Tackling sectarianism - An overview of resources
Since 2012, the Scottish Government has invested over £9 million in organisations and agencies to gain a better understanding of sectarianism in Scotland.
This has included additional funding to police, educational establishments, third sector organisations and researchers. The purpose was to look at what sectarianism is in present day Scotland and what are the best ways to deal with its consequences.
Explore this resource
It is recommended that staff read the overview below and use the Timeline professional learning resource before using the anti-sectarian resources.
How to use this resource
Detailed below are a variety of resources which have been created and delivered within school and community settings to explore the issues surrounding sectarianism. Each of the resources has been quality assured and supported by Education Scotland. Time has been taken to ensure that there is a clear pathway in order to allow for a continuation of learning.
The Advisory Group that was formed to make recommendations to the Scottish Government on how to tackle sectarianism reported that it was crucial to ‘build relationships across institutions and communities where there has been tension’.
- How does this work link with the range of protected characteristics that are defined by the Equality Act (2010)?
- To what extent do our learners understand the concept of sectarianism?
- Do we offer our learners the opportunity to explore their own life experiences in relation to sectarianism?
- How far as a school community do we challenge bigotry, prejudice and discrimination towards members, or presumed members, of a religious denomination?
The resources below are not only activities which explore sectarianism but also provide practitioners the space to discuss wider conflicts which exist within communities in Scotland. The materials should not be dismissed if staff do not necessarily see a link between intra-Christian sectarianism and their school. The central themes of equality, building relationships and linking historical context to ‘real-life experiences’ are apparent throughout and can be used to enhance learners’ wellbeing.
Nae Excuse project (P4-S6)
Divided City primary pack (P6/P7)
Divided City novel study (P6/P7)
Bridges and barriers (P5-S4)
Pitchin' in (S1+)
Divided City secondary pack (S1+)
Scarfed for life (S2/S3)