KEEPING OUR LEARNERS SAFE
Gower College
15th December 2016
Katy Burns, Education Consultant, ColegauCymru
Carl Mather, Education Consultant, ColegauCymru
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KEEPING OUR LEARNERS SAFE
Aim:
confidence, knowledge,
skills and understanding
OBJECTIVE
1:
To place the programme within the context of
a. Today’s Wales and UK society
b. Counter-Terrorism and Security Act 2015
c. Revised Estyn CIF September 2015
3
OBJECTIVE
2:
b) To ensure that learners in FE are challenged and supported in
order to build resilience to the threat of extremism
c) To ensure that adequate and appropriate resources are
available to teachers in FE to implement the programme
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OBJECTIVE
1
5
Extremism! – What extremism?
We don’t have that problem here!!
6
British values
democracy, the rule of law, individual liberty and mutual respect and
tolerance of different faiths and beliefs.
closed, fixed and
intolerant attitude
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Hate
Crime
Extremist
attitudes
&
behaviour
Sexual
abuse
Vulnerable
Mental
health
issues self harm
Learners
Alcohol,
drugs
Human
trafficking
Domestic
Violence
Extremism is not an outsider – it is part of the wider
picture of learner well-being and safeguarding
intolerant
Intolerance or prejudice can make us
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Threats arising from extremism
Mold, Flintshire
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Welshman arrested on suspicion of attempting to leave the
UK to fight ISIS (WalesOnline 20/09/16)
Pembrey, Carmarthenshire
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Islamic State 'recruiting sergeants' at work in
Wales could have recruited Cardiff jihadis,
security expert claims (Walesonline, 25/01/15)
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Potential Threats
roaming Welsh cities
• People are not just radicalised online
people who go around
schools, campuses and Islamic community centres looking for
people to recruit.
teachers to be vigilant about “disillusioned”
learners vulnerable to
Teachers are
there to discuss these issues in a democratic fashion.
14
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‘Show Racism the Red Card
Wales’ campaign manager
Sunil Patel said: “It is deeply
worrying that racist hate
complaints have increased
dramatically since the EU
referendum result.” (WOL
20/09/16)
Consultation included a
survey answered by 435
teachers saying that one in
four teachers had come a
racist incident at their school
in the past 12 months
Survey respondents called
for anti-racism education
integrated into the curriculum
- 90% of teachers believed
this was the way forward.
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OBJECTIVE 1:
Counter-Terrorism and Security Act 2015
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CONTEXT & BACKGROUND: 2015 LEGISLATION
‘have due regard (in the exercise of its functions) to the
need to prevent people from being drawn into terrorism’
*includes colleges and universities
CONTEXT & BACKGROUND continued:
The seven ‘specified authorities’:
• Further education
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Colleges should
educate and
challenge
exemplify
(British) core values
opportunities
in the FE curriculum
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ACTIONS & EXPECTATIONS – FE SECTOR
•Risk assessment (para 14)
•Action plan (para 19)
•External speakers and events (para 5)
•Partnership (para 12)
•Prevent training (para 20)
•Welfare, chaplaincy and pastoral support (para 24)
•IT policies (para 26)
•Monitoring and enforcement framework (para 29)
•PREVENT: To stop people becoming terrorists or
supporting terrorism
NON-CRIMINAL SPACE
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THE 3 ‘I’ s OF PREVENT
1. Respond to the Ideological challenges of terrorism and
the threat we face from those who promote it
2. Prevent Individuals 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 which we need to address.
What does this legislation mean in an educational setting?
Safeguarding and wellbeing
enhance respect and resilience through shared *core values, supported by
challenge and debate (critical thinking
OBJECTIVE
1:
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THE COLLEGE CURRICULUM
how well learners show respect,
care and concern for others
keeps learners
safe from the dangers of radicalisation and extremism
Guidance for the inspection of further education from September 2015, Estyn
THE IMPORTANCE OF CRITICAL THINKING
http://think-global.org.uk/news/12925
need to be able to create a ‘safe space’ for all
young people in a group to be able to take part in
discussion, which may (and in fact often should) cover
controversial issues.”
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Estyn FEILI visit questions – September 2016
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Estyn FEILI visit questions – September 2016
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OBJECTIVE
2:
b) To ensure that learners in FE are challenged and supported in order to
build resilience to the threat of extremism
c) To ensure that adequate and appropriate resources are available to
teachers in FE to implement the programme
(A) Institutional
(B) Individual
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Possession of
May
possess
literature
literature related
related to extreme views
to extreme views
Underachievement
Underachievement
Experience
Experience
of poverty,of
poverty,
disadvantage
disadvantage or
or social
social
exclusion
exclusion
Extremist
Extremist
influences
influences
Global
An event or
An
event
series
ofor
series of traumatic
traumatic
events
events
Rejected by
Rejected by
peer,
peer, faith
faith or
or
social
group
social group
or
or family
family
Pressure from
peers from
Pressure
peers
associated
associated
with
with
extremism
extremism
Victim or
Victim or
witness
to
witness to race or
race orhate
religious
religious
hate
crime
crime
What might
‘VULNERABLE’
look like?
Conflict
with family
Conflict with
over
religious
beliefs
family
over religious
and/orand/or
lifestyle
beliefs
lifestyle
choices/extreme
choices/extreme
political
views
political
views
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Personal
Personal
Identity
Identity
confusion
confusion
Global or
or
national
national
Recent
Recent
political
or
religious
religious
conversion
conversion
Change in
Change in
behaviour and/or
behaviour
and/or
appearance as a
appearance
as a
result of new
result
of new
influences
influences
These are examples of what vulnerability might look like – not an exhaustive list
• ‘democracy,
• the rule of law,
• individual liberty and
• mutual respect and tolerance for those with different faiths and
beliefs’,
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What the terms mean
ARC
Awareness
Responsibility
Communication
Know your referral route
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Induction & Tutorial Programme
and the rationale for its development
educate and challenge
exemplify (British) core values
opportunities in the FE
curriculum
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Critical Thinking & Problem Solving
and the Welsh Baccalaureate
Learners’ Skills
Teaching &
Learning
• Critical thinking skills which will enable them to
analyse and use research effectively
Use of Digital Literacy in WB Project
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