsby Benchmark 4: Linking curriculum learning to careers • The Italian island of Lampedusa has become a major transit point for migrants seeking to enter Europe. With thousands arriving, and many dying on route, migration is portrayed as a humanitarian and political crisis. Dr Alessandro Corso, based at the University of Oxford in the UK, is working towards creating a platform for migrants and locals on Lampedusa to share their experiences. The hope is to dismantle the language of fear and create a more positive view of migration • This resource also contains an interview with Alessandro and his career path. If your students (or you) have questions for Alessandro, you/they can send them to him online. All you need to do is to go to the article online (see the Futurum link below), scroll down to the end and type in the question(s). Alessandro will reply! • The activity sheet provides ‘talking points’ (based on Bloom’s Taxonomy) to prompt students to reflect on Alessandro’s research. This resource was first published on Futurum Careers, a free online resource and magazine aimed at encouraging 14-19-year-olds worldwide to pursue careers in science, tech, engineering, maths, medicine (STEM) and social sciences, humanities and the arts for people and the economy (SHAPE). If you like these free resources – or have suggestions for improvements –, please let us know and leave us some feedback. Thank you!

Suitable for 14-19-year olds (secondary and high schools, and college), this article and accompanying activity sheet can be used in the classroom, school clubs and at home. This resource links to KS4 and KS5 PSHE (life skills, critical thinking) • What’s Up With Everyone? is a campaign run in conjunction with Aardman, research teams from various universities, and clinical and charitable partners to provide support for mental health literacy among young people. They believe that by sharing ideas relating to mental health and well-being in an engaging and popular format, animations can make a positive difference to the lives of young people. What do you and your students think? • This resource links to the UK Government’s statutory guidance in a document entitled Relationships, Education, Relationships and Sex Education and Health Education: Pupils should be supported to recognise what makes them feel lonely. Self-focused or isolating lifestyle choices can lead to unhappiness and being disconnected from society for those who have greater need for companionship and relationships. The internet and social media have important characteristics which young people should be aware of in order to help them use them discriminatingly. Secondary school pupils should know the similarities and differences between the online world and the physical world, and how to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours. Pupils should be taught how to judge when they, or someone they know, needs support and where they can seek help if they have concerns. This should include details on which adults in school and externally can help. This resource was first published on Futurum Careers, a free online resource and magazine aimed at encouraging 14-19-year-olds worldwide to pursue careers in science, tech, engineering, maths, medicine (STEM) and social sciences, humanities and the arts for people and the economy (SHAPE). If you like these free resources – or have suggestions for improvements –, please let us know and leave us some feedback. Thank you!