Mount tamar prevent presentation

MOUNT TAMAR INSET PREVENT

Current Situation: • Already had PREVENT Training referring to

radicalisation, school responsibilities, what to look for, what to do, how to report and the CHANNEL process.

Today We Can Explore: • Teaching and Learning approaches, regarding

PREVENT related issues.

OUTCOMES

60 Minutes

• Time to explore some difficult themes • Time to consider session ideas • The start of a process to design a Scheme Of

Work tailored to the needs of our students • Increase the confidence of all staff in this area

of learning • Challenge own ideas and preconceptions of

equality, stereotyping, prejudice, extremism, asylum and refugees, etc.

SESSION AGGREEMENT

SESSION AGGREEMENT:

• Everyone’s views are able to be expressed (and challenged constructively)

• Recounts, testimonies and case studies are anonymous and not repeated outside of this session, unless agreed.

• Some issues, language, feelings may be difficult to express, discuss or accept. Thus no one is obligated to contribute.

• We are discussing these potentially challenging topics as professionals, within the education realm and for the benefit of our school community.

PRICIPLES??? Everything that I propose today is up for debate – WHY? • The PREVENT Agenda and it’s connotation's for

schools, is an area of continual debate and development.

• The issues of extremist behaviour, radicalisation and also mass movement of refugees are not new.

• When we are exploring PREVENT and Extremism we are of course exploring RELATIONSHIPS, RESPECT, RIGHTS and RESPONSIBILITIES.

• I may totally disagree with you, but still like/work/get on with/love you!

SESSION IDEAS So let’s get into this… • The resources I have given to your school contain many different session plans. These need to be tailored to suit your setting. • I am going to propose 5 session ideas, all based on

discussion and debate. 1. Equality, Inequality & Rights 2. Stereotypes and Prejudice (Terminology & Identity) 3. Influences (Fact & Opinion) 4. Extremist Behaviour (What & Why?) 5. Case Study of a Refugee (Empathy)

1. EQUALITY, INEQUALITY & RIGHTS

QUESTIONS • Define Equality? What does it mean to be equal? • Why should we try to make everyone equal? • How do we treat people equality? • Who do we treat differently in society? Why? • What are Human Rights and why do we have them?

ACTIVITIES • Discussion • Group Definition • Create own set of human rights NOTES Equality is different from Equity!

But do we treat everyone equally? (If No. Then why not?)

7 This Training is endorsed by Ethnic

Youth Support Team


What rights do we have? • The right to life

• Freedom from torture and degrading treatment

• Freedom from slavery and forced labour

• The right to liberty

• The right to a fair trial

• The right not to be punished for something that wasn't a crime when you did it

• The right to respect for private and family life

• Freedom of thought, conscience and religion, and freedom to express your beliefs

• Freedom of expression

• Freedom of assembly and association

• The right to marry and to start a family

• The right not to be discriminated against in respect of these rights and freedoms

• The right to peaceful enjoyment of your property

• The right to an education

• The right to participate in free elections

• The right not to be subjected to the death penalty

These are from the Human Rights Act 1998, (There 30 in total. They are called articles) 8


Under the Equality Act 2010 the nine protected characteristics are as follows:

2. STEREOTYPES & PREJUDICE QUESTIONS

• How do we stereotype? Why? • What are some local stereotypes? Are they true? • How do others see us? • What is prejudice (Pre…Judge)? What informs it? • What are the effects of prejudice? ACTIVITIES • Use newspaper headlines to identify stereotyping • Look at pictures of different people and guess origin • What does a stereotype of a nurse (then terrorist) look

like? Then look at actual photographs. • What are some of the negative descriptive words used to

describe people or groups that we might be prejudice towards?


Youth Support Team

2. STEREOTYPES & PREJUDICE


Youth Support Team



Youth Support Team


3. INFLUENCES QUESTIONS • What are some of the things that influence our opinions? Are they the same for everyone? • Are there ‘good’ and ‘bad’ influences? • What makes us open to other peoples messages? • What groups do we belong to? Why? • How do we describe people that are not in out group? ACTIVITIES • Look at how newspaper articles stereotype and influence

their readers • Define Religion, Community, Culture, Race • Make a list and explore the acceptable and unacceptable

words we use to describe people that are different to us


Youth Support Team

3. INFLUENCES

Race is a group of populations that

share some biological characteristics…

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3. INFLUENCES

17 Other religions are available

GUESS THE RELIGIONS

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Fred West – Serial killer

(convicted in 1994) Kofi Annan – Served as secretary general of UN (2006) Noble prize winner

Martin Luther King – American Baptist Minister and activist 1968

Idi Amin Dada – Dictator president Uganda

Andre Brevik – far Right terrorist

This Training is endorsed by Ethnic Youth Support Team

Don’t Judge A Book…

Don’t Judge A Book…

Extremism is everywhere…

In the U.K.

4. EXTREMIST BEHAVIOUR

QUESTIONS • What is Extreme Behaviour? Is it really Extreme? Why? • Which behaviours are legal / illegal, acceptable / not

acceptable? • What drives Extreme behaviour? • What makes someone a Terrorist? Describe a Terrorist? • How does a person reach the point at which they commit

a Terrorist act? What is Radicalisation? How can it work? ACTIVITIES • Illicit examples controversial issues and link to examples of

of Extreme Behaviour (e.g. Vivisection etc.) • Debate the issues chosen (Switched Opinions Roleplay) • Use a Continuum to spark discussion regarding statements

A person who is a follower of Islam is called a Muslim.

A person who claims to be a Muslim and carries out acts of terrorism, is called a terrorist. A person who claims to be a

Christian and carries out acts of terrorism, is often called a

Fundamentalist.

CONTINUUM STATEMENTS

AGREE-NOT SURE-DISAGREE

‘All Muslims Are Terrorists’

‘Religion Is The Cause Of Terrorism’

‘Radicalisation Happens To Foreigners’

‘Terrorists Are Always Foreigners’

Some Extremists???

5. CASE STUDY OF A REFUGEE

QUESTIONS • What is a Refugee / Asylum Seeker / Migrant? • Why Are There Here? Why Don’t They Go Back? • Why Should We Help These People? • Are They Taking Up Jobs / School Places / Hospital Beds /

Money etc? ACTIVITIES • Explore Case Studies of Refugees • What Would You Do – Activity (You have to leave straight away)?

Questions: What Do You Do? What Do You Take? Which Child? Where Will You Go? What Will It Be Like?

What is an “Asylum Seeker”? ... Someone who leaves their own country for their

safety, often for political reasons or because of war, and who travels to another country hoping that the government will protect them and allow them to live there.

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Some countries offer to help people who are in fear by allowing them asylum

Asylum is shelter from danger. A person might feel danger in times of war but also when threatened by intolerant governments. In such cases, a person might choose to leave their country and seek asylum, or become a refugee, in another country.

A refugee, according to UNHCR, is a person who has left their country due to a well-founded fear of persecution because of race, religion, nationality, political opinion, or social group.

Or someone whose asylum application has been successful and who is allowed to stay in another country having proved that they would face persecution back home.

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A migrant worker...

Is a person who migrates from one country to another for the primary purpose of work.

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Almost all asylum seekers are not allowed to work and are forced to rely on state support – this can be as little as £5 a day to live on.

The UK is home to less than 2% of the world’s refugees – out of 16 million worldwide. About 80% of the world’s refugees are living in developing countries, often in camps. Africa and Asia between them host more than three quarters of the world’s refugees. Europe looks after just 14%.

Let’s Have Some Facts

T&L TOOLS/

IDEAS SETTING UP / PRE LEARNING: Assembly – Question of the Week – Books – Subject Support – Current Affairs / News Focus – Opinions (Anonymous Thought Box) – Questionnaires – Quiz – School Data

DEBATE (Modal this 1st):

Two People – Two People (Switched Opinions) – Small Teams – Drama – Continuum – Silent Debate – Table Top Carousel

EXPLORE: Conspiracies – Misconceptions – Facts V Opinions – Paired Research – Information Islands – Visiting Expertise – Case Studies

RECORDING: Mind-maps – Artwork – Ripple Diagrams – Discussion Minutes / Reports – Voting – Quiz - Interviews

T&L TOOLS/

IDEAS SETTING UP / PRE LEARNING: Assembly – Question of the Week – Books – Subject Support – Current Affairs / News Focus – Opinions (Anonymous Thought Box) – Questionnaires – Quiz – School Data

DEBATE (Modal this 1st):

Two People – Two People (Switched Opinions) – Small Teams – Drama – Continuum – Silent Debate – Table Top Carousel

EXPLORE: Conspiracies – Misconceptions – Facts V Opinions – Paired Research – Information Islands – Visiting Expertise – Case Studies

RECORDING: Mind-maps – Artwork – Ripple Diagrams – Discussion Minutes / Reports – Voting – Quiz - Interviews

The 2011 Prevent Strategy

Three specific strategic objectives:

1. Respond to the challenge of terrorism and the threat we face from those who promote it;

2. Prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support

3. work with sectors and institutions where there are

risks of radicalisation that we need to address.

This training is enorsed by Ethnic Youth

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The Prevent duty is the duty in the Counter Terrorism and Security Act 2015 on specified authorities, in the exercise of their functions, to have due regard to the need to prevent people from being drawn into terrorism. It applies to a wide range of public - facing bodies. Bodies to which the duty applies must have regard to the statutory guidance.


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Prevent Duty


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In order for schools and childcare providers to fulfil the Prevent duty, it is essential that staff are able to identify children who may be vulnerable to radicalisation, and know what to do when they are identified. Protecting children from the risk of radicalisation should be seen as part of schools’ and childcare providers’ wider safeguarding duties, and is similar in nature to protecting children from other harms (e.g. drugs, gangs, neglect, sexual exploitation), whether these come from within their family or are the product of outside influences.

The Prevent Duty – Education

CHANNEL Channel is a key element of the “Prevent” strategy and is a multi-agency approach to protecting people at risk from radicalisation. Channel uses existing collaboration between local authorities, statutory partners (such as the education and health sectors, social services, children’s and youth services and offender management services), the police and the local community to:

•Identify individuals at risk of being drawn into terrorism; •Assess the nature and extent of that risk; and •Develop the most appropriate support plan for the individuals concerned.

Channel is about safeguarding children and adults from being drawn into committing terrorist-related activity. It is about early intervention to protect and divert people away from the risk they face before illegality occurs. This training is enorsed by Ethnic Youth

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