NATIONAL UNION OF TEACHERS

ANTI-RACIST CURRICULUM GUIDELINES

2001

ANTI-RACIST CURRICULUM GUIDELINES

FOREWORD FROM THE GENERAL SECRETARY

Following the Dearing review of the National Curriculum, the National Union of Teachers published its "Anti-Racist Curriculum Guidelines" in April 1996. These guidelines were very popular and have provided useful advice to teachers on implementing multicultural education and anti-racism within the National Curriculum.

Since 1996 the National Curriculum has been reviewed again. Amongst other changes, the review introduces a new framework for citizenship. Even more significantly, in February 1999 the Macpherson Report on the Inquiry into the Murder of Stephen Lawrence1 recommended that, “consideration be given to amendment of the National Curriculum aimed at valuing cultural diversity and preventing racism, in order better to reflect the needs of a diverse society”. The revised guidelines take these and other changes into account. Equality of educational opportunity enables all pupils to achieve their full potential and provides them with an entitlement to an education which prepares them to be active and responsible citizens in Britain's culturally diverse society.

The National Curriculum introduced into schools in September 2000 creates new freedoms for teachers in the design and delivery of the curriculum. The most recent OFSTED Framework for the Inspection of Schools2 makes explicit references to racial equality issues.

In this context I am sure that teachers will welcome this guidance as practical support for their work on anti-racism in schools.

INTRODUCTION

The development of anti-racist approaches is integral to good educational practice and part of the professional responsibility of all teachers. Black and minority ethnic pupils may have specific educational needs. All pupils need positive preparation for life in a multi-ethnic society.

The development of anti-racist policies and practice is an issue for every member of the school community. An anti-racist approach will involve consideration of the whole curriculum, pastoral systems, relationships with parents and the community and the organisation and management of the school, including staff development. Anti-racist policy and practice needs to be managed through each school's development planning process and monitored regularly. Promoting race equality is a central element of an effective school.

THE CONTEXT1 The Stephen Lawrence Inquiry Report (Sir William Macpherson of Cluny, The Stationery

Office, 1999)

2 Inspecting Schools: The Framework (OFSTED, 1999)

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Racial disadvantage, discrimination and racial prejudice and tension still characterise many aspects of life in Britain. The education service has an important role to play in challenging racism and promoting social justice and equality. The Stephen Lawrence Report emphasised particularly the duty of local education authorities and school governors “to create and implement strategies in their schools to prevent and address racism.”

Recent research3 shows that while white men who left full-time education at the age of 16 had an unemployment rate of 13 per cent at ages 20-24, the average rate among ethnic minorities was 43 per cent. Researchers have shown that these high levels of unemployment are due to a combination of educational disadvantage and racial discrimination in employment.

In 1999/2000 the Police recorded a total of 21,700 reported racially aggravated offences in England and Wales. Racist incidents have included several racist murders. The Home Office and the Commission for Racial Equality estimate that racist incidents are under-reported by a factor of 10. The position in Britain is part of a Europe wide phenomenon of increasing racism, including anti-semitism.

BLACK AND MINORITY ETHNIC PUPILS IN SCHOOLS

Research4 suggests that while some minority ethnic groups perform well in schools there remains considerable underachievement overall, and particularly amongst African Caribbean boys and pupils of Pakistani and Bangladeshi origin. Even where applicants for jobs have equal qualifications, research5 clearly demonstrates discrimination in the labour market.

Evidence from a variety of studies shows that racism is often commonplace in schools and that for some black and minority ethnic pupils racist incidents are a daily occurrence6.

Figures from the DfEE7 show that in England in 1997/98, four times as many African Caribbean pupils were permanently excluded from schools than would have been predicted. This is despite a decrease of 3 per cent from the previous year in the rate of permanent exclusions generally. The disproportionately high exclusion rates of black pupils raise a range of issues, including the necessity for strategies to meet the respective needs of pupils and teachers.

THE STATUTORY FRAMEWORK3 Ethnic Minorities in Britain: Diversity and Disadvantage (Modood et al, Policy Studies Institute, 1997)4 Recent Research on the Achievements of Ethnic Minority Pupils (David Gillborn and

Caroline Gipps, OFSTED,1996)

5 Qualifying for Racism (TUC, 2000)6 Children and Racism (Childline, 1996)7 Permanent Exclusions from Schools in England 1997/98 (Statistical First Release, DfEE, June 1999)

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The 1976 Race Relations Act places a statutory duty on local authorities and school governing bodies to eliminate unlawful discrimination and to promote equality of opportunity between different racial groups. The Commission for Racial Equality has published for schools and governors a valuable document8 "Code of Practice for the Elimination of Racial Discrimination in Education" which sets out in detail how the Race Relations Act applies to education. Unlawful racial discrimination may include the failure to deal adequately with incidents of racial harassment. More recently, the CRE has published a document9 “Learning for All: Standards for Racial Equality in Schools” which provides a helpful framework for action.

The newly enacted Race Relations (Amendment) Act 2000 will place statutory and enforceable duties on schools with respect to race equality.

Legislation sets out a powerful statement describing the role of the curriculum in securing equal access to learning. Section 351 of the Education Act 1996 requires that all maintained schools provide a balanced and broadly based curriculum that:

promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and

prepares pupils at the school for the opportunities, responsibilities and experiences of adult life.

In addition, the introductory section of the newly revised National Curriculum elaborates on this legislation. It says that the school curriculum should:

“contribute to the development of pupils’ sense of identity through knowledge and understanding of the spiritual, moral, social and cultural heritages of Britain’s diverse society”;

“develop their knowledge, understanding and appreciation of their own and different beliefs and cultures, and how these influence individuals and societies”; and

“promote equal opportunities and enable pupils to challenge discrimination and stereotyping”.

The Frameworks for personal, social and health education and citizenship at key stages 1 and 2 (non-statutory) and 3 and 4 (n.b. the citizenship order is statutory) refer specifically to the need for pupils to be taught:

“to identify and respect the differences and similarities between people” (key stage 1);

“to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities” (key stage 2);

“to appreciate the range of national, regional, religious and ethnic identities in the UK” (key stage 2);

“to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help” (key stage 2);

“to recognise and challenge stereotyping” (key stage 2);8 Code of Practice for the Elimination of Racial Discrimination in Education (CRE, 1989)9 Learning for All: Standards for Racial Equality in Schools (CRE, 2000)

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“that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity” (key stage 2); and

“about the diversity of national, regional, religious and ethnic identities in the UK and the need for mutual respect and understanding” (key stages 3 and 4).

The Revised Framework for the Inspection of Schools10 requires that inspectors judge the extent to which:

“pupils having English as an additional language are making good progress; there are no significant differences in the standards achieved by pupils of different

ethnic backgrounds; pupils work in an atmosphere free from oppressive behaviour, such as bullying,

sexism and racism; pupils respect other people’s differences, particularly their values and beliefs; the school meets the needs of all its pupils, taking account of ethnicity, and those for

whom English is an additional language; and the school teaches pupils to appreciate their own cultural traditions and the diversity

and richness of other cultures.”

IMPLICATIONS OF THE REVISED NATIONAL CURRICULUM

The revised National Curriculum provides greater freedom for schools both in terms of choice and interpretation within the National Curriculum itself and the use of time left outside the statutory curriculum. The new Orders provide greater choice to emphasise some aspects of the curriculum in depth, to deal with others in outline and, particularly at key stages 1 and 2, the freedom to put different elements of the statutory curriculum together in ways in which schools see fit.

PLANNING AND ORGANISATION

Managing Racial Equality

Education for racial equality, like other aspects of schooling, needs to be managed. The role of senior staff and the governing body is crucial to ensuring that equal opportunities exist in the structure of the school and the curriculum. An approach to promoting racial equality, which involves the whole school community, should be an integral part of school self-evaluation and development planning. Racial equality is an essential aspect of school effectiveness and school improvement.

Research commissioned by the NUT on self-evaluation in schools11 came to some important conclusions. The use of systematic forms of self-evaluation via confidential questionnaires can yield valuable information on pupils' needs and priorities; for example, the pupils in the schools involved in the research placed a very high priority on the need for schools to be safe and for pupil grievances to be investigated and dealt with justly.

Teachers, governors, parents, pupils and senior management staff in the research concluded that the factors set out below were key features of equity in a school:

10 op.cit11 Schools Must Speak for Themselves (John Macbeath, NUT/Routledge, 1999)

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pupils have faith in the school's policy on equal opportunities; cultural, moral, intellectual and social diversity is seen as adding value to

school life and learning; all staff believe they have a part to play in promoting an equal opportunity

culture; the planning and organisation of the curriculum takes account of the needs of

all pupils; and all pupils have opportunities to take responsibility in the classroom, school and

in extra-curricular activities.

Staffing

Schools have statutory duties12 to ensure that equal opportunities are embedded in their employment and recruitment policies. Where black and minority ethnic teachers are under-represented on the school staff, Section 38 of the 1976 Race Relations Act allows advertisements which encourage such staff to apply.

A school where staff themselves come from a diversity of backgrounds is in a strong position to meet the diverse needs of pupils. Such a school can also provide a model of equal opportunities for pupils.

Staff Development

In planning and resourcing staff development, the need for training in issues of racial equality should be fully recognised. This should include both general training, which is relevant for all teachers, and training in particular issues, for example in meeting the needs of pupils with English as an additional language, Traveller pupils and those from asylum seeking families. Schools should consider, as part of their school development plans, how resources for staff development activities, including dedicated staff training days, may be used to achieve racial equality objectives. A school's self evaluation process will help identify priority areas for staff development and the most appropriate approaches to be used.

All professional development courses for teachers should pay due attention to issues of racial equality. For example, a course on pastoral and social education should recognise the particular needs of minority ethnic pupils.

Schools will wish to ensure that staff relationships are characterised by good race relations. Relationships between staff provide models for pupils. The school's behaviour policy and disciplinary and grievance procedures should provide for dealing with possible racist incidents involving pupils or staff. Support should be provided for black and minority ethnic teachers if they experience racial harassment from pupils or other staff or outside of the school.

Teaching Groups

The organisation of teaching groups is an important feature of school organisation, which may influence school effectiveness and pupil performance.12 Sex Discrimination Act 1975, Race Relations Act 1976, Disability Discrimination Act 1995 and Human Rights Act 1998

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In primary schools flexible groupings which take account of pupils' diverse cultural backgrounds, for example in enabling shared language groups, cultural mixing and the development of cultural identities, will promote racial equality and access to the curriculum. In secondary schools care should be taken to monitor whether the ethnicity of pupils in subject groupings could contribute to racial and cultural divisions or to lower expectations and performance of some racial groups.

Pupils need to be able to learn and interact both within and across cultures, to share experiences with others and to gain support from peers.

Pastoral Systems

The pastoral arrangements within a school should be sensitive to cultural diversity and promote racial equality. This will include provision which meets specific cultural needs, for example issues of dress and diet, and the needs of some Muslim pupils during Ramadan, the month of fasting. This is even more important in the context of the 1998 Human Rights Act which guarantees everyone the right to manifest their religion or belief in worship, teaching, practice and observance.

Schools need to be aware that for many black and minority ethnic pupils racism affects their everyday lives. Pastoral provision should include policies and procedures to deal with incidents of racial harassment. It is essential that pupils feel both safe, and secure in their cultural identity, and that they feel confident they can bring issues to teachers because they know they will be understood and supported.

The NUT’s research on school self evaluation, referred to above, emphasised that "the most telling indicator of a strong equal opportunities culture was what happened in response to discrimination, racial and sexual harassment or bullying. Young people and parents spoke about the importance for them of having faith that something would be done in response to a complaint. Reporting back to the child or parent by a member of staff on what had been done, or not done, was also valued highly".

School Uniform, Meals, Extended Holidays and Festivals

Many primary schools and most secondary schools have school uniforms. In developing a policy on school uniform governors have a statutory responsibility13 to ensure that they do not indirectly discriminate against minority ethnic groups. Some families from minority ethnic communities will as a matter of tradition, custom or religious requirement adopt certain forms of dress. In some cultures, for example, it may be expected that women’s clothes should cover their legs and arms.

Schools must not deny access to pupils who are unable to comply with school uniform requirements; for example, where girls are expected to wear skirts. Flexibility in such requirements is essential therefore. It is good practice to allow flexibility for all; for example, girls could be allowed to wear trousers as an option rather than as an exception thus preventing pupils `standing out'.

13 Under the 1976 Race Relations Act and the 1998 Human Rights Act

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Some families may wish as a matter of custom or tradition that their daughters wear jewellery. Teachers may quite properly feel that certain jewellery can pose a health and safety problem particularly in the playgrounds, PE or games. Many schools have found that careful explanation and negotiation with parents, which respects both parental tradition and background and explains safety aspects, can resolve such issues.

Schools should be aware of the dietary traditions of minority ethnic pupils in school. Some Hindu pupils may be vegetarian, for example, and some Muslim pupils may only eat halal meat. Schools should, where possible, cater for the whole school community.

Some minority ethnic families will have relatives overseas. Visits to grandparents, for example, are important not only for family reasons but also to foster and support children’s identities. Such visits are likely to be infrequent but may be extended. Teachers and members of the senior management team should be sensitive to the social importance of such visits and supportive of them taking place.

At the same time they will wish to discuss with parents the implications of missing periods of schooling. It would be helpful in such cases for schools to provide work folders for pupils to take with them.

Schools should be aware of the major religious festivals of groups of pupils. Religious calendars are available which give the dates of such festivals each year. Some families may wish their children to take part in family celebrations on the days concerned. Again, teachers should be sensitive and supportive to these important events. Many schools have found that celebrating festivals (Christmas, Divali, Eid) themselves is an important way of celebrating diversity.

THE NATIONAL CURRICULUM

Curriculum Access

In ensuring pupils' entitlement to full access to the curriculum, including the National Curriculum, schools will need to give attention to the needs of all groups of pupils including black and minority ethnic pupils. Curriculum planning should take into account the need to:

ensure a safe and secure classroom and school environment where children can learn freely and with confidence;

support pupils with particular learning needs, including support for pupils with English as an additional language, and for Traveller and refugee pupils who may have experienced an interrupted education; and

ensure that the curriculum reflects and extends the experience of all pupils. Schools will wish to review their resources and learning materials to ensure that they reflect the diversity of the classroom and, more broadly, the society in which we live. This will be particularly important in schools where there are very few or no minority ethnic pupils.

The revised National Curriculum outlines general teaching requirements which aim to achieve inclusion by providing effective learning opportunities for all pupils. In relation to

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race equality issues, the statutory inclusion statement requires teachers to have due regard to the following.

“When planning, teachers should set high expectations and provide opportunities for all pupils to achieve, including pupils from all cultural backgrounds, pupils of different ethnic groups including Travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds.

To ensure that they meet the full range of pupils’ needs, teachers should be aware of the requirements of the equal opportunities legislation that covers, race, gender and disability.

Teachers should take specific action to respond to pupils’ diverse needs by providing equality of opportunity through teaching approaches.

Teachers should take specific action to respond to pupils’ diverse needs by creating effective learning environments, in which, for example:

stereotypical views are challenged and pupils learn to appreciate and view positively differences in others, whether arising from race, gender, ability or disability;

all forms of bullying and harassment, including racial harassment, are challenged; and

pupils are enabled to participate safely in clothing appropriate to their religious beliefs, particularly in subjects such as science, design and technology and physical education.

Teachers should take specific action to respond to pupils’ diverse needs by securing their motivation and concentration by, for example:

planning work which builds on their interests and cultural experiences; using materials which reflect social and cultural diversity and provide

positive images of race, gender and disability; and taking action to maintain interest and continuity of learning for pupils who

may be absent for extended periods of time.

Teachers should take specific action to respond to pupils’ diverse needs by providing equality of opportunity by, for example:

taking account of pupils’ specific religious or cultural beliefs relating to the representation of ideas or experiences or to the use of particular types of equipment, particularly in science, design and technology, ICT and art and design.

Teachers should take specific action to respond to pupils’ diverse needs by using appropriate assessment approaches by, for example:

using materials which are free from discrimination and stereotyping in any form.”

Pupils Who Are Learning English As an Additional Language

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It is essential that schools take action to tackle the needs of pupils arising from their learning of English as an additional language. The revised National Curriculum states the following.

“Pupils for whom English is an additional language have diverse needs in terms of support necessary in English language learning. Planning should take account of such factors as the pupil’s age, length of time in this country, previous educational experience and skills in other languages. Careful monitoring of each pupil’s progress in the acquisition of English language skills and of subject knowledge and understanding will be necessary to confirm that no learning difficulties are present.

The ability of pupils for whom English is an additional language to take part in the National Curriculum may be ahead of their communication skills in English. Teachers should plan learning opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subject areas.

Teachers should take specific action to help pupils who are learning English as an additional language by:

a. developing their spoken and written Englishb. ensuring access to the curriculum and to assessment.”

The Curriculum for All

The school curriculum, including the National Curriculum, provides many opportunities for teachers to explore issues of race equality and to help prepare all pupils for life in our culturally diverse society. The school's approach to teaching issues of racial equality should begin with a clear set of objectives. These will include knowledge and understanding, experience and skills and attitudes which the school wishes to impart to pupils. Often this is the most challenging task for schools. Below is an example taken from "Equality Assurance in Schools" published by the Runnymede Trust (1993).

The Objectives for Personal and Cultural Identities are summarised as:

KNOWLEDGE AND UNDERSTANDING

knowledge of the history and development of one's own cultural traditions, and of the ways in which these both foster and constrain one's own personal identity; knowledge of the history of different cultural traditions within Britain, Europe and the wider world; knowledge of the physical, social and psychological needs which human beings have in common, including nutrition and shelter, and values relating to freedom, self-respect, belonging, and a sense of meaning and purpose;

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knowledge of the various ways in which different cultures, communities and societies respond to these fundamental needs and moral concerns.

SKILLS

ability to contribute to one's own cultural traditions, including the traditions of mainstream public, cultural and political life;

ability to learn from different cultural experiences, norms and perspectives, and to empathise with people with different traditions;

ability to analyse and criticise features of cultural traditions, and to identify instances of prejudice, intolerance and discrimination;

ability to engage in discussion, argument and negotiation with people with traditions other than one's own.

ATTITUDES

willingness to sustain the positive aspects of one's own traditions, and therefore willingness to be constructively critical when appropriate;

willingness to learn from different traditions, cultures and identities;

willingness to challenge instances of prejudice, intolerance and discrimination;

willingness to accept reasonable and equitable procedures for resolving conflicts.

Schools will need to plan how their objectives are to be delivered in and across the curriculum. Planning will need to ensure coverage of all objectives, progression, balance, coherence and continuity. For example, very young pupils have a strong sense of `fairness' which can lead to valuable discussion of how people treat each other. Older secondary age pupils can engage in more complex questions such as the relationships between western countries and the developing world. Issues such as prejudice and racism may be taught as part of Citizenship, PSHE and the pastoral curriculum – but should be reinforced by work in, for example, history and geography, which can examine how forms of racism have shaped the history and structure of many societies. Examples would include the Holocaust, the American Civil War and the creation of and changes in South Africa.

Racial Equality in the National Curriculum

Examples are given below of how some of the objectives set out in the previous section can be met within the framework of the National Curriculum:

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Example 1

Objective:

Knowledge of the history of different cultural traditions within Britain, Europe and the wider world.

Art and Design

The revised National Curriculum states that:

“Pupils should be taught about: differences and similarities in the work of artists, craftspeople and designers in

different times and cultures (key stage 1); the roles and purposes of artists, craftspeople and designers working in different

times and cultures (key stage 2); and continuity and change in the purposes and audiences of artists, craftspeople and

designers from Western Europe and the wider world (key stage 3).”

(Programmes of Study for Art and Design for Key Stages 1-3)

Music

The revised National Curriculum states that:

“During the key stage, pupils should be taught the Knowledge, Skills and Understanding through:

a range of live and recorded music from different times and cultures (key stages 1 and 2); and

a range of live and recorded music from different times and cultures including music from the British Isles, the ‘Western classical’ tradition, folk, jazz and popular genres, and by well know composers and performers (key stage 3).”

(Programmes of Study for Music for Key Stages 1-3)

English

The revised National Curriculum states that the range for the study of literature should include:

“stories and poems from a range of cultures (key stage 1); and texts drawn from a variety of cultures and traditions (key stage 2).”

In key stages 3 and 4, the National Curriculum requires that the range for literature include ‘drama, fiction and poetry by major writers from different cultures and traditions’. In studying these texts, pupils are required to be taught:

“to understand the values and assumptions in the texts; the significance of the subject matter and the language; the distinctive qualities of literature from different traditions; how familiar themes are explored in different cultural contexts; and

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to make connections and comparisons between texts from different cultures.”

(Programmes of Study for English Key Stages 1-4)

History

The revised National Curriculum states that pupils should be taught:

“about the social, cultural, religious and ethnic diversity of the societies studied, both in Britain and the wider world (key stages 2 and 3);

the key features, including the everyday lives of men, women and children, of a past society selected from: Ancient Egypt, Ancient Sumer, the Assyrian Empire, the Indus Valley, the Maya, Benin or the Aztecs (key stage 2);

a study of the cultures, beliefs and achievements of an African, American, Asian or Australasian society in the past (key stage 3: A World Study before 1900); and

a study of some of the significant individuals, events and developments from across the twentieth century, including the two World Wars, the Holocaust, the Cold War, and their impact on Britain, Europe and the wider world (key stage 3: A World Study after 1900).”

(Programmes of Study for History for Key Stages 2-3)

Physical Education

The revised National Curriculum states that pupils should be taught to:“create and perform dances using simple movement patterns, including those from different times and cultures (key stages 1 and 2)”.

(Programmes of Study for Physical Education for Key Stages 1-2)

Modern Foreign Languages

At key stages 3 and 4 pupils are required to be taught about different countries and cultures by:

“considering their own culture and comparing it with the cultures of the countries communities where the target language is spoken.”

(Programme of Study for Modern Foreign Languages for Key Stages 3 and 4)

Example 2

Objective:

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Ability to engage in discussion, argument and negotiation with people with traditions other than one’s own.

English

The revised National Curriculum states that pupils should be taught to:

“structure their talk clearly, using markers so that their listeners can follow the line of thought;

use gesture, tone, pace and rhetorical devices for emphasis; evaluate the effectiveness of their speech and consider how to adapt it to a range

of situations; make different types of contributions to groups, adapting their speech to their

listeners and the activity; take different views into account and modify their own views in the light of what

others say; sift, summarise and use the most important points; and help the group to complete its tasks by varying contributions appropriately,

clarifying and synthesising others’ ideas, taking them forward and building on them to reach conclusions, negotiating consensus or agreeing to differ (key stages 3 and 4).”

(Programme of Study for English for Key Stages 3-4)

Opportunities to plan important anti-racist work are not only confined to sections of the National Curriculum where, as in some of the examples above, there is explicit reference to cultural diversity. In the Science curriculum, for example, the requirements that pupils should be taught to:

“recognise similarities and differences between themselves and others, and to treat others with sensitivity (key stage 1); and

how variation arises from genetic causes, environmental causes, and a combination of both” (key stage 4).

provide an opportunity to explain and refute, from a scientific standpoint, pseudo-scientific myths of racial superiority, including anti-semitism.

The History curriculum provides many opportunities for anti-racist work; for example, at key stage 1 a good way of introducing many of the key elements of the Programmes of Study would be for pupils to look at and compare the lives of their grandparents and great-grandparents.

At key stage 2 the requirement for pupils to be taught about Britain and the wider world in Tudor times would include the life of black people, of whom there were many, mainly as slaves in Tudor England. At key stage 3 pupils must learn about the Holocaust and there is an opportunity to learn about the rise of National Socialism in Germany, the United Nations Charter and the Universal Declaration of Human Rights. The latter examples may also be covered within the citizenship curriculum.

Planning for Racial Equality in the Curriculum Across the Key Stages

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Schools will be at different stages in implementing racial equality in the curriculum. Some will be starting out; others will be refining existing practice. Schools may find that the selective use of the five steps in implementing racial equality in the curriculum described below may be useful.

Considerations

Step 1

Discuss objectives (see earlier section in the guidelines)

identify knowledge, understanding, skills, attitudes, moral codes and values;

involve as many people in the consultation as possible;

consider links with other schools, community associations, etc.

Step 2

Identify possible ways of promoting racial equality in the curriculum

extension of existing practice, e.g. talking to people in minority ethnic communities, role play, mentoring, visits, residential experiences;

schemes of work based on National Curriculum programmes of study which provide opportunities to promote racial equality (see examples in previous sections);

topics focussing on racism and discrimination which have clear objectives and are well-structured, e.g. myself and others, the community, a pluralist society and being a citizen;

through community links and planned blocks of activities.

Step 3

Analyse the readiness of school

audit the curriculum for racial equality work (the CRE’s Standards for Racial Equality provide some helpful guidance);

identify strengths and weaknesses in provision;

consider staff expertise and resources;

identify constraints and opportunities.

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Step 4

Decide policy

co-ordination;

the contribution made by education for racial equality to whole-school policies, e.g. behaviour, community relations, recording and reporting achievement, pupil welfare, staff welfare, extra curricular activities;

teaching methods, classroom organisation;

organisation and management of a school;

school ethos.

Step 5

Plan implementation

timescale;

training, resources, curriculum guidelines, evaluation and review, recording achievement;

progression and continuity;

co-ordination

(Adapted from Education for Citizenship: Curriculum Guidance 3, National Curriculum Council, 1990)

Schools should ensure that the teaching of Religious Education and the Pastoral Curriculum (including PSHE and Citizenship) deal fully with the moral framework for racial equality and equal opportunities more generally.

Religious education has always offered possibilities for encouraging sensitivity to a variety of beliefs and practices. It is most important that pupils’ own beliefs are respected in school, and it must be recognised that many will come from homes, which do not practise any religion. Religious education also offers in each religion studied the opportunity for learning what the various faiths have to teach about opposition to racial prejudice and discrimination. It is important that pupils learn about different religions and their spiritual insights, and that they understand the part played by these religions in ordinary people’s lives in all parts of the world. Studying what different religions have to say about moral values and respect for individuals will help pupils work out their own system of beliefs and moral codes. Knowledge of these different approaches can foster respect between the different religious traditions of pupils in the school.

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There are many opportunities in and across the National Curriculum to develop a planned and coherent approach to the teaching of racial equality issues. Young people need as clear a sense of ‘right’ and ‘wrong’ on issues of racism as they do on other moral issues.

RESOURCE LIST

NUT Publications Anti-Racist Curriculum Guidelines (1996) Anti-Racist Curriculum Guidelines (1992) Anti-Racism in Education Guidelines: Towards a Whole School Policy

(March 1989) Education Reform Act 1988: Religious Education and Collective Worship

(October 1989) Fair and Equal: Union Guidelines for Promoting Equal Opportunities in the

Appointment and Promotion of Teachers (April 1991) The Future of Funding for Race Equality : A Policy Document (1996) Harassment: A Union Issue (1992) Tackling Harassment and Bullying in Schools (1998)

Other Useful Publications

(The following list is not an exhaustive bibliography but is a selection of useful books and resources).

Action for Racial Equality in the Early Years: Understanding the Past, Thinking about the Present and Planning for the Future (Jane Lane, New Early Years Network, 1999)

Anti-Racist Science Teaching (ed. Dawn Gill and Les Levidow, Free Associations Books, 1987)

Children and Racism (Childline, 1996)

Code of Practice for the Elimination of Racial Discrimination in Education (CRE,1989)

A Curriculum Development Handbook for Early Childhood Educators (Iram Siraj-Blatchford (ed.), Trentham Books, 1998)

Equality Assurance in Schools: A Handbook for Action Planning and School Effectiveness (The Runnymede Trust, 1993)

From Prejudice to Genocide: Learning about the Holocaust (Carrie Supple, Trentham Books, 1992)

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Improving Practice: A Whole School Approach to Raising the Achievement of African Caribbean Youth (The Runnymede Trust in Association with Nottingham Trent University, The Runnymede Trust, 1998)

Inclusive Schools, Inclusive Society: Race and Identity on the Agenda (Robin Richardson and Angela Wood, Trentham Books, 1999)

Inspecting Schools for Race Equality: OFSTED’s Strengths and Weaknesses (Audrey Osler and Marlene Morrisson, Trentham Books for the CRE, 2000)

Learning for All: Standards for Racial Equality in Schools (CRE, 2000)

Learning in Terror: A Survey of Racial Harassment in Schools and Colleges (CRE, 1988)

Making a Difference: Teaching and Learning Strategies in Successful Multi-Ethnic Schools (Maud Blair and Jill Bourne, DfEE, 1998)

Mosaic Project: Teaching and Training Films (BBC Education, 201 Wood Lane, London W12 7TS)

Moving On: The Gypsies and Travellers of Britain (Donald Kenrick and Colin Clark, University of Hertfordshire Press, 1999)

Multicultural Teaching: To Combat Racism in School and Community (termly journal, Trentham Books Ltd, Unit 13/14, Trent Trading Park, Botteslow Street, Stoke-on-Trent ST1 3LY)

Multiple Factors: Classroom Mathematics for Equality and Justice (Sharan-Jeet Shan and Peter Bailey, Trentham Books, 1991)

On the Spot: Dealing with Racism (Early Years Trainers Anti-Racist Network, 1996)

On the Verge: The Gypsies of England (Kenrick, D and Bakewell, S, University of Hertfordshire Press, 1995)

Outcast England: How Schools Exclude Black Children (Jenny Bourne et al, Institute of Race Relations, 1994)

Racism and Antiracism in Real Schools: Theory, Policy, Practice (David Gillborn, Open University Press, 1995)

Racism in Children's Lives: A Study of Mainly White Primary Schools (Troyna and Hatcher, Routledge, 1992)

Raising the Attainment of Minority Ethnic Pupils: School and LEA responses (OFSTED, 1999)

Recent Research on the Achievements of Ethnic Minority Pupils (David Gillborn and Caroline Gipps, OFSTED, 1996)

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Refugee Education: Mapping the Field (Crispin Jones and Jill Rutter, Trentham Books, 1998)

The Stephen Lawrence Inquiry Report (Sir William Macpherson of Cluny, The Stationery Office, 1999)

Still No Problem Here: Anti-Racism in Predominantly White Schools (Chris Gaine, Trentham Books, 1995)

The Anti-Bias Curriculum: Tools for Empowering Young Children (Louise Derman-Sparks and the ABC Task Force, National Association for the Education of Young Children, Washington DC, 1989)

There Ain't no Black in the Union Jack: Cultural Politics of Race and Nation (Paul Gilroy, Unwin Hyman, 1987)

Traveller Children: A Voice for Themselves (Cathy Kiddle, Jessica Kingsley Publishers, 1999)

Where It Really Matters: Developing Anti-Racist Education in Predominantly White Primary Schools (Debbie Epstein and Alison Sealey, Development Education Centre, Selly Oak Colleges, Bristol Road, Birmingham B29 6LE, 1990)

Where Shall We Go? (Video about Four Survivors of the Holocaust, Swingbridge Video, Norden House, 41 Stowell Street, Newcastle-Upon-Tyne NE1 4YB)

Useful Addresses

ACER (Afro-Caribbean Education Resource Project), Wyvil School, Wyvil Road, London SW8 2TJ

AIMER (Access to Information on Multicultural Education Resources - Pre-School to Adult), Faculty of Education and Community Studies, University of Reading, Bulmershe Court, Reading RG6 1HY

Commission for Racial Equality, Elliot House, 10-12 Allington Street, London W1E 5EH ( tel: 0207 828 7022 website: www.cre.gov.uk)

EYTARN (Early Years Training Anti Racist Network), PO Box 28, Wallesley L45 9LA

Institute of Race Relations, 2-6 Leeke Street, King’s Cross Road, London WC1X 9HS (tel:0207 833 2010 website: www.homebeats.co.uk)

Refugee Council, 3 Bondway , London SW8 1SJ (tel: 0207 582 6922)

The Runnymede Trust, 133 Aldersgate Street, London EC1A 4JA (tel:0207 600 9666 website: www.fhit.org/runnymede)

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Working Group on Racism in Children's Resources, 460 Wandsworth Road,London SW8 3LX (tel: 0207 627 4594 website: www.freespace.virgin.net/wgarc.r/index.htm)

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