- Ask pupils to consider what they would do if someone was treating them unfairly or committed a racially motivated crime against them.
- Individually, then in pairs or groups, pupils reflect on what they have learnt in this unit and list the 10 most important things that they think should be taught in schools about diversity and tolerance and about challenging racism and inequalities. The class list could be taken forward to the school's curriculum committee.
- In small groups, pupils consider what they would do in various given scenarios:
- they are out with a group of friends and one of them makes a racist comment
- they witness a fight involving a group of Asian pupils attacking a white man
- they see young pupils writing racist graffiti on a bus shelter
- they see a black Muslim woman being jostled by a group of white girls
Pupils think about what they could do as individuals. Who should they tell? Who could they ask for help and advice?
- Pupils review the school's policy on dealing with racist incidents. Does it cover all the forms of racism that pupils might encounter? Does it make clear what all those involved should do, eg the victim, observers, those to whom it is reported? If the policy is inadequate, pupils make recommendations on how it should be amended. They consider how to incorporate into school policy and practice the ideas and strategies developed through this unit, including providing support for pupils who might be victims of racism.
- As a class, pupils reflect on what they have learnt. They discuss how, other than through schools, mutual respect and positive understanding between communities can be promoted.
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- identify ways of responding to racial incidents and devise strategies for challenging racism and discrimination
- know how they can influence school policy, practice and curriculum
- take part in discussion and suggest ideas for promoting tolerance and respect in a multi-ethnic, inclusive society
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