1. Racism and prejudice.

2. Ground Rules
• Respect others: you will hear ideas and opinions that may be different or new to you or with which you disagree. As you participate and interact, try to take in new information without judgement and to keep an open mind. Make sure that your words and body language reflect a respectful attitude towards others. Learn by listening to others.
• Own your own values: Speak from the ‘I’ ‘I feel, or in my experience’ avoid, ‘you should’ or ‘you all think that’.
If you are going to disagree with something, challenge the opinion or the behaviour not the person.
• Be open and honest: Ask questions without fear of judgement, there is no such thing as a ‘silly’ question. It is important to try and understand as much as possible; if you are not confident to ask questions publicly then
speak to your teacher privately.
• Respect confidentiality: When sharing personal stories which you or your friends may have experienced, make sure to avoid using real names – don’t disclose any personal information about anyone else. Carefully consider what
personal information you chose to share.
• Share ‘Air time’ You are encouraged to express your ideas and opinions. Take it in turns to contribute, help
create a safe space where everyone is encouraged and feels comfortable to speak and don’t take over
the discussions.

3. Burning questions: Watch me!
You will each be given a post-it note. Write down any questions, concerns or frustrations that you have about racism or issues surrounding racism.
Be as open and honest as you.
Do not to put your name on the paper as I would like this to be done anonymously, that way you can feel comfortable writing down your genuine questions
and feelings without worrying about being judged or punished.
Allowing young people the opportunity to freely and anonymously express their ideas is extremely important as they will often be resistant to voicing their true feelings about an issue for fear of punishment and judgement. Provoking them to be honest and protecting them with anonymity will inform you and illustrate a clear picture of what work needs to be done.

4. Burning questions
Once you have written your question come and place them on the white board, we will re-visit them at the end of the session.
Be sure to answer these ‘burning questions’ at the end of the lesson. To increase the young people’s participation in
this, it is a good idea to throw some of the questions back at them, to see if anyone in the group already knows the answer and would like to share it with the group. You do not need to be an expert in anti-racism to deliver this activity effectively – if you are in doubt as to the correct answer for a question, use it as a learning tool for both you and your students and find out the answer together using the internet or any other resources you have to hand.

5. Before we explore the problem of racism we must first understand what it is! Watch me!
Today’s PSHE session will allow us to start our own conversation.
On your paper complete the following sentence:
Racism is……….

6. Discussion Your teacher will put you into groups no bigger than 4/5.
In your groups you must allocate:
A group leader. The group leaders job is to make sure that everyone contributes to the discussion.
A scribe. The scribe will write down everyone's thoughts about the questions.
A presenter. The presenter will explain your groups thoughts to the rest of the class.

7. Discussion
Although we have an understanding of what racism is through our definitions, we also need to have an understanding of how people show racism through their actions.
In your groups consider and discuss the following two questions:
1. How could somebody treat you if they were going to
be racist to you?
2. What characteristics or traits would they pick on if they
were going to be racist to you?
You could give examples of yourself first to help the discussion to begin.
For example, I have freckles – well at least I used to. If someone wanted to pick on that feature, they could!

8. Existing Ideas
You will each be handed a piece of paper. You will see a word on the interactive board. Once you have seen that word I want you to write the first word that enters into your mind. Then fold the piece of paper and hand it to your teacher.
Whilst it is important to respect other people in the room, try to be as honest as possible. We will discuss what people have written and see if we think that these words are true and represent a link, or if they are misconceptions often portrayed incorrectly on the television, in papers and on social media.

9. MUSLIM
If they need prompting, ask: What does the word make you think of? What does the word mean? What do you associate
or connect with the word?

10. Discussion.
Hand your folded piece of paper to your teacher. He/she will read the word out and you will discuss as a class why you think this word is linked and if you believe it to be true or not. Remember the ground rules which were set at the beginning of the session.
Next word……

11. Gypsy
If they need prompting, ask: What does the word make you think of? What does the word mean? What do you associate
or connect with the word?

12. Discussion.
Hand your folded piece of paper to your teacher. He/she will read the word out and you will discuss as a class why you think this word is linked and if you believe it to be true or not. Remember the ground rules which were set at the beginning of the session.
Next word……

13. Black

14. Discussion.
Hand your folded piece of paper to your teacher. He/she will read the word out and you will discuss as a class why you think this word is linked and if you believe it to be true or not. Remember the ground rules which were set at the beginning of the session.
Next word……

15. Indian

16. Discussion.
Hand your folded piece of paper to your teacher. He/she will read the word out and you will discuss as a class why you think this word is linked and if you believe it to be true or not. Remember the ground rules which were set at the beginning of the session.
Next word……

17. This side of the room is AGREE This side of the room is DISAGREE
Your teacher will read out a set of statements. You have to decide whether you agree or disagree and stand at that side of the room. Be prepared to be able to explain your decision should you be called upon.
This side of the room is AGREE
This side of the room is DISAGREE

18. People should be allowed to say anything they want to say.
AGREE
DISAGREE

19. There are some words that are so offensive that they should never be used.
AGREE
DISAGREE

20. It is ok for someone to use an offensive word to describe themselves.
AGREE
DISAGREE

21. It is ok to say something offensive in private but not in public.
AGREE
DISAGREE

22. It is better to speak out about hateful words and opinions so they can be known and challenged
AGREE
DISAGREE

23. Calling someone a racist name is ok if it is meant as a joke and is between friends, because he/she is fine about it.
AGREE
DISAGREE

24. Stereotypes Watch me! A stereotype is: - Labelling
- Making assumptions
- Grouping people together
- Blaming a whole group for the actions of a few
- ‘All…are the same’
- Doesn’t allow for individuality
- Not usually based on fact
- - Usually negative or have negative consequences
- Stereotyping leads to people being pre-judged

25. New Neighbours
Every human is a unique individual with many varied and complex elements to their identity. Labelling someone and applying stereotypes to them is extremely unfair as it doesn’t allow that person to be truly who they are, but confines them and often misjudges their potential and abilities.

26. New Neighbours
Working in your small groups, you will be shown a list 10 possible people who will move in next door to you.
You must decide who you would most like to live next to and who you would least like to live next to. You must be able to explain your reasons behind this.
Go with your instincts and be totally honest. We will discuss your decisions afterwards.

27. A BALD MAN COVERED IN TATTOOS AN IMMIGRANT FAMILY
A FAMILY WITH SEVERAL HOODIE-WEARING SONS
A ROMANY GYPSY FAMILY
A GROUP OF STUDENTS
A CHRISTIAN COUPLE
A GROUP OF FIVE ADULTS WITH LEARNING DIFFICULTIES
A NEWSPAPER JOURNALIST
A YOUNG MUSLIM MAN
AN ELDERLY GAY COUPLE
This activity often throws up lots of racist and stereotypical attitudes and ideas which need to be challenged and this can take time. A good way of challenging these attitudes is introducing the young people to the question ‘How do I know this?’ By asking themselves this question whenever they have an opinion or idea about a group of people, the young people will protect themselves from getting involved in stereotypical thinking and unfair treatment, and will be encouraged to think critically about the information they receive.

28. Discussion
Each group will be given two minutes to present their case of who they would most and least like to live with. Members of other groups – Do you agree? Could you challenge their decisions?
This activity often throws up lots of racist and stereotypical attitudes and ideas which need to be challenged and this can take time. A good way of challenging these attitudes is introducing the young people to the question ‘How do I know this?’ By asking themselves this question whenever they have an opinion or idea about a group of people, the young people will protect themselves from getting involved in stereotypical thinking and unfair treatment, and will be encouraged to think critically about the information they receive.

29. What is a racist incident?
After the inquiry into the police investigation of the murder of Stephen Lawrence in 1992, many changes to the law were made under the Race Relations Amendment Act One of these changes was a new legal definition of a racist incident. According to the Stephen Lawrence Inquiry a Racist Incident is:
‘any incident which is perceived to be racist by the victim or any other person.’
Watch me!

30. What can we do?
Think of all the different ways in which people could prevent racism from happening.
First things first – stop pretending it’s a joke!

32. Competition time – winner gets a box of chocolates
You must create either an information leaflet a poster or a poem. Your piece of creative work must include the following:
What is racism?
How racism makes people feel
What can be done about racism.
All work will be displayed so make it as bright and catchy as possible.
If you haven’t finished you may complete your work at home but all entries must be with Vicki by Monday 20th February (First Monday after half-term).

33. Burning questions: Remember those burning questions?!
Are they still burning or do we have a better understanding of what racism is, how it makes people feel and what we can do in order to combat it.
We will choose a few questions and see if we can answer them as a group.