THE CARDIFF-GOT CHALLENGING EXTREMISM PROGRAMME FOR KS3 PUPILS
This programme builds on the educational foundations laid down in the KS2 programme and serves as transition to the long-standing KS4 ‘challenging extremism’ programme and/or a detailed study of extremism through the Welsh Baccalaureate, both of which aspire to the facilitation of healthy, respectful individuals and valued members of society.
The following headers replicate the hard copy teacher’s manual, available from the printer via the ‘Contact’ tab on this website.
1. EXTREMISM: OVERVIEW AND DEFINITIONS
2. FOREWORD
3. ACKNOWLEDGEMENTS
4. PILOT EVALUATIONS:
- ‘CARDIFF-GOT (Getting on Together) SECONDARY SCHOOL PROGRAMME – CHALLENGING EXTREMISM’
- ‘CARDIFF-GOT (Getting on Together) – WARSAW SECONDARY SCHOOL PROGRAMME – CHALLENGING EXTREMISM’
- ‘CARDIFF-GOT (Getting on Together) – FERROL SECONDARY SCHOOL PROGRAMME – CHALLENGING EXTREMISM'
5. CURRICULUM INTERVENTIONS:
- Lesson 1 - To examine what is positive and negative extremism
- Lesson 2 - To evaluate critically how to respond to information from the media
- Lesson 3 - To develop self-awareness and wellbeing
- Lesson 4 - To learn how to identify healthy and unhealthy relationships
- Lesson 5 - To develop the skills to resolve conflicts
- Lesson 6 - To encourage responsible participation in society through shared values
6. BASELINE TESTING
The underpinning objective of the six lessons is that of living harmoniously together with an understanding derived from our shared, common or ‘British values’* (legislation 2015):
- democracy,
- the rule of law,
- individual liberty and
- mutual respect and tolerance for those with different faiths and beliefs
LEARNING OBJECTIVES:
Lesson plan 1 / Lesson resources 1:
Learning Outcomes/Objectives:
By the end of this lesson,
- ALL pupils should be able to: define ‘extremism’ and give examples of it.
- MOST pupils should be able to: explain the difference between positive and negative extremism.
- SOME pupils should be able to: assess whether certain groups are extremist.
Lesson plan 2 / Lesson resources 2 :
Learning Outcomes/Objectives:
By the end of this lesson,
- ALL pupils should be able to: define ‘fake news’ and give examples of it.
- MOST pupils should be able to: identify some key characteristics of fake news/propaganda and suggest a way to check if it is real.
- SOME pupils should be able to: suggest a range of ways to check the legitimacy of information from the media and why the information may have been created.
Lesson plan 3 / Lesson resources 3 :
Learning Outcomes/Objectives:
By the end of this lesson,
- ALL pupils should be able to:
- Understand what are emotions.
- Use one technique to respond skilfully to their own emotions.
- MOST pupils should be able to:
- Be able to use at least 2 techniques to respond skilfully to their own emotions.
- Understand how our thoughts can influence feelings, body sensations and actions.
- SOME pupils should be able to:
- Use several techniques to respond skilfully to their own emotions.
- Reflect on the way our mood can impact on our emotions.
Lesson plan 4 / Lesson resources 4 :
Learning Outcomes/Objectives:
By the end of this lesson,
- ALL pupils should be able to: identify different types of relationships – and know where to go for support if needed.
- MOST pupils should be able to: identify the characteristics of positive and healthy relationships.
- SOME pupils should be able to: recognise the signs that a relationship is unhealthy or unsafe.
Lesson plan 5 / Lesson resources 5 :
Learning Outcomes/Objectives:
By the end of this lesson,
- ALL pupils should be able to: define the term conflict and identify reasons for conflict between people of a different - or similar - culture, creed, nationality or religion.
- MOST pupils should be able to: Identify strategies/skills to deal with conflict or reduce conflict.
- SOME pupils should be able to: Identify and apply a range of strategies and explain why they would use one particular strategy over another.
Lesson plan 6 / Lesson resources 6 :
By the end of this lesson,
- ALL pupils should be able to: agree on the constituents of shared values.
- MOST pupils should be able to: determine ways in which these shared values could make a positive impact on our society by reducing e.g. prejudice, race hate and extremism.
- SOME pupils should be able to: use critical thinking skills to determine in what ways identified shared values can encourage active citizenship.