One Nation prevent & British Values

Tutors Notes for Delivery.

Dear Colleagues,

Thank you for using our resource. It is intended for delivery to young people aged 14-19 and produced to assist compliance with the UK Prevent duty in schools and colleges. There are a range of films and discussion exercises included in the resources to start conversations and debates around Prevent and British Values education.

It has been produced by Steve Wright and Routes Puppets in partnership with the Education and Training Foundation and the style and content has been tried and tested in schools and colleges across the UK.

Introduction.

The resource is structured to focus on four key British Values in individual chapters.

Democracy The Rule of Law Liberty Tolerance

The chapters start with basic discussions around each value and are intended to be interactive.

Young people have expressed strong interest in being able to discuss these issues in a safe environment.

Normal tutorial and discussion rules apply in terms of respectful listening and appropriate language.

Each page is intended to be a conversation starter and tutors should encourage a range of views.

Being aware of British Values and related laws and policies is vital for young people today.

This resource also creates a focus on Employability for your students. Their skills and qualifications are essential to their progress but their behaviour and conduct are of equal importance in modern Britain and beyond.

Delivering on Prevent & British Values allows us to include well established themes for social education.

Equality and Diversity, Anti-Bullying, PBDW and Employability are all relevant factors.

It’s vital that our students develop critical thinking skills in relation to their safety, security and success.

One Nation prevent & British Values

A Guide to the Slides

Cover Page

The resource is accessed by a digital link to an e-book format file. This is the front cover.

Resource Use and Navigation

Open the resource on your screen and click through the pages to make sure it is properly loaded.

Add it as a shortcut on your task bar for repeated use and ease of access.

Use the arrow keys on the bottom right of the pages to navigate through the resource.

From the contents page, you can skip to individual chapters.

From the thumbnail view you can skip to any page.

The films in the resource open in a new window, simply click back to the resource tab to continue working through the e-book.

If in doubt, click the question mark on the bottom left to see a full list of functions.

One Nation prevent & British Values

Page 2: The Meaning of Words.

Discuss

Do your students understand these terms?

Can someone in the class explain these terms?

What importance do these things have in their lives?

Respect and tolerance starts with appropriate language and terms. Play ‘Mind Your Language’ to see an introduction to how we create our resources and why. We can use student voice and disguise the speaker so they can speak freely and their thoughts can be used as part of our follow up discussions.

In the puppetry clip here we can see that some young people grow up exposed to inappropriate language and views and need to be aware that modern Britain does not tolerate discrimination through our Equality Act and Hate Crime laws.

One Nation prevent & British Values

Contents Page.

Chapter headings and titles are listed here with a film on what other people like or value about Britain.

Play the film and continue the discussion to include:

What do we like about life in Britain?

What do we dislike about life in Britain?

Where else in Britain might you like to live or work? Why?

One Nation prevent & British Values

Missing Words

How much do your students know about our system of democracy?

What is their opinions of our elected politicians?

If it’s a negative view, how can this change?

It’s not healthy for democracy if people are not engaged with politics.

Who would you elect to run our country? Who might do a good job?

One Nation prevent & British Values

Full English Brexit

The debate in the country around the EU referendum will be at the top of the news for the next few years. It has been the biggest political decision in a generation and will have long-term effects on the lives, prospects and careers of our students.

We must encourage our students to engage with these issues.

What other issues do your students think will have an impact on them?

Locally, nationally and internationally?

We can reassure students that being on the electoral register is beneficial for their credit rating.

How could they have their voices or opinions heard?

Could you compile a letter to your local MP to make your opinions known?

Our students are the future electors of our country.

There is a disconnect between Westminster and young people.

How can we as educators help to address this?

The call to action here is to encourage students to register to vote. How do you do this in your college?

One Nation prevent & British Values

The Right to Protest.

What concerns you in our society?

What might you have to protest about?

The cost of going to University? Public transport? The cost of living?

How do we register our protests to others?

Writing to your MP? Attending a march or demonstration? Starting an online petition?

What sort of protest or campaigns do you see online?

How do people get other people’s attention to their causes or concerns?

How do you know if a campaign or an appeal is real or fake?

One Nation prevent & British Values

The Rule of Law – Page 1

What do we know about these words? What do they mean?

Legal Illegal Offence

Our system of Law is almost a thousand years old!

English law can be described as having its own legal doctrine, in systems dating back to the year 1189.

British law is sometimes seen as very complex but what is important to you?

How are you and your family protected by Law? Have you ever needed the protection of the Law? If someone does break the Law, what does having a criminal record mean?

What tools are available to the Law to deal with offenders?

Warnings Cautions Arrest Fines Imprisonment

On social media, what constitutes an offence and when may something be illegal?

One Nation prevent & British Values

The Rule of Law – Critical Thinking – CCTV

CCTV is a fairly new form of security and a tool of law but it’s use has grown quickly in the UK.

How has it developed?

It may have been first used for:

Home security. Protection of public buildings. Workplace security.

What new forms of CCTV do we see now?

ANPR (Automatic number plate recognition) Cameras in multiple locations in colleges. Cameras on Police Officers on duty.

How many times a week do you think you are seen on a CCTV system. Which ones are they?

What crimes have you seen on the News that have involved the use of CCTV to convict offenders?

Take a vote. Overall, is the use of CCTV a good thing or a bad thing in our society?

One Nation prevent & British Values

The Rule of Law – Real Life Story

The Cautionary Tale of Adil Hussain

This short film allows Adil to reflect on the consequences of committing a Hate Crime by using racially aggressive words or behaviour. It is a true story taken from a UK newspaper’s Court in Brief section. We have changed the name and location but the offence and the punishment are as reported.

A ‘beef’ can sometimes quickly get out of hand. Opposing groups in colleges can create tensions.

Has this happened in your college?

What’s the difference between offensive language and banter?

Could he have committed this crime online? Would the punishment have been the same?

Adil has been convicted of a Hate Crime under the terms of the Equality Act of 2010 where we accept that everyone in our society has the right to life without harassment or discrimination.

His conviction will seriously impact his plans to work with children and young people in sport and in Education. What other types of career would be affected by a criminal record for an offence like this?

One Nation prevent & British Values

The Rule of Law – The Equality Act

Under The Equality Act it is against the law to discriminate against anyone because of:

◦ age◦ being or becoming a transsexual person◦ being married or in a civil partnership◦ being pregnant or having a child◦ disability◦ race including colour, nationality, ethnic or national origin◦ religion, belief or lack of religion/belief◦ sex◦ sexual orientation

These are called ‘protected characteristics’.

Discrimination can come in one of the following forms:

◦ direct discrimination - treating someone with a protected characteristic less favourably than others◦ indirect discrimination - putting rules or arrangements in place that apply to everyone, but that put

someone with a protected characteristic at an unfair disadvantage◦ harassment - unwanted behaviour linked to a protected characteristic that violates someone’s dignity or

creates an offensive environment for them◦ victimisation - treating someone unfairly because they’ve complained about discrimination or harassment

Institutions are expected to encourage students to respect other people with particular regard to the protected characteristics set out in the Equality Act 2010.

One Nation prevent & British Values

Liberty – Who do we owe our freedom to?

Play the British Values film as a conversation starter for the Value Liberty chapter.

What rights and freedoms do we enjoy in the UK and how have these things come about?

For example, the right to vote as studied in the Democracy chapter.

Did you know?

The right to vote in elections is called ‘Suffrage’

The ‘Suffragettes’ were women who fought for the right to vote in Victorian times.

Suffrage was extended to all women over the age of 21 in 1928.

Research the work and life of Emily Pankhurst to find out more.

Freedom from Tyranny.

The two world wars of the 20th Century were fought to preserve our freedom and democracy.

How many members of the group have family members who have fought in wars?

Where do we see memories of these people in our society?

Why is it important to remember their sacrifice?

One Nation prevent & British Values

Liberty –What do YOU want to do?

Think about your dream job. Where would you find it? Would it involve moving from where you live?

Who’s work or career has inspired you? What are you doing now to achieve your ambitions?

Liberty –Where might YOU go?

Where would your skills or profession be in demand in the future? How might that change?

Where would you like to live and work? In the UK? Overseas?

What skills will you need to have as a person when you find yourself in a new professional environment?

One Nation prevent & British Values

Tolerance – Faith Discussion.

Britain is an established multi-faith society. Where do we see evidence of that? What does it mean?

How has your group seen faith and religious beliefs change from their parents and grandparent’s times?

What things do we know about different religions and faiths?

Is it a cause of conflict or a source of comfort and support?

What other things do we have ‘faith’ in? Friendships? Family support? College community?

Tolerance – Graffiti.

Critical / Visual Thinking

How has tolerance to graffiti changed in our society? Why? Has it become Art?

Why have street artists like Banksy become so popular?

What do these two images mean? What are the artists trying to say?

One Nation prevent & British Values

The threat to Tolerance – Radicalisation

Play the short film featuring graffiti images and statements to raise key questions around radicalisation.

What is Radicalisation?

Radicalisation occurs when an individual or group adopts extreme political, social or religious views. What examples can the group think of? Terrorist attacks? Attacks on Politicians? Online Campaigns?

How could someone be radicalised?

Extremists often target vulnerable people to radicalise. Perhaps persuading them to be disillusioned and angry with their situations and offering an alternative. It can be a gradual process like grooming or triggered by someone witnessing extreme events.

Where might radicalisation take place?

It could be face to face or online contact. Messaging apps have been identified as a means of contacting and radicalising young people. It could take place on the football terraces, in places of worship, in the streets or perhaps in college. Have you ever been exposed to extremist views?

How can you tell if someone has been radicalised?

You may think that someone who is loud and aggressive and opinionated who may be radicalised but the opposite may also be true. Someone who withdraws or spend long periods alone may be just as likely to be radicalised. How do you work out what is normal and what is not?

What would you do if you thought it was happening to you or your friends?

The Prevent Strategy exists to keep us and our society free from risks and harms from extremism and radicalisation. There are specialist telephone numbers and websites to report concerns and suspicious activity. Everyone in our society has a role to play to help tackle these issues and if you are exposed to extremism views or actions it helps all our safety to report your concerns.

One Nation prevent & British Values