•	Understand some of the activities undertaken by campaign groups.
•	Work in groups to collaborate on a project.
•	Think about your own behaviour and the reasons for it.

•	Activity Sheet 2.1 and Activity Sheet 2.2 How can People Challenge Racism in Football?
•	Activity Sheet 2.3 Organising Your Group Work help sheet

1. Read through Activity Sheet 2.1 , Part 1 of 'How can People Challenge Racism in Football?', with the students. Ask them to think about a situation in which they would follow the advice from the two players, and another situation in which they might not feel able to challenge racist behaviour. They should also fill in the chart asking them for the reasons for their decisions.

2. Ask students to report back some of their answers. It will be especially useful to focus on the situations where students feel they may have difficulty being assertive against racism. This could bring up a number of factors, such as being scared of the other people present, being outnumbered, not wanting to upset friends, believing the situation is only a joke so there is no harm done. Ask students to think about the limitations of their role as an individual. Where do they draw the line about tackling or ignoring racism? Could they do more as an individual? Would joining with others help to overcome some of these problem situations?

3. This could lead into a discussion about the kinds of action that could be undertaken by clubs, supporters and other organisations to tackle racism, especially in situations where individuals do not, or cannot, intervene themselves. Activity Sheet 2.2 , Part 2 of 'How can People Challenge Racism in Football?' offers some examples of action that has already been undertaken by some groups. Students could read through this to help them with this section of the discussion or use it as a follow-up to see how many of their ideas have already been adopted by others working in this area.

4. Once the discussion has taken place and the students have thought about the different types of action that can be undertaken, they are ready to start the main task. They should form into groups to organise their own action plan for a local club to start an anti-racism campaign. If the students have already completed the research task described under Task No. 5 in Activity 1, this will help them link actions to the problems they may have identified.

5. Activity Sheet 2.3 is a help sheet that is intended to encourage students to plan ahead by organising their group's tasks before the work starts. If students go through this sheet as a class and discuss the importance of each point before forming into groups, this will help them appreciate the importance of planning ahead and allocating roles and deadlines. The teacher will have to set the ultimate deadline within which the students work. This framework will help students to review their team-working skills as part of the assessment of this activity.

6. Students should focus on the practicalities of what the club could do to tackle racism. At each point, prompt them to think about who such action is aimed at, who could do it and how effective it is likely to be. Encourage students to carry out research into real organisations who could help them. It might also be useful for them find out and assess what actions their own various local sports clubs have undertaken and to build on these ideas.

7. Once the work is complete each group should present their proposals to the class. Other students should be given the opportunity to question them about their plans.

Racism

•	What can individuals do to tackle racism?
•	What are the limitations on individual action?
•	What actions can be effective against racism in sport?
•	Do clubs do enough now?

Group Work

•	How effectively did your team work together?
•	How did you help or hinder your team?
•	Who gave the best presentation?
•	What was most impressive about it?

Visit your local sports club or ask a representative to come in to talk to the class about the action they have undertaken. The class could present their ideas to the club and advise them on how to move forward. Similarly, some clubs will be in a good position to provide feedback to the students about how realistic their ideas are and whether they have worked in practice.

Students could design the posters and leaflets or make the videos or radio adverts that would form part of a campaign. Obviously, in mixed groups, the teacher may have to suggest that certain people might be better suited to certain tasks, or make sure that students are paired up on more demanding tasks so as to make the work more accessible. Activity Sheet 2.3 should provide the opportunity in the lesson for students to allocate roles effectively and for the teacher to intervene with suggestions if necessary.

Students could be assigned homework tasks through the various lessons in which the group work is being prepared. At the end of the activity, they should write up an evaluation about how they worked in their group. This could focus on specific skills, e.g.:

•	What makes you feel happy about your role in the group?
•	What do you feel you could have improved on?
•	Were you able to contribute your ideas effectively to the group?
•	Did others listen to your opinions?
•	Were you able to help other people during the group work?
•	Did you participate in the final presentation?
•	Did you get your ideas across clearly?
•	Could you justify your opinion to others?
•	Did you stick to your deadlines within the group?
•	What did others in the group say about your performance? Do you agree with them?

	1(b) Diversity and the need for mutual understanding
	1(f) The work of voluntary and community organisations
	2(a-c) Enquiry and communication skills