Primary School Workshops

AriSEE’s Primary School Workshop Project

This project is about challenging school children’s perception of ethnic minorities, immigrants and asylum seekers.

This is presently available to primary schools based in South Wales, where children in the final year of their primary education (year 6) will be able to engage in activities which will open their minds to a variety of thoughts regarding ethnic minorities and immigration.

The activities, of which there are six, but only three chosen ones will be presented, will allow the children to create their own perceptions on race and racism, based upon the discussions that arise.

All our presenter have been trained to deliver these workshops and are also DBS checked to work with children.

“Data from the Education Workforce Council Wales cited in the report shows that in 2019-20 there were only 48 applications from minority ethnic students to study initial teacher training in Wales. Of the 1,165 newly qualified teachers in that period, six identified as coming from mixed race backgrounds, 13 Asian and four from black backgrounds. In the same period out of 3,443 headteachers across Wales only seven identified as having non-white backgrounds and none of these were from a black British or black heritage.” –  Taken from a Wales Online article called “There are systemic racisms and barriers to success in Welsh schools, finds report” in 2018

“Race hate crime against children has reached a 3-year high, an NPSCC investigation has found. This included crimes against children under one. Childline held 2,617 counselling sessions about race and faith based bullying between 2015/16 and 2017/18. Girls were more likely to speak to Childline than boys, and children aged 12-15 were the most likely to get in touch.” – NSPCC 

Our workshops


First Impressions

This is where children are split up into groups and they are given a First Impressions card and photo. This is intended to highlight and challenge any preconceptions of ethnic minorities that have already formed. 

Afterwards, they answer some further questions about the person.

  • What do you like about the person
  • What don’t you like about the person
  • Where are they from?
  • What job do you think they do?
  • Do you think they are good looking?
  • Do you think they are clever?
  • Are they rich, poor, or in the middle?
  • If they met the person, would they like the person?
  • If so or not, why or why not?

Afterwards, we would listen to their answers and discuss them aided by a presentation

Just Like Me

During this activity the children are split up into groups and given a Just Like Me Card. They are informed that the winning group will get a prize at the end of the activity. They then have to think of things that are unique to their group, but different about the other group. Examples would be

  • We have brown eyes
  • We are female
  • We do not eat broccoli 
  • We have someone who can play the piano
  • We do our homework
  • We are all wearing white shirts

Afterwards, they call them out and if they are unique they get three points, if it’s not unique they don’t get any points and the team/s that stop them being unique will get a point.

The points are then added up and the winners will receive a prize. Afterwards, a discussion and presentation about differences and prejudice will be delivered to the class.

Who Am I?

In this activity students are given a picture of a person and the children, in groups, are asked to make a profile of the person based upon what they see. Suggestions of the description would be as follows.

  • What their name might be
  • What country are they from
  • What kind of work do they do
  • How would you describe them by looks
  • Are they intelligent
  • Are they pretty/handsome
  • What type of home do they live in

Afterwards, we will discuss the children’s answers. This provides an understanding of the classes perception of B.A.M.E. people and with the utilisation of a presentation 

Responding to Racism

In this activity a scenario is read out for each group from an A4 card. The scenarios are based on a friend being racially targeted and questions how the student would respond based upon the circumstances to achieve the best outcome.  

These responses will be discussed to provide an understanding of perception of all parties involved in the written scenario.

Can I stay?

Can I stay, is a role play activity, where the students play different parts in a trial. One group is given a card with a description of a person who is seeking to enter the country, they will decide who will play the part of the person coming into the country and the two other solicitors who will be pleading the refugee’s case. If there are more than three in the group the remaining children will sit on the jury to decide the fate.

The other groups will decide on a judge and two solicitors who will fight against the person entering the country. The rest of the children will sit on the jury and make the decision as to whether they should be allowed in.

After each scenario there will be a discussion about perceptions of contributions towards the country from those moving to the country.

Where are they from?

This activity will look at things that are quintessentially British things and determine which were made by the British and which by migrants. Each group will be given cards with different pictures that are associated with renowned British things such as the Mini, battered fish, Chicken Tikka Masala, the phone box and flavoured ice cream.

Each group will have a British and a non-British board and place the cards on the one they think is correct.

Afterwards, a presentation will be shown as the answers are revealed.

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