ANNEX 5: Samples for How Key Stage 3 Programmes of Study Can Be Used to Build Resilience

Adapting the Curriculum for Preventing Violent Extremism

NB to find this page on the web, go to: www.teachernet.gov.uk Choose “Whole School Issues” from the left hand menu, and then Preventing Violent Extremism. At the bottom of this page is a related link: Adapting the curriculum. The actual page reference is: www.teachernet.gov.uk/docbank/index.cfm?id=12967

As set out in the toolkit: (http://www.dcsf.gov.uk/violentextremism/toolkitforschools/index.shtml)

teaching, learning and the curriculum provide powerful opportunities for pupils to develop the knowledge and skills that can build resilience to the messages of violent extremists.

Contained within this document are the following tools relevant to building resilience in pupils to violent extremism:

 A summary of relevant cross-curricular dimensions

As with any area, the impact on pupils’ learning will be most significant when links are made across subjects. QCA offer further advice on how schools can value diversity and challenge racism through the curriculum in their ‘Respect for all’ web pages (

 A summary of relevant personal, learning and thinking skills

Personal, learning and thinking skills which will help schools give consistent messages on being media literate, understanding personal identity and promoting the ideas of global citizenship.

 Examples of Key Stage 3 (KS3) curriculum maps

These maps highlight opportunities within the KS 3 programmes of study for citizenship; English; geography; history; PSHE; and religious education, relevant to building resilience to violent extremism.

Further opportunities exist within other subjects, and across all Key Stages, which schools should also consider when adapting schemes of work to meet the needs of their pupils.

In KS 1 and 2, and in the transition to KS3, the Social and Emotional Aspects of Learning can provide relevant opportunities for pupils to develop clearer understanding and management of their feelings.
Cross-curricular dimensions relevant to building resilience in pupils to violent extremism

Personal, learning and thinking skills relevant to building resilience in pupils to violent extremism

1. Weighing up what is fair and unfair in different situations, understanding that justice is fundamental to a democratic society and exploring the role of law in maintaining order and resolving conflict.
2. Considering how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions within a changing democratic society.

1. Understanding that individuals, organisations and governments have responsibilities to ensure that rights are balanced, supported and protected.
2. Investigating ways in which rights can compete and conflict, and understanding that hard decisions have to be made to try to balance these.

1. Appreciating identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the UK.
2. Exploring the diverse national, regional, ethnic and religious cultures, groups and communities in the UK and the connections between them.

1. Exploring community cohesion and the different forces that bring about change in communities over time.

1. Engage with and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems

1. Analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias.

1. Justify their argument, giving reasons to try to persuade others to think again, change or support them
2. Represent the views of others, with which they may or may not agree.

1. Explore creative approaches to taking action on problems and issues to achieve intended purposes.

1. Analyse the impact of their actions on communities and the wider world, now and in the future.

1. Political, legal and human rights and responsibilities of citizens.
2. The roles of the law and the justice system and how they relate to young people.

1. Freedom of speech and diversity of views, and the role of the media in informing and influencing public opinion and holding those in power to account.
2. Actions that individuals, groups and organisations can take to influence decisions affecting communities and the environment.
3. Strategies for handling local and national disagreements and conflicts.

1. The changing nature of UK society, including the diversity of ideas, beliefs, cultures, identities, traditions, perspectives and values that are shared.
2. Migration to, from and within the UK and the reasons for this.

1. Debate, in groups and whole-class discussions, topical and controversial issues, including those of concern to young people.

1. Participate in both school-based and community-based citizenship activities.
2. Work with a range of community partners, where possible.
3. Take into account legal, moral, economic, environmental, historical and social dimensions of different political problems and issues.
4. Take into account a range of contexts, such as school, local, regional, national, European, international and global, as relevant to different topics.
5. Use and interpret different media and ICT both as sources of information and as a means of communicating ideas.

1. Exploring how ideas, experiences and values are portrayed differently in texts from a range of cultures and traditions.

1. Assessing the validity and significance of information and ideas from different sources.

1. Understand explicit and implicit meanings.

1. Infer and deduce meanings, recognising the writers’ intentions.

1. Assess the usefulness of texts, sift the relevant from the irrelevant and distinguish between fact and opinion.
2. Recognise and discuss different interpretations of texts, justifying their own views on what they read and see, and supporting them with evidence.

1. How writers’ uses of language and rhetorical, grammatical and literary features influence the reader.
2. How writers present ideas and issues to have an impact on the reader

1. Form their own view, taking into account a range of evidence and opinions.

1. Interesting and engaging, allowing pupils to explore their present situation or move beyond it to experience different times, cultures, viewpoints and situations.

1. Forms such as journalism, travel writing, essays, reportage, literary non-fiction and multimodal texts including film.
2. Purposes such as to instruct, inform, explain, describe, analyse, review, discuss and persuade.

1. Analyse and evaluate subject matter, supporting views and opinions with evidence.

1. Develop reading skills through work that makes cross-curricular links with other subjects.

1. Understanding the physical and human characteristics of real places.

1. Understanding the significance of interdependence in change, at all scales.

1. Appreciating the differences and similarities between people, places, environments and cultures to inform their understanding of societies and economies.
2. Appreciating how people’s values and attitudes differ and may influence social, environmental, economic and political issues, and developing their own values and attitudes about such issues.

1. Identify bias, opinion and abuse of evidence in sources when investigating issues.

1. Participate in informed responsible action in relation to geographical issues that affect them and those around them.

1. Investigate important issues of relevance to the UK and globally using a range of skills, including ICT.
2. Make links between geography and other subjects, including citizenship and ICT, and areas of the curriculum including sustainability and global dimension.

1. Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world.

1. Analysing and explaining the reasons for, and results of, historical events, situations and changes.

1. Understanding why historians and others have interpreted events, people and situations in different ways through a range of media.
2. Evaluating a range of interpretations of the past to assess their validity

1. Identify, select and use a range of historical sources, including textual, visual and oral sources, artefacts and the historic environment.

1. Evaluate the sources used in order to reach reasoned conclusions.

1. The development of political power from the Middle Ages to the twentieth century, including changes in the relationship between rulers and ruled over time, the changing relationship between the crown and parliament, and the development of democracy.

1. The impact through time of the movement and settlement of diverse peoples to, from and within the British Isles.
2. The way in which the lives, beliefs, ideas and attitudes of people in Britain have changed over time and the factors – such as technology, economic development, war, religion and culture – that have driven these changes.

1. The changing nature of conflict and cooperation between countries and peoples and its lasting impact on national, ethnic, racial, cultural or religious issues, including the nature and impact of the two world wars and the Holocaust, and the role of European and international institutions in resolving conflicts.

1. Explore the ways in which the past has helped shape identities, shared cultures, values and attitudes today.
2. Investigate aspects of personal, family or local history and how they relate to a broader historical context.

1. Understanding that identity is affected by a range of factors, including a positive sense of self.

1. Recognising that healthy lifestyles, and the wellbeing of self and others, depend on information and making responsible choices.

1. Understanding risk in both positive and negative terms and understanding that individuals need to manage risk to themselves and others in a range of situations.
2. Appreciating that pressure can be used positively or negatively to influence others in situations involving risk.

1. Understanding that people have multiple roles and responsibilities in society and that making positive relationships and contributing to groups, teams and communities is important.

1. Appreciating that, in our communities, there are similarities as well as differences between people of different race, religion, culture, ability or disability, gender, age or sexual orientation.
2. Understanding that all forms of prejudice and discrimination must be challenged at every level in our lives.

1. Reflect critically on their own and others’ values.
2. Reflect on feelings and identify positive ways of understanding, managing and expressing strong emotions and challenging behaviour

1. Develop self-awareness by reflecting critically on their behaviour and its impact on others.

1. Use knowledge and understanding to make informed choices about safety, health and wellbeing

1. Use strategies for resisting unhelpful peer influence and pressure

1. Identify how managing feelings and emotions effectively supports decision-making and risk management.

1. Use the social skill of negotiation within relationships, recognising their rights and responsibilities and that their actions have consequences.

1. Value differences between people and demonstrate empathy and a willingness to learn about people different from themselves
2. Challenge prejudice and discrimination assertively.

1. Examples of diverse values encountered in society and the clarification of personal values.

1. Ways of recognising and reducing risk, minimising harm and getting help in emergency and risky situations.

1. The similarities, differences and diversity among people of different race, culture, ability, disability, gender, age and sexual orientation and the impact of prejudice, bullying, discrimination and racism on individuals and communities.

1. Make real choices and decisions based on accurate information obtained through their own research using a range of sources, including the internet, other media sources and visits/visitors to and from the wider community.

1. Take part in individual and group discussion to consider personal, social and moral dilemmas and the choices and decisions relating to them.

1. Understanding and responding critically to beliefs and attitudes.

1. Exploring the impact of religions and beliefs on how people live their lives.
2. Understanding that religious practices are diverse, change over time and are influenced by cultures.

1. Understanding how individuals develop a sense of identity and belonging through faith or belief.
2. Exploring the variety, difference and relationships that exist within and between religions, values and beliefs.

1. Evaluating their own and others’ values in order to make informed, rational and imaginative choices.

1. Investigate the impact of religious beliefs and teachings on individuals, communities and societies, the reasons for commitment and the causes of diversity.

1. Analyse religious beliefs, arguments and ideas.

1. Reflect on the relationship between beliefs, teachings, world issues and ultimate questions.
2. Evaluate beliefs, commitments and the impact of religion in the contemporary world.
3. Express insights into the significance and value of religion and other world views for human relationships personally, locally and globally.
4. Express their own beliefs and ideas, using a variety of forms of expression, including creative forms and reasoned arguments.

1. At least 2 other principal religions.

1. Authority: different sources of authority and how they inform believers’ lives.

1. Ethics and relationships: questions and influences that inform ethical and moral choices, including forgiveness and issues of good and evil.
2. Rights and responsibilities: what religions and beliefs say about human rights and responsibilities, social justice and citizenship.
3. Global issues – what religions and beliefs say about health, wealth, war, animal rights and the environment.

1. Encounter people from different religious, cultural and philosophical groups, who can express a range of convictions on religious and moral issues, where possible.

1. Discuss, question and evaluate important issues in religion and philosophy, including ultimate questions and ethical issues.
2. Reflect upon and carefully evaluate their own and others’ beliefs and values, using reasoned, balanced arguments.

N.B. When planning RE schemes of work schools should take into account their locally agreed syllabus, or that agreed by the governing body in the case of VA schools.

Learning together to be safe: a toolkit to help schools contribute to the prevention of violent extremism