how do we deal with racism?

Second Level 1

How do we deal with Racism?

What are the different forms of

Racism?

What actions can I take to deal with

Racism?

What is Racism?

How does Racism Impact on individuals

and society?

Successful Learnerswith:Enthusiasm and motivation for learningDetermination to reach high standards of achievementOpenness to new thinking and ideasand able to:Use literacy, communication and numeracy skillsUse technology for learningThink creatively and independentlyLearn independently and as part of a groupMake reasoned evaluationsLink and apply different kinds of learning in new situations

Confident Individualswith:self-respecta sense of physical, mental and emotional well-beingsecure values and beliefsambitionand able to:relate to others and manage themselvespursue a healthy and active lifestylebe self-awaredevelop and communicate their own beliefs and view of the Worldlive as independently as they canassess risk and make informed decisionsachieve success in different areas of activity

Responsible Citizenswith:respect for otherscommitment to participate responsibly in political, economic, social and cultural lifeand able to:develop knowledge and understanding of the World and Scotland’s place in itunderstand different beliefs and culturesmake informed choices and decisionsevaluate environmental, scientific and technological issuesdevelop informed, ethical views of complex issues

Effective Contributorswith:an enterprising attitude resilience self-relianceand able to:communicate in different ways and in different settingswork in partnership and in teamstake the initiative and leadapply critical thinking in new contextscreate and developsolve problems

Second Level 2

Successful Learnerswith:Enthusiasm and motivation for learningDetermination to reach high standards of achievementOpenness to new thinking and ideasand able to:Use literacy, communication and numeracy skillsUse technology for learningThink creatively and independentlyLearn independently and as part of a groupMake reasoned evaluationsLink and apply different kinds of learning in new situations

Confident Individualswith:self-respecta sense of physical, mental and emotional well-beingsecure values and beliefsambitionand able to:relate to others and manage themselvespursue a healthy and active lifestylebe self-awaredevelop and communicate their own beliefs and view of the Worldlive as independently as they canassess risk and make informed decisionsachieve success in different areas of activity

Responsible Citizenswith:respect for otherscommitment to participate responsibly in political, economic, social and cultural lifeand able to:develop knowledge and understanding of the World and Scotland’s place in itunderstand different beliefs and culturesmake informed choices and decisionsevaluate environmental, scientific and technological issuesdevelop informed, ethical views of complex issues

Effective Contributorswith:an enterprising attitude resilience self-relianceand able to:communicate in different ways and in different settingswork in partnership and in teamstake the initiative and leadapply critical thinking in new contextscreate and developsolve problems

SRtRC – Education PackThrough learning to access and use information from various sources, learners are encouraged to think critically about evidence and arguments to determine their own opinions and ideas. Learners will also gain skills of justifying these in discussion and debate.

ExamplesDuring the workshops, learners will gain knowledge form the DVD presentation and exercises contained within ; they are then encouraged to discuss their ideas, thoughts and opinions with the facilitator and peers within the class.

SRtRC – Education PackEnabling learners to understand their environment and community will help them develop an understanding of the political and societal issues. The activities aim to develop learner confidence to debate social, political and historical issues.

ExamplesRacism/racist bullying is an issue that affects everyone. Learners will have the opportunity to gain a wider sphere of knowledge to draw upon. Knowledge is power and this by its very nature produces more confident individuals.

SRtRC – Education PackThrough learning about values, beliefs and cultures of societies, learners will become more willing to question intolerance and prejudice and develop respect for other people. The pack aims to encourage learners to participate responsibly in political, economic , social and cultural life.

ExamplesThe workshops aim to promote a strong anti-racist message and positively celebrate multiculturalism. Whilst they are not designed to lecture on any one culture or religion, learners will gain new knowledge of many different cultures, using the multiculturalism in football paradigm. They discuss racism and its effects and are particularly encouraged to think about what they can do as individuals to stop the perpetration of racist attitudes within establishments and communities.

SRtRC – Education PackLearners are challenged to think of ways to contribute positively as active participants in civic society. Learners are empowered to channel their knowledge into positive action, which will benefit others in the local, national and global communities

ExamplesLearners are encouraged to fully participate during SRtRC educational presentations. e.g. having the opportunity to voice their opinions and be heard/ debating and discussing their peers’ opinions/ setting ground rules and expectations to encourage ownership/ getting involved in football coaching etc. Experience of this develops skills for life which augments learners process of life long learning.

Second Level 3

How do we dealWith racism?

Sustainable DevelopmentBig Ideas for Sustainable Development

•Interdependence - I understand the links between people,

other living things and places and that what happens in one place

can affect what happens somewhere else.•Diversity – I understand the importance and value of

embracing diversity in people’s lives – culturally, socially,

economically and ecologically.•Carrying Capacity – I understand that there are limits to the

World’s resources and recognise that not looking after these will

disadvantage us all.•Rights & Responsibilities – I understand the importance of

considering the rights and needs of others and that what we do

now has implications for what life might be like in the future.•Equity and Justice – I understand the underlying causes of

inequity and recognise that for any development to be sustainable

it must not improve some lives at the expense of others.•Uncertainty and Precaution – I understand that it is

important to adopt a cautious approach to the welfare of our planet

as our actions may have unforeseen consequences.

EnterpriseBig Ideas for Enterprise

•I have had the opportunity to learn within real contexts across

the curriculum including those supported by partners in the community•I have taken responsibility for learning, showing independence

and initiative and the ability to make informed choices and decisions.•I have shown creativity, innovation, and flexibility when

approaching problem solving and entrepreneurial activities, using

critical thinking skills and accepting setbacks as learning experiences.•I have adopted a reflective approach to learning, building on

prior knowledge, achievements and strengths and showing an

awareness of development needs and a commitment to achieving

personal goals.•I am aware of and have adopted different roles when working

as part of a team, and have interacted appropriately and sensitively.•I understand and appreciate the world of work and the value of

different occupations through a range of work related experiences.•I understand the connections between learning, career

planning and life in the community.

CreativityBig ideas for Creativity

•I have generated a number of ideas which question and

challenge conventions, thinking beyond obvious ideas and making inventive connections.•I have considered a number of options before making a

decision about my approach and have applied my knowledge

and skills in imaginative ways.•I have adopted original approaches to solving problems

but recognise that I may have to modify this where appropriate.•I have taken risks but am flexible in my approach while

continuing to achieve my objective.•I have negotiated and compromised when working

collaboratively and have integrated the ideas of others.•I have generate something original which is of value and

have used resources, including ICT, in imaginative ways.•I have reflected critically on my ideas, approaches and

outcomes and those of others and have celebrated my own

creative achievement and those of others.

CitizenshipBig ideas for Citizenship (2nd/3rd /4th Level)

•I know about my rights and responsibilities in a democratic

community, have had opportunities to exercise them and am

aware of the main features of the democratic process.•I am able to participate in discussion of issues of local,

national and international public concern and where appropriate

take relevant, responsible action.•I understand the way my choices and behaviour can have

an effect on the needs and rights of others, locally, globally and

on the environment and where necessary modify my behaviour

to take account of this.•I am aware of links between Scotland and other parts of the

World.•I understand some of the reasons for differences in life

chances between individuals in our own and other communities.•I understand and respect differences in the needs,

perspectives and behaviour of others, locally and globally and try to

communicate and behave in a way that demonstrates respect and

friendship.•I can recognise the values that underpin personal and public

decision making and can express reasoned support and dissent

where appropriate.

Links to other themes

Second Level 4

Context Overview (responsive questions)

What do I know already?What would I like to learn?

How would I like to learn?

How will I share my learning?How do we deal

With racism?

For Example:Through participation in preparatory activities,pre-workshop evaluations and experiences of responses young people at second level are aware that: -• Racism is wrong;•Acts of racism is like bullying behaviour•They have personal examples of bullying behaviour they have witnessed; and• In many instances young peoplehave misconceptions about what racism is – (is it hair colour?) or can beunaware that racism is against the law.

For Example:•Be able to define types Racism;•Recognise it’s different forms;•Understand the dangers of Racism;•Display confidence to challenge Racism appropriately.

For Example:Opportunities for visual, kinaesthetic, auditory and discussion based learning arecontained within SRtRC teaching materialswhich challenge racism/sectarianism and other forms of discrimination.

•For Example:•Present my learning to my peers in class or at assembly;•Display my learning within my school and/or Community in a range of ways including the school website;•Present my learning to adults within the school, parents and members of the community;•Participation in SRtRC national schools competitions.

Second Level 5

What is Racism

?

Links to CfE Experiences

and Outcomes

CfE Experience/Outcome Planned Assessment

Learning in the social studies will enable me to develop my understanding of my own values, beliefs and cultures and those of others.

SOC OA

Learning in the social studies will enable me to develop my understanding of the principles of democracy and citizenship through experience of critical and independent thinking.

SOC OA

I can use evidence selectively to research current social, political or economic issues.

SOC 2-15a

I can discuss issues of the diversity of cultures, values and customs in our society.

SOC 2-16c

I can describe the main features of a democracy and discuss the rights and responsibilities of citizens in Scotland.

SOC 2-17aBy comparing the lifestyle and culture of citizens in another country with those of Scotland, I can discuss the similarities and differences.

SOC 2-19a


I develop and extend my literacy skills when I have opportunities to develop my understanding of what is special, vibrant and valuable about my own and other cultures and their languages.

LIT OA

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking.

LIT 2-02a

To help me develop an informed view, I can distinguish fact from opinion, and I am learning to recognise when my sources try to influence me and how useful these are.

LIT 2-08a

As I listen , watch or read, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, find, select and sort information from a variety of sources and use this information for different purposes.

LIT 2-04a/LIT 2-14a

As I listen , watch or read, I can make notes, organise these under suitable headings and use these to understand ideas and information, develop my thinking, explore problems and create new texts, using my own words as appropriate.

LIT 2-05a/ LIT 2-15a

I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently.

LIT 2-10a / LIT 3-10a


I can expect my learning environment to support me to acknowledge diversity and understand that it is everyone’s responsibility to challenge discrimination.

HWB OA

I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

HWB 0-05a / HWB 1-05a / HWB 2-05a


Learning through religious and moral education enables me to develop respect for others and an understanding of beliefs and practices which are different from my own.

RME OA

I can share my developing views about values such as fairness and equality and love, caring, sharing and human rights.

RME 2-02b/ 2-05b

I am developing respect for others and my understanding of their beliefs and values.

RME 0-07a / 1-07a / RME 2-07a

I am increasing my understanding of how people come to have their beliefs, and further developing my awareness that there is a diversity of belief in modern Scotland.

RME 2-09a


Throughout all my learning, I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace.

TCH 2-03b

Second Level 6

What is Racism?

Learning OpportunityExample activites from a range of

SRtRC resources

Learning Intention/Success Criteria

Working as a co-operative group of 4 using a placemat, learners will explore their understanding of discrimination and racism based on 1.Skin Colour2.Nationality3.Religion4.Culture

The findings of each group will be presented to the rest of the class.

Learners will carry out surveys in their school to find out what their peers know about Racism. Learners will decide on the most appropriate method for recording and displaying this information.

Learners will be able to:•Define Racism;•Demonstrate an awareness of similarities and differences of groups of people and their lifestyle;•Adopt a range of roles when interacting with others e.g. co-ordinator, recorder, motivator, resource manager;•Present information clearly, making eye contact and using vocabulary which will engage the audience;•Carry out surveys to gather relevant information and choose a way of presenting this clearly using appropriate conventions.

Learning OpportunityExample activites from a

range of SRtRC resources


Learners will use a range of sources to research information and make notes about forms of discrimination - racism

Learners will make notes while viewing the SRtRC DVD to prepare them for taking part in a quiz where answers will require supporting evidence.

Learners will return to their original placemat and discuss with their co-operative group whether their understanding has changed following their research and viewing the DVD.

Learners will be able to:•Use reading strategies to gather relevant information from different types of sources;•Select main points and supporting evidence and record these by making notes;•Organise this information in a way suitable for the chosen style of writing;•Record this information in their own words;•Respond positively to others’ contributions and use these to develop their own ideas and thinking.


SRtRC resources


Learners will create a script which illustrates characters showing respect and/or a lack of respect within an agreed context. Learners will act out their script for their peers.

As part of this exercise, learners should consider such aspects as costume, props and background music to bring their script to life.

Learners will be able to:•Create a text using appropriate conventions of the genre;•Develop characterisation detailing physical descriptions and using techniques to build personality;•Use movement, expression and voice to create atmosphere;•Select/ create a piece of music to enhance atmosphere.




Learners will consider how stereotypes are portrayed within the media , in television and film and through web-based games. Learners will discuss the impact stereotypes have on attitudes towards different groups within society.

Learners will be able to:•Demonstrate an understanding of stereotypes;•Respond positively to others’ contributions and use these to develop their own ideas and thinking.

Planning for the Big Questions

Second Level 7


Racism?

Links to CfE Experiences and

Outcomes



SOC OA


SOC OA

Learning in the social studies will enable me to explore and evaluate different types of sources and evidence.

SOC OA

I can use evidence selectively to research current social, political or economic issues.

SOC 2-15a

I can gather and use information about forms of discrimination against people in societies and consider the impact this has on people’s lives.

SOC 2-16b



LIT OA


LIT 2-02a

To help me develop an informed view, I can distinguish fact from opinion, and I am learning to recognise when my sources try to influence me and how useful these are.

LIT 2-08a

As I listen , watch or read, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, find, select and sort information from a variety of sources and use this information for different purposes.

LIT 2-04a/LIT 2-14a

As I listen , watch or read, I can make notes, organise these under suitable headings and use these to understand ideas and information, develop my thinking, explore problems and create new texts, using my own words as appropriate.

LIT 2-05a/ LIT 2-15a



HWB OA

As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.

HWB 0-09a / HWB 1-09a / HWB 2-09a



RME OA


RME 2-02b/ RME 2-05b


Throughout all my learning, I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace.

TCH 2-03b

Second Level 8


Racism?


SRtRC resources


Learners will use a range of sources to research information and make notes about different forms of Racism

Learners will organise their findings about different forms of racism under the following headings:

Explicit racism

Subtle racism

Institutional racism

Learners will be able to:

•Use reading strategies to gather relevant information from different types of sources;

•Select main points and supporting evidence and record these by making notes;

•Organise this information in a way suitable for the chosen style of writing;

•Record this information in their own words.




Using information gathered from research, learners will refer to the ‘Pyramid of Hate’ , decide on the most appropriate way to provide illustration s for each of the levels contained within this pyramid.

Learners will decide on the most appropriate way to display their illustrated pyramid.


•Demonstrate an understanding of different forms of discrimination;

• Create a text which conveys its message clearly using headings and supporting information;

•Present their text in a way which is attractive and engaging to the reader.


SRtRC resources


Learners will investigate language which is used inappropriately and in a discriminatory fashion and provide advice to others about the appropriate use of terminology.


•Create a text which conveys its message clearly using headings and supporting information;

• create a text which includes persuasive language;

•Present their text in a way which is attractive and engaging to the reader.

Learning Opportunity Learning Intention/Success Criteria

In groups, learners will review the personal testimonies and examples of racism contained within the SRtRC DVD and discuss how these experiences relate to the ‘Pyramid of Hate’.


•Respond positively to others’ contributions and use these to develop their own ideas and thinking.


Second Level 9

How does Racism

impact on individuals and society?


Outcomes



SOC OA


SOC OA

I can gather and use information about forms of discrimination against people in societies and consider the impact this has on people’s lives.

SOC 2-16b



LIT OA


LIT 2-02a

When listening and talking with others for different purposes, I can:•share information, experiences and opinions•explain processes and ideas•identify issues raised and summarise main points or findings•clarify points by asking questions or by asking others to say more.

LIT 2-09a

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail.

LIT 2-16a



HWB OA

I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

HWB 0-08a / HWB 1-08a / HWB 2-08a



RME OA


RME 2-02b/ 2-05b

I am developing my understanding of how my own and other people’s beliefs and values affect their actions.

RME 2-09d


I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem.

EXA 2-06a

Second Level 10

How does discrimination impact on individuals

and society?


SRtRC resources


Learners will explore a range of media e.g. Newspapers, advertising, television, film to identify aspects which may be discriminatory in nature or promoting stereotypes. Learners will recreate these texts in a way which shares information in non-discriminatory way or without using stereotypes.

Considering such factors as role model status, unchallenged views and influence, learners will discuss how the following groups may contribute to establishing or encouraging discriminatory ideas or attitudes.

•Family members

•Peers

•Media

Learners will share their thoughts with the rest of the class.


•Demonstrate an understanding and appreciation of how racism impacts on individuals and society;

•Use reading strategies such as skimming and scanning to identify relevant information;

•Create texts which convey factual information clearly;

•Respond positively to others’ contributions and use these to develop their own ideas and thinking;

•Present information clearly, making eye contact and using vocabulary which will engage the audience.




In groups, learners will design and create a game for others in the class. The game will consist of a mixture of factual statements/images about groups within society and statements/images which are based on stereotypes. Groups then playing the game must answer questions; •Are the statements/images accurate;•If not, where did the ideas come from?

Learners will create clear instructions for their game.


•Work through the design process;

•Present work in a way which is attractive and engaging for the audience;


•Create a text which includes directional steps laid out in an appropriate sequence.


SRtRC resources


Kinaethetic activity : Brown eyes/blue eyes

Through grouping the young people in relation to eye colour and rewarding some and not others learners put themselves in the position of an individual who is being racially discriminated against.

Learners will share their feelings with the rest of the class

Learners will be able to:• Demonstrate an understanding and appreciation of how racism can impact on individuals and society.• Learners will be able to display empathy and convey their feelings of being grouped and rewarded by eye colour.• Respond positively to others’ contributions and use these to develop their own ideas and thinking




Learners will view/read about personal experiences of Racism within the SRtRC DVD and following group discussion, record the emotions depicted within the film and the emotions felt while viewing.



•Create texts which include emotive language.


Second Level 11


Racism?


Outcomes



SOC OA


SOC OA

I can explain how the needs of a group in my local community are supported.

SOC 2-16a

I can discuss issues of the diversity of cultures, values and customs in our society.

SOC 2-16c



LIT OA

I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently.

LIT 2-10a / LIT 3-10a

I am learning to use language and style in a way which engages and/or influences my reader.

ENG 2-27a

I can persuade, argue, explore issues or express an opinion using relevant supporting detail and/or evidence.

LIT 2-29a

I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader.

LIT 2-24a



HWB OA

I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

HWB 0-05a / HWB 1-05a / HWB 2-05a

I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

HWB 0-08a / HWB 1-08a / HWB 2-08a

As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others

HWB 0-09a / HWB 1-09a / HWB 2-09a


Learning through religious and moral education enables me to make a positive difference to the world by putting my beliefs and values into action

RME OA


RME 2-02b/ 2-05b

I am developing respect for others and my understanding of their beliefs and values.

RME 0-07a / 1-07a / RME 2-07a

I am developing an increasing awareness and understanding of my own beliefs and I put them into action in positive ways.

RME 1-08a / RME 2-08a

I can explain why different people think that values such as honesty, respect and compassion are important, and I show respect for others.

RME 2-09c


I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.

TCH 1-04b / TCH 2-04b

Second Level 12


Racism?


SRtRC resources


Learners will create an action plan for their establishments outlining tasks to be carried out, which will promote positive attitudes towards diversity and combat different forms of discrimination.

Pupils set up a committee to co-ordinate an event which promotes aspects of diversity

The committee consult with pupils, staff and parents to decide on the nature of the promotional event. The committee decide on the different roles its members will adopt. The committee draw up a plan for the organisation of the event.

Learners will:•Demonstrate knowledge of how to safely and appropriately challenge racism• Work together to appropriately communicate to fellow students how to safely and appropriately challenge racism within the school environment.•Present work in a way which is attractive and engaging for the audience;•Display knowledge of how to support others within the school environment and the wider community•Respond positively to others’ contributions and use these to develop their own ideas and thinking.




Those members of the committee who wish to be involved in advertising the promotional event set up link with local press and radio.

Co-ordinate a school competition for the design of poster/flier to advertise the promotional event . Co-ordinate distribution of posters/fliers including to local press.

Compose and record a jingle to advertise the promotional event which is then used by local radio.


•Work through a design process

• Present their ideas in a way that is attractive and engaging to the audience.

•Respond positively to others’ contributions and use these to develop their own ideas and thinking;•Use movement, expression and voice to create atmosphere;•Select/ create a piece of music to enhance atmosphere.


SRtRC resources


Committee liaise with members of the community who may be able to support the promotional event. Ensure personal invitations to relevant members of the community. Design a programme for the promotional event, deciding on the types of relevant information to include. Use technology to record the event.

Learners use information gathered through research and surveys to review the establishment policy on racism. Learners will make suggestions about any required alterations.

•Demonstrate knowledge of how to safely and appropriately challenge racism•Create texts which convey factual information clearly;•Adopt a range of roles when interacting with others e.g. co-ordinator, recorder, motivator, resource manager;•Present their ideas in a way that is attractive and engaging to the audience.•Communicate and negotiate with both adults and peers.•Respond positively to others’ contributions and use these to develop their own ideas and thinking;





Learners will take part in the Anti-Racism Creative Competition (www.theredcardscotland.org /www.sqa.org.uk/redcard )to develop a piece of creative work that clearly promotes an anti-racism/sectarianism message. The competition is run in conjunction with key partners, including SQA, SPL, SFA and the Scottish Government

Learners will :

•Use their knowledge of how to safely and appropriately challenge racism.

• Work through a design process

• Present their ideas in a way that is attractive and engaging for the audience

http://www.theredcardscotland.org/