The new Prevent Duty, the Department for Education’s SMSC requirements, British Values Guidance and Ofsted's inspection criteria all require Schools to ensure students are aware of risks associated with extremism. The resources below will support schools to do this via their existing PSHE/SMSC requirements: enabling schools to help pupils build a resistance to extremist messages and to challenge a number of harmful and divisive narratives.
- Each lesson plan document provides you with an overview of how the lesson will run; listing expected timings, pupil and teacher activity and a list of any resources you will need (e.g. an accompanying PowerPoint presentation).
- When using an accompanying PowerPoint presentation, please take the time to review the facilitator notes included under each slide. These provide the deliverer with a suggested commentary and any relevant background information.
- You will need to read each lesson plan left to right, following the instructions column by column (i.e. 1st pupil task, 2nd teacher activity, 3rd resources required).
- Objectives and learning outcomes are included in the lesson plan to summarise how you can expect the lesson content to link in with the curriculum (specific curriculum linkages are listed at the bottom of the first page).
- Please take adequate time to familiarise yourself with both the relevant lesson plan and any supporting materials before you deliver the session.
- Some resources contain a selection of links and videos which will require access to sound and an internet connection. Please get in touch if you find any broken links or outdated content.
- YouTube videos are frequently used, please ensure you have access or the ability to ‘embed’ the video into the PowerPoint before you use.
- Hammersmith & Fulham and Kensington and Chelsea councils will not be held responsible for the content or delivery of these materials. Their inclusion on this webpage merely reflects the view that schools may find such resources useful in responding to the Prevent Duty and raising awareness of extremism via teaching and learning opportunities.
Key Stage 2
It is recommended that primary schools use our Key Stage 2 resources in the following order of delivery:
- KS2 Internet and digital awareness
- KS2 Stereotyping and the media
1. KS2 Internet and digital awareness
2. KS2 Stereotyping and the media
Key Stage 4
It is recommended that secondary schools use our Key Stage 4 resources in the following order of delivery:
- KS4 Internet and digital awareness
- KS4 Stereotyping and the media
- KS4 Persuasion and influence
- KS4 Conspiracy theories
- KS4 Extremism
1. KS4 Internet and digital awareness
2. KS4 Stereotyping and the media
3. KS4 Persuasion and influence
4. KS4 Conspiracy theories
5. KS4 Extremism
Download: KS4 Extremism lesson plan (doc)
Download: KS4 Extremism supporting resource (ppt)
In Focus: Syria and Iraq
Our local Prevent team is able to facilitate or help arrange a number of bespoke student engagement sessions that may be suitable to older secondary school pupils or sixth-form age students. These can be tailored to address specific issues such as the conflict in Syria and Iraq. Three examples have been included below:
Our local partners have come together to bring the comedian Humza Arshad into a selection of our schools and colleges in 2015. Humza has previously been doing some great work with schools in the West Midlands by applying his fame (over 58 million YouTube hits over 3 years) to conduct counter extremism work.
Imam Asim from the Ministry of Defence has visited a number of our local schools and colleges. Asim’s sessions explore the role of faith and religion in the British armed forces by drawing on his own experiences of ‘building bridges across communities and working to bring peace’ whilst serving in Afghanistan.
Our local Prevent team run half day table-top sessions that are designed to explore, recognise and address the risks of individuals travelling to Syria and Iraq – drawing on specialist speakers to shape the workshop.
We are able to deliver these sessions to student audiences in our local schools and colleges.
For more information on the kinds of bespoke support our team can offer your institution; please contact our team using the details in the right-hand sidebar. A range of specialist support options are also possible through linking your institution in with our local community partners.
How were these resources developed?
Responding to a consultation process with the local authority Prevent team, many schools in our two boroughs asked for the creation of lesson plans to help support them in addressing a range of Prevent-related issues. The products you will find on these webpages have been designed in response to these requests.
The lesson plans have undergone various stages of consultation and scrutiny, with input from teaching staff at both the draft and completion stages. Our local Prevent team has attempted to strike a balance between the voices of teachers who desired lessons plans which helped spark classroom debate, and those who preferred more neutral content.
Among local authority staff, colleagues from Children’s Services, Prevent Officers, and other relevant service areas across London have also been involved in the design process.
We would welcome your feedback
These resources are a continual work in progress and feedback on your experience while using them is indispensable for schools in the tri-borough area.
Questions to consider whilst using these resources:
- How, as a teacher, did you feel delivering the lessons?
- At what stage in the curriculum would you use them?
- How did pupils respond to the content?
- Do you have any general comments for improvement?
- If you were to teach this lesson again what would you change?
If you are able to invite the Prevent Engagement Officer to observe the use of these resources, or simply require further information or advice, please get in touch using the contact details in the right-hand sidebar.
Please also send any comments, criticism or details of broken links so that we can continue to develop and formulate best practice in the use of these resources.