Democracy People power - all have a role in influencing decision making. Also, involves freedom to express opinions and a willingness to listen to other views Election of class/course/tutor group representatives to the learner parliament/trainee council The rule of law Laws protect everyone equally, no one is above the law and all are aware of rights and responsibilities At (insert organisation name), the rules and the code of conduct apply in the same way to all learners Individual liberty Freedom, including the individual’s right to hold beliefs, to act and express themselves as they choose within the law Emphasis on individual choice for learners – for example in relation to courses studied and progression from these into particular career paths. Mutual respect and tolerance for different faiths and beliefs, and compliance with the Equality duty Equality and fairness for all regardless of their background or religious beliefs Policies on safeguarding and anti-bullying. Learner code of conduct Activity B – British Values: Poster Competition Focus on the British Values of Democracy, the Rule of law, Individual liberty, Mutual respect and tolerance of other faiths and the Equality duty
On a complex and controversial issue, this activity offers a balanced and structured approach to the discussion by providing sets of arguments on different sides of the matter for students to use as a starting point. This approach doesn’t preclude other arguments being introduced - on the contrary these very much to be encouraged - but it does provide a focus and helps the facilitator to maintain neutrality by ensuring that a balance of different views are considered from the outset in the discussion. Resources The key resource provided is a set of ‘for and against’ arguments regarding the Prevent strategy which can be cut into multiple sets of cards for students to use. A short summary of the Prevent strategy is also provided. Stage 1 Introduce the activity by reminding learners about their work on Activity E and ask them to recall what they learnt about extremism. Ask learners what, if anything, they know about Prevent. Draw on their responses and the summary provided, ‘Extremism, terrorism and Prevent’ (Page 29) to explain that Prevent is the Government’s strategy for preventing people, especially young people, from being drawn towards ideas and organisations that could lead to an involvement in extremist behaviour of one sort or another – a process known as radicalisation. It may emerge quickly from this short initial discussion, but in any event, it should be established or reinforced with the class, that Prevent has proved to be a controversial policy – with some people and organisations, including the Government of course, supporting it, but with many others in opposition to it. Explain that they will take part in an activity which will involve finding out more about Prevent and thinking critically about the different arguments that surround it. Stage 2 Photocopy the ‘argument cards’ provided on Pages 30-33 (on to card if possible) and cut them up as sets. Ask learners to work in pairs and give each pair a set of cards. To encourage learners to think of their own additional arguments on either side, add a ‘write in’ opportunity with several blank cards in each set. Ask the pairs to sort cards into two piles: ‘arguments for Prevent’ and ‘arguments against Prevent.’ After a short time move to a discussion with the whole group and establish how much agreement there is about which cards have ‘for arguments’ and which have ‘against arguments’. Cards 6 and 10 could be used on either side.