Prevent resources guide

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					Prevent resources guide
Supporting Learning together to be safe: a toolkit to
help schools contribute to the prevention of violent
extremism

October 2009




Developed by Faith Associates for use by schools in the GOSE region supported by DCSF


                                            -1-
-2-
1. Introduction
This document provides an outline of a selection of Prevent (Preventing Violent
Extremism) resources being made available to support teaching and learning in
educational settings in the Government Office South East (GOSE) region.
The selection of resources were reviewed and presented to teachers. The outcome of this
work is this guide. The Department for Children, Schools and Families (DCSF) has
published a wide ranging list of possible resources on Teachernet available at
http://www.teachernet.gov.uk/wholeschool/violentextremism/.


2. Using this guide
The review of each resources provides the following:
•   the title and publisher
•   a summary: What is it about?
•   issues to think through before using the resource: What should I consider?
•   how to access the resource: Where is it available from?
•   a summary of the potential links to other teaching and learning: How does it link?

A judgement on the link to aspects of the secondary National Curriculum for each resource
has been made against aspects supportive of Prevent. These aspects have been taken
from the DCSF ‘Adapting the curriculum’ guidance published on Teachernet and the key is
provided below.
 Curriculum coverage key      Well or better covered   Partly covered   Not covered



3. Issues to consider when reviewing and selecting resources
When looking at resources to support your teaching and learning consider the following
questions. Does the resource:
•   fit your school’s local context and work to date on community cohesion and Prevent?
•   have a clearly defined purpose(s)?
•   have straightforward guidance for teachers and provide lesson plans and resources to
    support it’s use?
•   require teacher CPD to enable confidence in it’s use?
•   identify the age groups it is intended for use with?
•   provide differentiated activity to support a range of pupil abilities?
•   fit with your scheme of work and with the work of feeder schools?
•   identify aspects of the National Curriculum that it supports?
•   provide the opportunity to engage members of the community outside of school, for
    example, the community members and local police?




                                                -3-
4. Resource reviews
Reviews of the following resources are included in this guide.

        Resource                                                         Page

        4.1 Watch Over Me                                                  4-5

        4.2 Things Do Change and Friends, Strangers, Citizens?             6-7
        Life in Britain post 7/7

        4.3 Hearts and Minds                                               8-9

        4.4 One extreme to the other                                    10-11

        4.5 Act Now                                                     12-13

        4.6 On the Edge                                                 14-15

        4.7 Not in My Name                                              16-17



When does a resource support school’s work on community cohesion and when Prevent?
The resources reviewed fall into two broad categories. Those that have more of a
community cohesion starting point that then provide opportunities to address Prevent and
those that are Prevent focussed but bring out community cohesion issues.

        Community cohesion stating point              Prevent starting point
        Watch Over Me                                 Act Now
        Hearts and Minds                              One extreme to the other
        Things Do Change and Friends, Strangers,
                                                      On the Edge
        Citizens? Life in Britain post 7/7
                                                      Not in my name

No one resource is recommended for use by schools and you are asked to consider the
following questions:
•   how does the resource fit the school’s context?
•   how does the resource fit the school’s scheme of work?
•   if you use a specific resource, such as a theatre in education production or discussion
    prompt DVD, what work with pupils would lead up to this and what follow on work
    would you plan?
•   how confident would your teachers be in using the resource and facilitating discussion
    of the issues raised? What training or CPD would they need?




                                            -4-
4.1          Watch Over Me

Publisher    Kids Task force

Intended     Key stage 3 and key stage 4 pupils, 11- to 16-year-olds
age range

What is it   This is a series of broadcast quality soap dramas for secondary schools that
about?       stimulate class discussion and help teachers introduce challenging topics
             such as terrorism, internet paedophiles and domestic violence.
             The films were made following extensive research across the UK with
             groups of young people who themselves suggested the topics and shaped
             the storylines. The first Watch Over Me film was funded by the Home Office
             and DfES and made in memory of murdered Surrey teenager Milly Dowler.
             Watch Over Me covers many issues including gun crime, domestic violence,
             drugs, forced marriage, the journey to school, being home alone, knives and
             internet safety. Two further films have been added to explore weapons and
             domestic violence (Fix Up, Look Sharp) and community cohesion (Living
             Together).
             The Living Together - A Look At Community Cohesion film explores the
             subject of community cohesion and encourages young people to question
             the world around them and the information they are given. This film,
             containing clips taken from CCTV cameras and news reports, was made for
             use as a classroom stimulus to help teachers address difficult issues such
             as terrorism, racism and domestic violence. It looks at four themes and
             contains two short films on each subject:
             • What is extreme behaviour?
             • Who’s in control?
             • Identity
             • What makes a safe community?
             To see clips of Watch Over Me see www.thekidstaskforce.com

What         •   Whether the resource is utilised for community cohesion and Prevent
should I         activity only or whether the whole resource is embedded in the
consider?        PSHE/Citizenship scheme of work.
             •   Living Together - A Look At Community Cohesion provides the
                 opportunity to work with those in the wider school community in
                 discussions with young people: religious leaders and members of the
                 police and fire service.

Where is it Contact your LA school prevent coordinator or your local police community
available   liaison officer for more information.
from?       Free training in the use of the resource maybe available in your area.




                                          -5-
Watch Over Me: summary of resource links to the National Curriculum

Cross             Media and technology
curricular        Global dimension and sustainable development
dimensions        Identity and cultural understanding
Personal          Independent enquirers
learning and
                  Effective participants
thinking skills
Citizenship       Key concepts      1.1 Democracy and            1.2 Rights and             1.3 Identities and
                                    justice                      responsibilities           diversity: living
                                                                                            together in the UK
                  Key processes     2.1 Critical thinking        2.2 Advocacy and           2.3 Taking informed
                                    and enquiry                  representation             and responsible
                                                                                            action
                  Range and         a          b       d         e       f          I       j
                  content
                  Curriculum        a          d       e         f       g          h
                  opportunities
English           Key concepts      1.3 Cultural                 1.4 Critical
                                    understanding                understanding
                  Key processes     2.1 Speaking and             2.2 Reading                2.3 Writing
                                    listening
                  Range and         3.2 Reading                  b       h          i
                  content           3.3 Writing                  b
                  Curriculum        4.2 Reading                  c
                  opportunities
Geography         Key concepts      1.1 Place          1.4 Interdependence          1.7 Cultural understanding
                                                                                    and diversity
                  Key processes     2.1 Geographical enquiry
                  Range and         d
                  content
                  Curriculum        f          h       i
                  opportunities
History           Key concepts      1.2 Cultural, ethnic    1.4 Cause and                   1.6 Interpretation
                                    and religious diversity consequence
                  Key processes     2.2 Using evidence
                  Range and         British history         d      f      g
                  content           European and World History     j
                  Curriculum        a        b
                  opportunities
PSHE              Key concepts      1.1 Personal       1.2 Healthy    1.3             1.4              1.5
                                    identities         lifestyles     Risk            Relationships    Diversity
                  Key processes     2.1 Critical       2.2 Decision-making          2.3 Developing relationships
                                    reflection         and managing risk            and working with others
                  Range and         a        g         n
                  content
                  Curriculum        a          d
                  opportunities
Religious         Key concepts      1.1 Beliefs,   1.2 Practices     1.3 Identity,     1.4 Values and
education                           teachings      and ways of life diversity and      commitments
                                    and sources                      belonging
                  Key processes     2.1 Learning about religion    2.2 Learning from religion
                  Range and         b       f      i         j     k
                  content
                  Curriculum        a          d       e
                  opportunities

Curriculum coverage key                 Well or better covered         Partly covered             Not covered




                                                     -6-
4.2           Things Do Change and Friends, Strangers, Citizens? Life in Britain
              post 7/7

Publisher     Calderdale LA and South Asian Development Partnership

Intended      Key stage 3 and older pupils and students, 11- to 19-year-olds
age range

What is is    Things Do Change
about?        This resource pack consists of 10 modules, each addressing an element of
              Calderdale LA’s strategy to prevent violent extremism. The modules
              include teacher's notes, lesson plan and supporting materials including
              group-based exercises etc. and are provided with the following headings:
              The Golden Rule; Peace; Citizenship; Earning a living; Becoming a Good
              Parent; Issues of Community Cohesion; Questions of Religion; Is
              Multiculturalism dead?; Freedom of Speech vs. Respect?; What kind of
              Britain do we want?
              Friends, Strangers, Citizens? Life in Britain post 7/7
              In this DVD discussion resource community leaders, young people and
              people on the street give their views on issues such as the threat of terror,
              the role of religion, multiculturalism and freedom of speech.
              The DVD is split into 5 short sections (approx 6 minutes each) covering the
              following topics: What happened on 7/7?; Is religion the problem or the
              solution?; Is Multiculturalism dead?; Freedom of Speech vs Respect?; and
              What kind of Britain do we want? Worksheets with further material and
              discussion questions are included on the disc. View a sample from the
              Friends, Strangers, Citizens? Life in Britain post 7/7 DVD at
              http://www.youtube.com/watch?v=ebXqOJrlaGo&feature=channel_page

What          Things do change
should I      • Teachers using this resource will need to be confident in addressing the
consider?         follow up discussion and work by pupils.
              • The use of this resource is likely to be most effective within a religious
                  education, PSHE and citizenship teaching context.
              • A good basic knowledge of Islam and its different forms practiced by
                  Muslims in the UK is required.
              Friends, Strangers, Citizens? Life in Britain post 7/7
              • The resource covers citizenship, religious education and then
                  community cohesion issues.
              • How can the resource support existing schemes of work for citizenship
                  and religious education?

Where is it Check with your local authority Prevent lead to see if your local Police force
available   is funding the purchase of the resource for your school.
from?       Things Do Change is available to order for £200 (includes the £10 DVD see
            below) from the following web site: http://www.thingsdochange.org/.
            Friends, Strangers, Citizens? Life in Britain post 7/7 is available to order for
            £10 plus P&P from the following web site: http://www.southasian.org.uk/.

                                            -7-
Things Do Change and Friends, Strangers, Citizens? Life in Britain post 7/7:
summary of links to the National Curriculum

Cross             Media and technology
curricular        Global dimension and sustainable development
dimensions        Identity and cultural understanding
Personal          Independent enquirers
learning and
                  Effective participants
thinking skills
Citizenship       Key concepts      1.1 Democracy and            1.2 Rights and             1.3 Identities and
                                    justice                      responsibilities           diversity: living
                                                                                            together in the UK
                  Key processes     2.1 Critical thinking        2.2 Advocacy and           2.3 Taking informed
                                    and enquiry                  representation             and responsible
                                                                                            action
                  Range and         a          b       d         e       f          I       j
                  content
                  Curriculum        a          d       e         f       g          h
                  opportunities
English           Key concepts      1.3 Cultural                 1.4 Critical
                                    understanding                understanding
                  Key processes     2.1 Speaking and             2.2 Reading                2.3 Writing
                                    listening
                  Range and         3.2 Reading                  b       h          i
                  content           3.3 Writing                  b
                  Curriculum        4.2 Reading                  c
                  opportunities
Geography         Key concepts      1.1 Place          1.4 Interdependence          1.7 Cultural understanding
                                                                                    and diversity
                  Key processes     2.1 Geographical enquiry
                  Range and         d
                  content
                  Curriculum        f          h       i
                  opportunities
History           Key concepts      1.2 Cultural, ethnic    1.4 Cause and                   1.6 Interpretation
                                    and religious diversity consequence
                  Key processes     2.2 Using evidence
                  Range and         British history         d      f      g
                  content           European and World History     j
                  Curriculum        a        b
                  opportunities
PSHE              Key concepts      1.1 Personal       1.2 Healthy    1.3             1.4              1.5
                                    identities         lifestyles     Risk            Relationships    Diversity
                  Key processes     2.1 Critical       2.2 Decision-making          2.3 Developing relationships
                                    reflection         and managing risk            and working with others
                  Range and         a        g         n
                  content
                  Curriculum        a          d
                  opportunities
Religious         Key concepts      1.1 Beliefs,   1.2 Practices     1.3 Identity,     1.4 Values and
education                           teachings      and ways of life diversity and      commitments
                                    and sources                      belonging
                  Key processes     2.1 Learning about religion    2.2 Learning from religion
                  Range and         b       f      i         j     k
                  content
                  Curriculum        a          d       e
                  opportunities

Curriculum coverage key                 Well or better covered         Partly covered             Not covered




                                                     -8-
4.3          Hearts and Minds

Publisher    Khayaal Theatre Company

Intended     Key stage 3 and key stage 4 pupils. 11- to 16-year-olds, sixth form pupils
age range    and adults

What is it   A 55-minute theatre-in-education play exploring conflicting discourses,
about?       loyalties and identities and some of what it means to be young British and
             Muslim today. The play was developed from extensive conversations with
             young Muslims and is inspired by actual events and reference points. The
             performance encapsulates some of the dilemmas and discourses occupying
             the hearts and minds of some young Muslims while proposing creative
             avenues for reconciliation and resolution.
             The production is supported by an educational resource pack that sets out
             pre-performance preparatory information as well as guidance on post-
             performance classroom based exercises and activities. The play can also
             be supplemented by pre-performance and/or post-performance drama
             workshops. Khayaal also offer a CPD session for teachers, police and local
             authority officers ahead of local delivery.
             Khayaal also have on offer a 50-min one-woman play addressing extremism
             titled Sun and Wind that is particularly suited to young and mature female
             and interfaith audiences.

What         Some statements and what initially appears to be stereotyping within the
should I     play could be found to be particularly provocative; for example, the
consider?    character Asif’s father is employed as a mini-cab driver and Asif as a
             Pakistani ‘wide-boy’ entrepreneur. These can be used positively as part of
             pre-show work with pupils to consider during the performance and an area
             for follow up discussion and work.

Where is it Contact the theatre company directly, your LA school prevent coordinator or
available   your local police community liaison officer for more information.
from?       Khayaal Theatre Company, PO Box 2523, Luton LU3 9BN
            Web: www.khayaal.co.uk Tel: 01582 535840 or Email: info@khayaal.co.uk




                                          -9-
Hearts and Minds: summary of links to the National Curriculum

Cross             Media and technology
curricular        Global dimension and sustainable development
dimensions        Identity and cultural understanding
Personal          Independent enquirers
learning and
                  Effective participants
thinking skills
Citizenship       Key concepts      1.1 Democracy and            1.2 Rights and             1.3 Identities and
                                    justice                      responsibilities           diversity: living
                                                                                            together in the UK
                  Key processes     2.1 Critical thinking        2.2 Advocacy and           2.3 Taking informed
                                    and enquiry                  representation             and responsible
                                                                                            action
                  Range and         a          b       d         e       f          I       j
                  content
                  Curriculum        a          d       e         f       g          h
                  opportunities
English           Key concepts      1.3 Cultural                 1.4 Critical
                                    understanding                understanding
                  Key processes     2.1 Speaking and             2.2 Reading                2.3 Writing
                                    listening
                  Range and         3.2 Reading                  b       h          i
                  content           3.3 Writing                  b
                  Curriculum        4.2 Reading                  c
                  opportunities
Geography         Key concepts      1.1 Place          1.4 Interdependence          1.7 Cultural understanding
                                                                                    and diversity
                  Key processes     2.1 Geographical enquiry
                  Range and         d
                  content
                  Curriculum        f          h       i
                  opportunities
History           Key concepts      1.2 Cultural, ethnic    1.4 Cause and                   1.6 Interpretation
                                    and religious diversity consequence
                  Key processes     2.2 Using evidence
                  Range and         British history         d      f      g
                  content           European and World History     j
                  Curriculum        a        b
                  opportunities
PSHE              Key concepts      1.1 Personal       1.2 Healthy    1.3             1.4              1.5
                                    identities         lifestyles     Risk            Relationships    Diversity
                  Key processes     2.1 Critical       2.2 Decision-making          2.3 Developing relationships
                                    reflection         and managing risk            and working with others
                  Range and         a        g         n
                  content
                  Curriculum        a          d
                  opportunities
Religious         Key concepts      1.1 Beliefs,   1.2 Practices     1.3 Identity,     1.4 Values and
education                           teachings      and ways of life diversity and      commitments
                                    and sources                      belonging
                  Key processes     2.1 Learning about religion    2.2 Learning from religion
                  Range and         b       f      i         j     k
                  content
                  Curriculum        a          d       e
                  opportunities

Curriculum coverage key                 Well or better covered         Partly covered             Not covered




                                                    - 10 -
4.4          One extreme to the other

Publisher    GW Theatre Company
Intended     14- to 25-year-olds, sixth formers, adult learners, adults and young
age range    offenders in schools, colleges, youth clubs or other services
What is it   One Extreme to the Other offers a powerful theatrical stimulus to provoke
about?       thought and debate. It is supported by a comprehensive multi-media
             package with pre and post performance lesson plans, interactive resources
             and further information setting the issues in the play into an appropriate
             context – all on the website http://www.extremenews.org.uk/ - to support
             further discussion and lead in good practice.
             The play tackles religious, political and racial extremism, in particular that in
             the name of Islam and from the far right.....
                    Ali's got mixed up with an Islamic extremist, his former friend Tony is
                    flirting with the far racist right, unemployment is rising, there's been
                    another terrorist attack in London and a far right party is organising a
                    march through Ali's neighbourhood. Will Tony march? Will Ali fight?
                    Can his sister Sara make him find another way? Will journalist
                    Jessica, who once went out with both Ali and Tony, use their joint
                    past to get a scoop on the threatened riots, or will she put principles
                    before her career and try to stop the threatened clash?
             No difficult issues are dodged but in the end One Extreme to the
             Other stresses above all what unites rather than what divides us, and asks
             the audience at the end: we have a future in common, what do we do about
             it?

What         •   The play sets out to provoke thought and ask questions: for example
should I         whether there is a lot more in common between Islamic extremists and
consider?        the extreme right than we would normally think.
             •   There is a stress in the play on encouraging independent thinking –
                 whatever your religion i.e. if you take the time to understand a little more
                 about yourself and what you believe in you might be less vulnerable to
                 those with extreme views who seek to divide people by twisting the truth.
                 For example one character in the play suggests that his brother should
                 read the Koran in English and try to understand it for himself. This is an
                 important theme that could be discussed afterwards.
             •   The play makes a clear distinction between violent Islamic extremism
                 and balanced devout readings of the Koran.

Where is it Contact your LA school prevent coordinator or your local police community
available   liaison officer for more information. GW Theatre Company is currently in
from?       receipt of grant monies from Communities and Local Government under the
            Capacity Building Fund. These monies can be used to part-fund 5
            performances in a local authority area that has not yet used the
            play/resource. For further information please contact:
            GW Theatre Company, Premier House
            Manchester Road, Mossley, Lancs OLO5 9AA
            Tel: 01457 837668 or 07976 853988 or Email: gwtheatre@aol.com


                                           - 11 -
One extreme to the other: summary of links to the National Curriculum

Cross             Media and technology
curricular        Global dimension and sustainable development
dimensions        Identity and cultural understanding
Personal          Independent enquirers
learning and
                  Effective participants
thinking skills
Citizenship       Key concepts      1.1 Democracy and            1.2 Rights and             1.3 Identities and
                                    justice                      responsibilities           diversity: living
                                                                                            together in the UK
                  Key processes     2.1 Critical thinking        2.2 Advocacy and           2.3 Taking informed
                                    and enquiry                  representation             and responsible
                                                                                            action
                  Range and         a          b       d         e       f          I       j
                  content
                  Curriculum        a          d       e         f       g          h
                  opportunities
English           Key concepts      1.3 Cultural                 1.4 Critical
                                    understanding                understanding
                  Key processes     2.1 Speaking and             2.2 Reading                2.3 Writing
                                    listening
                  Range and         3.2 Reading                  b       h          i
                  content           3.3 Writing                  b
                  Curriculum        4.2 Reading                  c
                  opportunities
Geography         Key concepts      1.1 Place          1.4 Interdependence          1.7 Cultural understanding
                                                                                    and diversity
                  Key processes     2.1 Geographical enquiry
                  Range and         d
                  content
                  Curriculum        f          h       i
                  opportunities
History           Key concepts      1.2 Cultural, ethnic    1.4 Cause and                   1.6 Interpretation
                                    and religious diversity consequence
                  Key processes     2.2 Using evidence
                  Range and         British history         d      f      g
                  content           European and World History     j
                  Curriculum        a        b
                  opportunities
PSHE              Key concepts      1.1 Personal       1.2 Healthy    1.3             1.4              1.5
                                    identities         lifestyles     Risk            Relationships    Diversity
                  Key processes     2.1 Critical       2.2 Decision-making          2.3 Developing relationships
                                    reflection         and managing risk            and working with others
                  Range and         a        g         n
                  content
                  Curriculum        a          d
                  opportunities
Religious         Key concepts      1.1 Beliefs,   1.2 Practices     1.3 Identity,     1.4 Values and
education                           teachings      and ways of life diversity and      commitments
                                    and sources                      belonging
                  Key processes     2.1 Learning about religion    2.2 Learning from religion
                  Range and         b       f      i         j     k
                  content
                  Curriculum        a          d       e
                  opportunities

Curriculum coverage key                 Well or better covered         Partly covered             Not covered




                                                    - 12 -
4.5          Act Now

Publisher    Lancashire Police

Intended     Key stage 4. 15- to 22-year olds in schools and colleges; and non-school
age range    settings

What is it   ACT Now (All Communities Together)
about?       This a classroom exercise hosted by local police officers that allows
             community groups to play the role of police officers, to make carefully
             thought out decisions based on information from police sources and
             members of the public about a terrorist incident scenario. This exercise
             generates debate about issues such as when police should take action in a
             lively and fast moving situation and deal with community issues that result
             from the incident. The aim is to help youngsters to share their frustrations
             around terrorism.
             Lesson plans are available to support the use of the exercise delivered
             across four lessons: two before facilitated by the teacher, one for the
             exercise with facilitators, and a final one run after the exercise by the
             teacher.

What         •   Ensuring sufficient time for the exercise and arising discussions or
should I         logging issues for follow up and discussion after the exercise.
consider?    •   Effective management of discussions as they evolve.

Where is it Contact your LA school prevent coordinator or your local police community
available   liaison officer for more information.
from?




                                          - 13 -
Act Now
Cross             Media and technology
curricular        Global dimension and sustainable development
dimensions        Identity and cultural understanding
Personal          Independent enquirers
learning and
                  Effective participants
thinking skills
Citizenship       Key concepts      1.1 Democracy and            1.2 Rights and             1.3 Identities and
                                    justice                      responsibilities           diversity: living
                                                                                            together in the UK
                  Key processes     2.1 Critical thinking        2.2 Advocacy and           2.3 Taking informed
                                    and enquiry                  representation             and responsible
                                                                                            action
                  Range and         a          b       d         e       f          I       j
                  content
                  Curriculum        a          d       e         f       g          h
                  opportunities
English           Key concepts      1.3 Cultural                 1.4 Critical
                                    understanding                understanding
                  Key processes     2.1 Speaking and             2.2 Reading                2.3 Writing
                                    listening
                  Range and         3.2 Reading                  b       h          i
                  content           3.3 Writing                  b
                  Curriculum        4.2 Reading                  c
                  opportunities
Geography         Key concepts      1.1 Place          1.4 Interdependence          1.7 Cultural understanding
                                                                                    and diversity
                  Key processes     2.1 Geographical enquiry
                  Range and         d
                  content
                  Curriculum        f          h       i
                  opportunities
History           Key concepts      1.2 Cultural, ethnic    1.4 Cause and                   1.6 Interpretation
                                    and religious diversity consequence
                  Key processes     2.2 Using evidence
                  Range and         British history         d      f      g
                  content           European and World History     j
                  Curriculum        a        b
                  opportunities
PSHE              Key concepts      1.1 Personal       1.2 Healthy    1.3             1.4              1.5
                                    identities         lifestyles     Risk            Relationships    Diversity
                  Key processes     2.1 Critical       2.2 Decision-making          2.3 Developing relationships
                                    reflection         and managing risk            and working with others
                  Range and         a        g         n
                  content
                  Curriculum        a          d
                  opportunities
Religious         Key concepts      1.1 Beliefs,   1.2 Practices         1.3 Identity,       1.4 Values and
education                           teachings      and ways of           diversity and       commitments
                                    and sources    life                  belonging
                  Key processes     2.1 Learning about religion          2.2 Learning from religion
                  Range and         b       f      i         j           k
                  content
                  Curriculum        a          d       e
                  opportunities

Curriculum coverage key                 Well or better covered         Partly covered             Not covered




                                                    - 14 -
4.6          On the Edge

Publisher    West Sussex Youth Theatre and Sussex Police

Intended     Senior leaders from schools, colleges and other settings providing services
age range    to young people. A version of the production is currently being considered
             for students and young people (as at September 2009).

What is it   The production is designed to be engaging, relevant and interactive with no
about?       one production likely to be the same! Key to the content of the production is
             localisation of the content to ensure relevance to the audience and locality.
             The following are the key components of the production that runs for
             approximately one and a half hours.
             Introducing the characters
             Aspects of the life and personality of the three key characters are performed
             by the young actors over a period of about 20 minutes.
             Audience engagement 1
             The facilitator engages the audience to make a judgement on the nature of
             violent extremism each of the three characters is disposed to: animal rights,
             far right or Al Qualida inspired. The audience then identifies the character
             they would like to learn more about.
             Focus on a character
             The actors then provide a more detailed view into the life of one of the
             young characters.
             Audience engagement 2
             Using a range of techniques, the audience are then engaged by the
             facilitator to consider the character and identify questions they would like to
             ask – then ask them of the actors in role.
             What could be done differently?
             The focus on the character is then re-acted and the audience are asked to
             stop the action where they think something could be done differently and
             this is the acted out.

What         •   A minimum of one and a half hours is needed. Two hours enables
should I         sufficient time to ensure full engagement with the issues and challenges
consider?        raised.
             •   The attendance of an appropriate person from the local Police force to
                 help address policing issues raised by the audience is helpful.
             •   The nature of the ‘call to action’ for senior leaders will need to be
                 identified and how this will be supported and followed up.

Where is it The production is likely to be available throughout school year 2009-10.
available   Further information is available from Caroline Adams at Sussex Police on
from?       01273 404864 or Anne Fenton by email at
            Anne.Fenton@westsussex.gov.uk.



                                          - 15 -
On the edge: summary of links to the National Curriculum
Cross             Media and technology
curricular        Global dimension and sustainable development
dimensions        Identity and cultural understanding
Personal          Independent enquirers
learning and
                  Effective participants
thinking skills
Citizenship       Key concepts      1.1 Democracy and            1.2 Rights and             1.3 Identities and
                                    justice                      responsibilities           diversity: living
                                                                                            together in the UK
                  Key processes     2.1 Critical thinking        2.2 Advocacy and           2.3 Taking informed
                                    and enquiry                  representation             and responsible
                                                                                            action
                  Range and         a          b       d         e       f          I       j
                  content
                  Curriculum        a          d       e         f       g          h
                  opportunities
English           Key concepts      1.3 Cultural                 1.4 Critical
                                    understanding                understanding
                  Key processes     2.1 Speaking and             2.2 Reading                2.3 Writing
                                    listening
                  Range and         3.2 Reading                  b       h          i
                  content           3.3 Writing                  b
                  Curriculum        4.2 Reading                  c
                  opportunities
Geography         Key concepts      1.1 Place          1.4 Interdependence          1.7 Cultural understanding
                                                                                    and diversity
                  Key processes     2.1 Geographical enquiry
                  Range and         d
                  content
                  Curriculum        f          h       i
                  opportunities
History           Key concepts      1.2 Cultural, ethnic    1.4 Cause and                   1.6 Interpretation
                                    and religious diversity consequence
                  Key processes     2.2 Using evidence
                  Range and         British history         d      f      g
                  content           European and World History     j
                  Curriculum        a        b
                  opportunities
PSHE              Key concepts      1.1 Personal       1.2 Healthy    1.3             1.4              1.5
                                    identities         lifestyles     Risk            Relationships    Diversity
                  Key processes     2.1 Critical       2.2 Decision-making          2.3 Developing relationships
                                    reflection         and managing risk            and working with others
                  Range and         a        g         n
                  content
                  Curriculum        a          d
                  opportunities
Religious         Key concepts      1.1 Beliefs,   1.2 Practices     1.3 Identity,     1.4 Values and
education                           teachings      and ways of life diversity and      commitments
                                    and sources                      belonging
                  Key processes     2.1 Learning about religion    2.2 Learning from religion
                  Range and         b       f      i         j     k
                  content
                  Curriculum        a          d       e
                  opportunities

Curriculum coverage key                 Well or better covered         Partly covered             Not covered




                                                    - 16 -
4.7          Not in My Name

Publisher    Theatre Veritae/Oberon Books

Intended     Key stage 4 and above. Recommended for ages 14 to adult in schools,
age range    colleges, universities; also community and non-school settings

What is it   Not in My Name is a thought-provoking and nationally celebrated verbatim
about?       theatre production by Alice Bartlett, developed in continuous association
             with the Lancashire Constabulary, which places young people’s responses
             at the heart of the local agenda.
             This play openly, sensitively and productively addresses all of the national
             Prevent objectives head-on, and in a manner that has been
             comprehensively evidenced to be both appropriate to and appreciated by
             young audiences.
             It tells the cautionary tale of a local terror attack in order to address common
             misconceptions around Islam and terrorism, concluding with a structured
             forum that rewinds the events of the play and gives audiences an
             opportunity to discuss grievances and alternative courses of action.
             Theatre Veritae ensures the impact of Not in My Name is extended much
             further than the performance itself, liaising closely with teachers and support
             staff before our visit (we can also advise on preparatory lessons if desired),
             and ensuring a cohesive support structure and extensive provision of
             activities for follow-up work.
             A DVD and adaptable resource pack of lesson plans (incorporating up to a
             term’s work) are available, and an interactive package of post-show
             workshop activities professionally facilitated by cast members is currently
             being developed in partnership with Fuse: New Theatre for Young People.
             The play was written with and for young actors, and its recent publication
             also enables internal productions with cast sizes ranging from eight to over
             thirty; where practicable Theatre Veritae will be pleased to support any such
             subsidiary activity and will donate a royalty percentage to Victim Support.

What         •   Providing a setting for the production that enables all natural light to be
should I         blocked out to be sure the show’s theatrical effects are not lost; please
consider?        also consider acoustics to support the audibility of a young cast.
             •   Planning sufficient time after the production for follow up classroom
                 based work to fit in with school’s schemes of work.
             •   Obtaining a performance license from the author (c/o Oberon Books) in
                 advance of beginning rehearsals for your own production.

Where is it The script is now available from all major internet booksellers.
available   For further information about Not in My Name, including enquiries about
from?       tour bookings, please email info@theatreveritae.com.




                                           - 17 -
Not in My Name: summary of links to the National Curriculum
Cross             Media and technology
curricular        Global dimension and sustainable development
dimensions        Identity and cultural understanding
Personal          Independent enquirers
learning and
                  Effective participants
thinking skills
Citizenship       Key concepts      1.1 Democracy and            1.2 Rights and             1.3 Identities and
                                    justice                      responsibilities           diversity: living
                                                                                            together in the UK
                  Key processes     2.1 Critical thinking        2.2 Advocacy and           2.3 Taking informed
                                    and enquiry                  representation             and responsible
                                                                                            action
                  Range and         a          b       d         e       f          I       j
                  content
                  Curriculum        a          d       e         f       g          h
                  opportunities
English           Key concepts      1.3 Cultural                 1.4 Critical
                                    understanding                understanding
                  Key processes     2.1 Speaking and             2.2 Reading                2.3 Writing
                                    listening
                  Range and         3.2 Reading                  b       h          i
                  content           3.3 Writing                  b
                  Curriculum        4.2 Reading                  c
                  opportunities
Geography         Key concepts      1.1 Place          1.4 Interdependence          1.7 Cultural understanding
                                                                                    and diversity
                  Key processes     2.1 Geographical enquiry
                  Range and         d
                  content
                  Curriculum        f          h       i
                  opportunities
History           Key concepts      1.2 Cultural, ethnic    1.4 Cause and                   1.6 Interpretation
                                    and religious diversity consequence
                  Key processes     2.2 Using evidence
                  Range and         British history         d      f      g
                  content           European and World History     j
                  Curriculum        a        b
                  opportunities
PSHE              Key concepts      1.1 Personal       1.2 Healthy    1.3             1.4              1.5
                                    identities         lifestyles     Risk            Relationships    Diversity
                  Key processes     2.1 Critical       2.2 Decision-making          2.3 Developing relationships
                                    reflection         and managing risk            and working with others
                  Range and         a        g         n
                  content
                  Curriculum        a          d
                  opportunities
Religious         Key concepts      1.1 Beliefs,   1.2 Practices         1.3 Identity,       1.4 Values and
education                           teachings      and ways of           diversity and       commitments
                                    and sources    life                  belonging
                  Key processes     2.1 Learning about religion          2.2 Learning from religion
                  Range and         b       f      i         j           k
                  content
                  Curriculum        a          d       e
                  opportunities

Curriculum coverage key                 Well or better covered         Partly covered             Not covered




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posted:3/12/2010
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Description: Prevent resources guide