In the attached podcast, Sima Kotecha from the BBC talks to teachers and students and Elizabeth Garrett Anderson girls’ school in north London.
The sentiments in the broadcast echo those of Alison Jamieson and Jane Flint in their book Radicalisation and Terrorism: A Teacher’s Handbook for Extremism.
Both the podcast and the book show that schools can play an important role through providing opportunities for discussion and debate.
As Alison Jamieson, an expert in terrorism, explains:
‘One can’t promise children that attacks will never happen again, but one can provide them with reliable and objective information.
It is important for children to understand what terrorists want: they want governments to over react, they want publicity or attention; they want to change behaviour; they want to stir up hatred between different groups of people. Terrorists don’t want us to stand together and feel united. Most of all they want to keep violence and hatred going.
Knowing that terrorism can and does end, as the examples of Northern Ireland and South Africa show, can help address some of the very real fears and concerns that children have today.’
A thought-provoking article considering the Prevent strategy but also how to moderate classroom discussions on terrorism has been published in the latest Teach Secondary magazine.
I’m delighted that an article by Alison Jamieson on the Prevent Duty: Addressing Extremism in the Classroom has just been published in Sec-Ed. Alison is co-author of Radicalisation and Terrorism: A Teacher’s Handbook for Addressing Extremism.
Since July, schools have been legally bound to “take steps to prevent people from being drawn into terrorism”. This has resulted in the number of referrals made from the education sector to Channel, the government’s anti-radicalisation scheme, rising from 20 in 2012/13 to 424 last year. According to the Quillam Foundation, however, 80% of these referrals are then thrown out.
The Counter-Terrorism and Security Act (February 2015) makes it compulsory for schools to implement anti-radicalisation measures to help prevent young people from being drawn into terrorism. As the increasingly frequent press stories of school children being radicalised show, teachers urgently need a resource that enables them to recognise, debate and disrupt extremist narratives within the context of the classroom.
When learning a foreign language, often the short connecting words are the hardest to learn. This is a real shame as they are the ones you need to create more interested sentences. You can use memory tricks you can use to teach these key words:
Sometimes students find it difficult to remember whether to use the preposition ‘en’ or ‘à’ when talking about going somewhere using transport. Here is a simple memory trick that will help you to remember when to use each one.