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» Creating an Anti-racist Policy

Price: £25.00
Age Range: KS4

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A comprehensive series of worksheets which provide students with a framework to recognise and deal with various aspects of racism, explore their own feelings and contribute to the process of creating and updating their school's anti-racist policy.

Topics include: What is Prejudice?; Who is British?; The Law; Challenging Racism; Just a Laugh; What Makes it Racism?; Support Network; Xenophobia and Stereotyping; Facts and Figures; Variety is the Spice of Life; Writing the Policy.

The pack includes 21 web-based homeworks which can be set, completed and marked online using our Yacapaca assessment platform. List of homeworks (requires free Yacapaca membership).
Order this publication:
Quantity   Format
 spiral-bound book  PDF download  CD-ROM
Size: 61 Pages
ISBN: 978 1 86025 366 9
Author(s): Paulette Edwards
Code: CAAR
Format: Photocopy master or PDF
Popularity rank: 76
Average Customer Review:  * * * * *  based on 1 review
Contents List

LESSONS

  • 7 COOL TO BE RACIST Students explore and understand the term 'racist'.
  • 9 WHAT IS PREJUDICE? Students explore and understand what prejudice is.
  • 11 WHAT DO I KNOW? Students use statistics and facts to help them explore prejudice in Britain today.
  • 13 WALKING IN YOUR SHOES Students become aware of their own prejudices.
  • 15 WHO IS BRITISH? Students become aware of who is 'British'.
  • 17 CHECKING IT OUT Students draw up criteria for matching punishments and sanctions to rules.
  • 19 THE LAW Students will understand how the law protects against racism.
  • 21 WHAT CAN I DO? Students learn methods for challenging racism in their school.
  • 23 MAKE IT WORK Students explore how an anti-racist policy would work in their school.
  • 25 JUST A LAUGH Students investigate whether it is possible to be racist without participating in racist acts.
  • 27 NO RACISM HERE Students assess the level of racism in their school.
  • 29 WHAT MAKES IT RACISM? Students assess whether or not a given incident is racist.
  • 31 MATHS Students asses the extent to which Maths supports the anti-racist curriculum.
  • 33 ENGLISH Students asses the extent to which English supports the anti-racist curriculum.
  • 35 LANGUAGES Students assess the extent to which Languages supports the anti-racist curriculum.
  • 37 AGAIN AND AGAIN AND AGAIN Students consider the consequences for those who repeatedly display racist behaviour.
  • 39 KNOW YOUR LANGUAGE Students review the vocabulary they have used so far in relation to anti-racism.
  • 41 LET'S BE POSITIVE Students recognise other methods of promoting anti-racism.
  • 43 BULLY, BULLY, BULLY Students learn about racism as an aspect of bullying.
  • 45 SUPPORT NETWORK Students appreciate the need to offer support to victims of racism.
  • 47 FACTS AND FIGURES Students become aware of the proportion of minority ethnic groups in the UK.
  • 49 XENOPHOBIA AND STEREOTYPING Students learn about xenophobia and stereotyping.
  • 51 VARIETY, THE SPICE OF LIFE Students learn about benefits gained from other cultures.
  • 53 WRITING THE POLICY 1 Students work on the ethos of the policy.
  • 55 WRITING THE POLICY 2 Students make decisions about the 'Behaviour and Sanctions' part of the policy.
  • 57 MAKING IT PUBLIC Students decide how they will make other members of the school community aware of the policy.
  • 59 REPORTING IT Students understand the need to devise a system for reporting racist incidents.
  • 61 WRITING THE POLICY 3 Students compile information gathered so far to produce a draft policy.
  • 62 APPENDIX Template for subject-based investigation.
Reviews
alison farrell at Groundwork Birmingham & Solihull
12/06/07
I have used chalkface resource books for a number of years and find them an excellent support to work I have done with excluded and disengaged youth informally and formally as part of alternative accreditation for these groups. The activities are youth friendly, relevant to the hard to engage and spoken in a language they understand. The anti-racist policy book, works through issues that all youth are involved in all areas of the West Midlands that we work with and has helped to break down barriers between peer groups and intergenerational conflict. I would recommend to anyone working with these groups
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