See it! Say it! Stop it! A film to support Brighton & Hove school communities in recognising, reporting and taking action in response to racist and religiously motivated incidents. November 2010

Working Agreement Listen Be respectful of other people’s stories Do not share information about individuals in the class (unless they are being hurt or harmed) Challenge things you don’t agree with thoughtfully Others…

Learning outcomes I can talk with others about my own identity I can recognise my own skills and strengths and those of others I can recognise we all have similarities and differences I can empathise with how people feel when they feel different

Activity A: Identity Write your name in the centre of a sheet ME

Activity A: Identity Write or draw things about yourself (that you will feel happy to share) on your paper For example: friend, likes music, student, good at maths, Aquarian, British Asian, boy, Christian etc

Activity A: Identity Go and talk to someone you don’t usually talk to Can you find similarities between you? Can you find differences between you?

Activity B: My strengths Reflect and list 5 of your strengths Work with a friend and tell your friend 5 things that they are good at (swap over) Work in a group of four to write a poem / rap / acrostic which represents some of the strengths of your group.

Activity C: When did you last feel different? Remember our confidentiality ground rule and only share what you feel comfortable to share Work in pairs and take it in turns to tell your partner about the last time you felt ‘different’ For example: the only boy in a dance class, the only Brighton supporter in a group of Manchester United supporters, the only Christian / Muslim in the class, the only vegetarian, the only person who understood the maths problem etc

Activity C: When did you last feel different? Feedback Think of words which describe how being or feeling different feels…

Learning outcomes Chapter 1: Recognise it I can empathise with someone who has been the target of a racist or religiously motivated incident I can identify a racist and religiously motivated incident

Activity 1.2 Testimonies Listen to or read about the racism experienced by young people in Brighton & Hove Schools Remember the testimonies are real experiences and so treat them with respect. If you are upset by anything you read or if reminds you of your own experience, please talk to a friend, a family member of someone in school. How do these experiences / incidents make these young people feel?

Activity 1.2 Testimonies What type of incident is this? Is it related to ethnicity, colour, religion, language, culture? Is it a one-off? Is it bullying?

Activity 1.2 Testimonies What can the impact be of a racist or religiously motivated incident? Think about the impact on feelings, friendships and relationships, how safe they feel, school work etc

Activity 1.3 What is a racist or religiously motivated incident? I didn’t tell my friends that I was a Muslim when I started school in year 7. My family have told me that I don’t need to wear the hijab if I don’t want to, so you can’t tell that I am a Muslim from looking at me. I would like to wear it, I think, but I feel a bit self-conscious about it so I don’t. When I was in year 8 I told my friends that I was a Muslim and they were really surprised. Then they started treating me differently. They didn’t respect me like they had respected me before. They started talking about boys and who they fancied. When they asked me who I fancied, I said ‘No one’ and they made fun of me. They didn’t realise that I don’t think about boyfriends. My family doesn’t let me go out with boys.

Activity 1.3 What is a racist or religiously motivated incident? People make a lot of Anti-Semitic (Jewish) jokes and they don’t think there’s anything wrong with it. They watch films like ‘Borat’ and repeat what is said in that film without thinking. They don’t realise that the film is highlighting Anti-Semitism – it’s too complicated for them to get. My brother is younger than me and a boy in my class said something rude to him about being Jewish. Jacob was really upset and didn’t know how to challenge the boy because he was older than him – and also one of my friends. He told me and I went up to the boy and told him he had upset my brother. My friend was really shocked. He didn’t realise that what he had said could be insulting.

Activity 1.3 What is a racist or religiously motivated incident? Was racism intentional in either of these scenarios? Does whether the racism is intentional or not relate to the impact it can have or the harm it can do?

Activity 1.3 What is a racist or religiously motivated incident? 'A racist incident is any incident which is perceived to be racist by the victim or any other person. It may be perpetrated against individuals on the basis of their race, colour, nationality, culture, language or religion.' The Stephen Lawrence Inquiry Report, 1999

The law All schools have a statutory duty under The Race Relations (Amendment) Act (2000) to record, report and analyse/monitor racist and religiously motivated incidents (RRMIs) and report data on the frequency and patterns of racist incidents to the local authority.

Chapter 2: Report it Learning outcomes I understand the importance of reporting racist and religiously motivated incidents I know who to report an incident to in school and outside of school I know who to go to if I was worried about racist bullying

Activity 2.1 Reporting in school Why don’t some people report incidents? Why is the reporting racist or religiously motivated incidents important? What happens after an incident is reported? What qualities / skills does someone need to challenge a racist incident?

X School’s Policy ADD SCHOOL INFORMATION ON: Who to tell Where to go What will happen next Will parents / carers be told?

Activity 2.2 Getting support Where would you go / advise a friend to go if they were experiencing racism / bullying: IN school? OUT of school?

Brighton & Hove Partnership Community Safety Team Monitors hate incidents across Brighton & Hove Supports the victims and families of incidents: A hate incident is any incident which is perceived to be: –racist or religiously or –disability motivated or –homophobic, biphobic or transphobic –by the victim, witness or any other person

Chapter 3 Expect Action! Learning outcomes I can contribute to discussions to improve our school’s systems for responding to racism I can appropriately challenge racism when I hear it I can support someone who has been a target of a racist or religiously motivated incident I can explore and question the media’s representation of different communities

Activity 3.2 Challenging prejudice Read again the testimonies from young people in Brighton & Hove Schools If you had been a witness to this incident what would you have said or done? If you were this young person’s friend what advice would you give them?

Activity 3.3 You are a witness. How would you respond? David calls Andrew a ‘Pikey’ on Facebook. Danika arrived in England from Poland a year ago. Sarah takes the mickey out of how Danika speaks English. Karen is a Jehovah’s Witness and Daniel says she must be stupid to believe in a religion that does not celebrate birthdays. Charlie listens to rap music and goes around school calling his friends the N word.