All information and resources supplied by the Education and Training Foundation – http://www.preventforfeandtraining.org.uk/
What is the Prevent Duty?
Section 26 of the Counter-Terrorism and Security Act 2015 places a duty on certain bodies, listed in Schedule 3 to the Act, to have “due regard to the need to prevent people from being drawn into terrorism”.
What is Extremism?
The government has defined extremism in the Prevent Duty as: “vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.” This also includes calls for the death of members of the British armed forces.
What are British Values?
British values are defined as “democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs”; institutions are expected to encourage students to respect other people with particular regard to the protected characteristics set out in the Equality Act 2010.
Resources and notes for use in group tutorials – http://www.preventforfeandtraining.org.uk/p-pastoral-and-tutorial-notes
Curriculum guidance and materials
Guidance finding opportunities to integrate challenging extremism and British values of promoting democracy, rule of law, individual liberty, mutual respect and tolerance of other faiths and beliefs and complying with the Equality duty in your curriculum areas
Teaching materials
1. Benjamin Zephaniah poem The British (Serves 60 million) with a BBC video of young people reading the poem
Materials developed by Bradford College:
Ways to persuade us with images:
- Images and posters lesson plan
- Persuasive images: A sheet of commerical and political advertising images
- Cloze proecedure and answers
Community campaigning activity – exemplifying British values
3. Citizenship materials for ESOL learners developed by NIACE. These will support practioners in finding opportunities to explore British values with students. This includes: Section 2: Parliament and the electoral system; Section 4: The United Kingdom as a diverse society; Section 12: Knowing the law and Section 14: Faiths and Beliefs
Critical analysis and considering conspiracy theories
Critical analysis of video materials
Digital Disruption: Digital Disruption is a specialist education project that develops and distributes the tools and training to improve young people’s critical digital judgement skills. Digital judgement combines ‘traditional’ critical thinking skills, such as source verification, with ‘new’ knowledge about how the digital world works, such as understanding search engines and YouTube.
4. A series of short videos setting out propaganda techniques which are used to influence the public:
5. A video which was made by Digital Disruption with young people in London. The film is fictional but convinced many young people that there were vampires in London; it went viral. This is an excellent way to demonstrate how propaganda can be effective but totally untrue.
Conspiracy theories
6. Level 3 Study of the Moon landing conspiracy using critical thinking skills. This can introduce level 3 students to a critical approach to claims which are presented at factually based. These skills can then be used in relation to other claims.
The Moonlanding conspiracy theory with images and video links using critical thinking skills to analyse the moon landing conspiracy claims
The Moonlanding conspiracy theory word document and charts. These are to prtint out for the class. The document contains charts to consider the evidence for and against the conspriacy theory and it supports students in making a final judgement of their own
cpdforyoucc 