AIM: Students consider the consequences for those who repeatedly display racist behaviour.

Useful websites:

• Commission for Racial Equality: www.cre.gov.uk
• Childline: www.childline.org.uk/racism
• Institute for Race Relations: www.irr.org.uk

Use the websites above to find groups who support victims of racism. Select five and create a mission-statement card for each.

AIM: Students learn about racism as an aspect of bullying.

Find out about CHIPS on the Childline website and make a mini-website about what they do. Some headings have been created for you, but add your own cards as well.

AIM: Students draw up criteria for matching punishments and sanctions to rules.

Find your school's behaviour policy and paste it onto Card 1. Then, find the behaviour policy of another school, and put it in Card 2. On Card 3, describe the key differences. You can find other schools' web sites with this Google search.

AIM: Students asses the extent to which English supports the anti-racist curriculum.

Useful websites:

• University of Westminster: www.wmin.ac.uk
• Entertainment Weekly: www.ew.com
• Children's publisher: www.achuka.co.uk

Make lists of books written by Zadie Smith, Meera Syal, Hanif Kureishi, Ben Okri, Malorie Blackman. Note against each which you can find in the school library.

AIM: Students become aware of the proportion of minority ethnic groups in the UK.

Useful website: Institute of Race Relations

What is the objective truth about the experience minority ethnic groups have in Britain? Find three pieces of statistical data and create a card for each. Display the data graphically, and describe what it means. Remember to cite your sources with a link. You can get extra marks by getting the data from three different websites or other sources.

AIM: Students investigate whether it is possible to be racist without participating in racist acts.

Using evidence from the Guardian website on Stephen Lawrence, construct arguments for and against the proposition "It is possible to be a racist even if you do not carry out overtly racist acts." Remember, to get high marks:

• Cite your evidence with links
• Don't simply copy and paste
• Use the structure provided, or create your own - but use structure!
• Start with notes, then edit them into shape. Your teacher may comment on the notes themselves to help  you along.

AIM: Students review the vocabulary they have used so far in relation to anti-racism.

Write down five words you have learned in connection with anti-racism, and define them in your own words. Note that you lose marks for simply copying and pasting and you gain marks for giving examples from your own life.

AIM: Students assess the extent to which Languages supports the anti-racist curriculum.

This short survey investigates your experience of lerning a modern foreign language, from a racial-awareness perspective. Ask your teacher to share the compiled results in the next lesson.

AIM: Students gain a structured introduction to Britkid

For this task you need to visit the Britkid website. Why not keep it open in one window, whilst you write into Yacapaca in another. Make notes on each of the characters. Specifically, consider:

1. What ethnic group do they represent?
2. Do you have friends from that ethnic group  yourself?
3. Do you think the issues they raise are realistic?

For maximum marks, link what you see in Britkid to real-life exampls. To lose all your marks again, just copy and paste.

AIM: Students explore how an anti-racist policy would work in their school.

In your lesson you explored a fictional incident between two characters, Lisa and Joe. Find three points in your school's anti-racism policy, and:

1. Copy each one into a separate card here
2. Explain how it is relevant to the case of Lisa and Joe.

AIM: Students decide how they will make other members of the school community aware of the policy.

Find out about your school governers. Make a mini-website with one card for each governer. Create as many cards as you need. Include:

• Their name
• Their photograph
• Which communities they represent (these may be ethnic communities, professional communities or other kinds of constituency)

AIM: Students asses the extent to which Maths supports the anti-racist curriculum.

Useful websites:

• www.ancientegypt.co.uk
• www.maxmon.com

For each of the ethnic groups below, give one example of a contribution they made to the development of Mathematics.  

AIM: Students understand the need to devise a system for reporting racist incidents.

Useful websites:

• Institute of Race Relations
• Childline
• Commission for Racial Equality
  

How are victims and witnesses of racial abuse encouraged to report such incidents. By exploring the websites linked above, discover three essential components of a reporting system, and explain why they are effective.

AIM: Students work on the ethos of the policy.  This is intended to be done as a two-week task.

Useful website: www.dfee.gov.uk

1. Week 1: Find out the anti-racist policy of three other schools. Take one useful idea from each, and create a card for it.
2. Week 2: Turn each idea into an attractive page with suitable illustrations. You will get the most marks by ensuring that your illustrations are relevant and the page is persuasive.

AIM: Students learn about xenophobia and stereotyping.

Find three websites that combat xenophobia. Create a mini-website containing one page for each website. Describe its mission and say how well you think it achieves it. Give your reasons.