Topic: Prevent

Please be reminded that Safe4me is NOT a standalone resource; it is designed as a toolkit to support teachers to deliver information to pupils specific to the Law, Consequences and Personal Safety only.

The resources in this tool-kit are designed to be flexible and adaptable to meet individual needs, suitability and time; adaptable for KS3, KS4 and Post 16, they can be used in one or across multiple lessons.

There is vast range of valuable resources made available by a host of other organisations, providing advice and materials to support work relating to this topic; the link below gives access to a directory of useful resources.

Aims

  1. To introduce Prevent and factors relating to terrorism: who, why, how?
  2. To deter from stereotyping, discrimination, radicalisation and involvement in extremist behaviour
  3. To identify signs of radicalisation and alternative pathways/choices
  4. Know where to seek support and how to respond to concerns

Learning Outcomes

  • Improved understanding of what Prevent and terrorism is; who, how and why it can happen
  • Improved understanding of discrimination and how grievances link to radicalisation and extremism
  • Improved understanding of how radicalisers groom people to help identify alternative pathways
  • Increase awareness of support services and how to access them in school. locally and nationally

Lesson Resources

Each of the 4 stages aligns with one of the aims and learning outcomes, providing users a flexible and focussed approach to lesson delivery; activity resources and user notes can be accessed via the links below.

Setting the Learning Environment and Welfare

Safe4me recognises the importance of planning and preparing pupils for learning; please read the guidance below prior to using the resources to ensure the best possible learning experience and outcomes for pupils.

Welfare

  • Ensure pupils have been prepared for the topic prior to this lesson.
  • Ensure follow-on work is planned to develop further learning
  • Be mindful of the nature or sensitivity of the subject and AVOID personalising or directing questions at individuals, i.e. ‘Has anyone ever seen/done/been affected by……’
  • Be aware of Safeguarding policy regarding disclosures or concerns for welfare and safety.
  • Reassure pupils that they are not expected to give real life experiences
  • Explain procedure for leaving the class if pupils feel upset or uncomfortable; where/who to go to.
  • Ensure you sign-post pupils to follow-on support; include staff in school and other services recommended in this resource or network directory.
  • Given the nature or sensitivity of the topic, consider pupils who may wish to ask questions, express views or share their experiences in forms other than verbally.
  • Suggestion: site a ‘post box’ in classroom/school.

Ground Rules

  • Introduce topic, explaining the consideration needed when contributing i.e. feelings and values of others
  • Inform pupils of boundaries: what is expected, what won’t be tolerated and any subsequent consequences
  • Explain objectives, process, and the value of exploring the topic and allowing pupils time to prepare themselves for learning
  • Explain value of peer-learning through sharing values, views and knowledge; and the added value of listening if choosing not to contribute verbally.

Planning and preparation advice

Facilitators are requested to read the advice below before using the Prevent toolkit and Pathways resources:

  • It is important to approach the topic of terrorism cautiously, especially with young people; a degree of planning and preparation is required ahead of facilitating any input relating to this topic.
  • This toolkit is not a standalone resource; on it’s own, it will not meet all aspects of SMSC or Prevent requirements.
  • This resource uses film and group discussion as an opportunity for young people (13+) to explore stereotypes, prejuduces, grievances, radicalisation and alternative choices, by sharing their views, values, attitudes and beliefs in safe and facilitated environment.
  • There are 2 options for facilitators to give flexibilty in delivery according to individual preference, level of knowledge, confidence, audience, needs and requirements; one is supported by a powerpoint, the other provides notes only.
  • Use of the resources will require a minimum level of subject knowledge; the advice sheets and resources in the links below include useful information to assist facilitators with preparation.

Access Channel eLearning on NCALT

Pathways film

The film runs for 19 minutes and is centred around 2 main characters – Imran and Matt; it was developed by the Safer Stockton Partnership to portray the process of radicalisation within diverse groups, recognising grievances, challenging extremist behaviour and taking positive action against this activity.

Play Pathways film on YouTube

Before you play the film, there are optional starter resources ranging from icebreakers to evaluation sheets.

After the film, the activity is a group work discussion with 2 options; one with general questions and one specific to characters and their actions.

Delivery options

Option 1
This option explores the topic in more details and offers step-by-step support for facilitators.  It takes approx. one hour and includes:

  • PowerPoint providing slide-by-slide notes and guidance to fully support the faciltator with delivery.
  • 3 Icebreakers: use 1 or all 3, each one has a response slide
  • Pathways link is also embedded in the presentation
  • Discussion exercise provides discussion based on each character
  • Signposting, with slides covering points to Recognise and Respond, refers to support advice.

Option 2
This option provides a lower level of support for flexibilty; suitable for facilitators who require limited guidance.  It takes up to one hour and includes:

  • Notes for the start, middle and end to support delivery.
  • 3 Icebreakers: Option to use 1, all 3 or none at all
  • Discussion Exercise – a whole class approach with key questions
Options and additional resources

Advice and referrals

If you have concerns about a young person or other person, please consider the following options:

Hampshire Constabulary
Contact 101 for advice or email the Prevent Team on prevent.engagement@hampshire.pnn.police.uk

Multi Agency Safeguarding Hub (MASH)
The MASH provides triage and multi-agency assessment of safeguarding concerns in respect of vulnerable children and adults; the team makes assessments and decisions depending on statutory need, child protection or early help to ensure that vulnerable children and adults are protected.

To make a referral enquiry contact the relevant MASH team in your area; your enquiry will be allocated to the most relevant person/dept responsible for the person of concern

Hampshire & IOW. Tel: 01329 316113 (0700-2200). Out of hours HCC Children Services Tel: 0300 555 1373

Southampton: Tel: 02380 833336 (0830-1700) Out of hours Southampton Children Services Tel: 02380 233344

Portsmouth: Tel: 0845 671 0271 (0830-1700) Out of hours HCC Children’s Services can be contacted on 0300 555 1373.

National Anti-Terrorism Hotline
Report anything terrorism related – 0800 789 321

Online Terrorist Material
Report anonymously online.

DfE’s Due Diligence and Counter Extremism Group
Helpline for schools with concerns of potential extremism – 0207 340 7264