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Wordwall ESOL activities on Safeguarding

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Wordwall ESOL activities on Safeguarding

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English for speakers of other languages (ESOL) Safeguarding - Safeguarding - Safeguarding - Homophones for L1 ESOL - Steps to take if a disclosure is made

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Safeguarding and Online Safety Resources 

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Safeguarding and Online Safety Resources 

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Courtesy of the LGfL website. Aimed at schools and some SEND, but adaptable.

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New Guidance - keeping children safe in schools Sept 2022

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New Guidance - keeping children safe in schools Sept 2022

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For a comprehensive summary of the changes see Safeguarding Network: https://gb.safeguarding.network/content/keeping-children-safe-education/?utm_campaign=952260_Safeguarding%20%26%20Prevent%20newsletter%20Sept&utm_medium=email&utm_source=The%20Education%20and%20Training%20Foundation&dm_i=4XJY,KERO,26NQ70,2FVV4,1

For a comprehensive

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PDF version (Word version for adapting available via the ETF resources site above).

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ETF Prevent/ British Values TLA resources

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ETF Prevent/ British Values TLA resources

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Side by Side contains four modules

Radicalisation and extremism

Online safety

What can you trust?

British values

Learners can go through these modules independently on a PC, tablet or mobile phone. There is also a smart board or projectors version if staff wish to use these in class. There is a facilitator guide with advice and additional activities for use with groups or for use one to one. Learners can take the assessments at the end of each module and if they pass the assessment they will get a downloadable certificate. If provider organisations want to track progress there is a tracking available. See the staff section of the website for further details.

The tutorial or pastoral programme is an important area for the delivery of the Prevent duty but it is also important that all staff are aware of their role in preventing radicalisation and extremism and promoting British values. Ofsted will inspect how far curriculum staff are finding opportunities to exemplify and promote British values in their teaching.
Lesson plans and activities Voter registration activity : NAMSS - Your Vote Your Voice 2017
Kirklees College : Overview of Progress Coach/Tutorial Schedule and Vision, Belief and Goals
ETF Prevent videos: These videos are designed for Entry 2 and Entry 3 learners. Human Rights and Democratic Citizenship resources
British Council:Young people and extremism - a resource pack for youth workers This resource supports staff in understanding extremism and also has some activities for use with learners

Compass; a programme of activities created because human rights education - that focuses on promoting equality in human dignity - is incalculable value in shaping a dimension of democratic citizenship for all young people and in promoting a culture of universal human rights
Kingston Maurwood land based college: British values - One nation Extremism Tutorial Scenario with Extremism Tutorial Powerpoint Values of different countries activities
Literary cartoons: PositiveNegatives produce literary comics, animations and podcasts about contemporary social and human rights issues
British Values and Prevent Induction Activities for Post-16 Learners. A pack produced by Active Citizens for colleges.
Produced by Steve Wright and Routes Puppets. This is suitable for learners from Entry level to Level 3.
E-Safety and Prevent game
The resource is structured to focus on four key British Values in individual chapters.
Websites for use with learners or families
The chapters start with basic discussions around each value and are intended to be interactive. Download resource

This activity involves matching values to different countries.
All videos must be viewed in advance by the member of staff delivering a session.
British Values and Prevent is a learning resource which further education and skills providers can use to give learners, ideally during their induction period, a good introductory understanding of British Values and the nature of extremism and radicalisation - an understanding they should build on further as they progress with their programmes. The materials are suitable for Level 3 learners: Download pack

E-safety information pack and Prevent matching card game: both developed by Hull Learner Consortium (HLC)

Getting on together countering extremism course. The full course materials including videos developed by the GOT team in Cardiff but applicable across both England and Wales. These resources explore extremism and encourage class discussion.

The Safe Website. Resources for students from the Metropolitan police which explain the facts about extremism, tells students what to do if: they are concerned about a friend or family member being vulnerable to extremism; if they are worried about something they have done or if they have been a victim of extremism. This also contains a section on internet safety.
The Free Initiative: A series of videos and a handbook to support providers in challenging right-wing extremism
GOT ( Getting On Together) resources to challenge extremism developed in Cardiff and applicable across the country.

(A) Fully resourced teaching programme comprising:

1. Lesson outline/overview

2. Detailed line by line delivery notes with best practice advice

3. Accompanying resources

4. Downloadable DVD with three episodes

The DNA Journey: Video which explores how we all have mixed heritage which can include ethnicities that we think we do not get on with.

1. Far-right extremism - why should we be concerned?

2. Far-right extremism - the human face

3. Far-right extremism - policing the far-right

4. Far-right extremism - we need exit programmes

5. Far-right extremism - how to approach extremists

6. Far-right extremism - speaking against prejudice

7. Far-right extremism - empowering targeted communities

8. Far-right extremism - online extremism

Digital Disruption has developed and distributed the tools and training to improve young people's critical digital judgement skills. Digital judgement combines 'traditional' critical thinking skills, such as source verification, with 'new' knowledge about how the digital world works, such as understanding search engines and YouTube.
Critical thinking, fake news and conspiracy theories

Evidence of Vampires video A video which was made by Digital Disruption with young people in London. The film is fictional but convinced many young people that there were vampires in London; it went viral. This is an excellent way to demonstrate how propaganda can be effective but totally untrue.

Diary of a Badman:These materials have been developed by Hamza productions. This is one video in a series about a young Muslim man and moral issues he faces. This is a humorous series. It should be viewed in advance to decide if it is appropriate for your students. There are extensive notes to read before using the video.

Pathways video: This video has been used widely. It presents the route to extremism for two young men, one in terms of extreme right activity and one in terms of Islamic extremism.

Materials to support use of the Pathways videos:

How-to-spot-fake-news; An activity for learners

Be internet citizens site: a Google and Youtube site: Building resilience to hate and extremism online

Young Digital Citizenship pack A pack developed by the Institute for Strategic Dialogue 2019

Fake News Lesson Plan From the British Council
Vampire conspiracy
Don't feed the beast Government web-page about watching out for fake new
Evidence of Vampires video Conspiracy theories
UK fact checking website: This is a registered charity. They actively seek a diverse range of funding and are transparent about all our sources of income.

Buzz news video Avoiding fake news

Which pictures can we trust? Test your powers of observation

Digital Disruption developed the following video with young people in London. The film is fictional but convinced many young people that there were vampires in London; it went viral. This is an excellent way to demonstrate how propaganda can be effective but totally untrue.
Materials designed for adults ETF Prevent videos: These videos are designed for Entry 2 and Entry 3 learners.
Level 3 Study of the Moonlanding conspiracy using critical thinking skills. This can introduce level 3 students to a critical approach to claims which are presented at factually based. These skills can then be used in relation to other claims.

An analysis of the moon landing footage by Howard Berry, Head of Post-Production and Programme Leader for MA Film and Television Production, University of Hertfordshire
ESOL materials
The Moonlanding conspiracy theory with images and video links using critical thinking skills to analyse the moon-landing conspiracy claims

The Moonlanding conspiracy theory word document and charts. These are to print out for the class. The document contains charts to consider the evidence for and against the conspiracy theory and it supports students in making a final judgement of their own
Prevent ESOL materials Adult online safety course
Redbridge Adult Education Institute materials designed for use with adult students but some can be used with younger students
ESOL activity developed by Bradford College:

A game for use with parents. This deals with their children's behaviour

Ideas for short discussion

British values game

British values activities and worksheets, produced by Julie Bentley Consulting, for use with ESOL learners from E3 to Level 2.
Natspec resources English resources for learners with autism, covering Prevent duty topics, developed with Orchard Hill College, Trinity Specialist College and Homefield College Natspec document - British Values Natspec document - Keeping safe from extremism
Download the full pack. The zip file contains an overview, plus individual zip folders with the material for E3, L1 and L2.
British values - One nation
Learn My Way is a website of free online courses for beginners, helping you develop digital skills to make the most of the online world.

Ways to persuade us with images:

Community campaigning activity - exemplifying British values
Download resource Tutor Notes
National Autistic Society: Safeguarding Young People on the Autism Sprectrum. This document includes a very useful chapter on radicalisation

Produced by Steve Wright and Routes Puppets. This is suitable for learners from Entry level to Level 3.

The resource is structured to focus on four key British Values in individual chapters.

The chapters start with basic discussions around each value and are intended to be interactive.

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Side by Side contains four modules Radicalisation and extremism Online safety What can you trust? British values Learners can go through these modules independently on a PC, tablet or mobile phone. There is also a smart board or projectors version if staff wish to use these in class.

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Embedding British Values within English Teaching, Learning and Assessment Practitioners Guide

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Embedding British Values within English Teaching, Learning and Assessment Practitioners Guide

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Produced for the ETF by Claire Collins Consultancy

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Embedding British Values within English Teaching - A Practitioners Guide

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Embedding British Values within English Teaching - A Practitioners Guide

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(Previous Version). Produced for the ETF by Claire Collins Consultancy

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Powerpoint for session 1 - Talking British Values

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Powerpoint for session 1 - Talking British Values

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Skills Workshop British Values Resources for Level 1

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Skills Workshop British Values Resources for Level 1

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ICT Project about British Values - based on City & Guilds Level 1 Functional ICT assessments:

Task 1 - Internet research and copying and pasting

Task 2 - Excel activity - including formula, adding a chart, formatting

Task 3 - PowerPoint activity - adding slides, animation, images etc.

Task 4 - Create a poster on Word

Task 5 - Databases - sort and filter

Task 6 - General ICT Knowledge

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ICT Project about British Values - based on City & Guilds Level 1 Functional ICT assessments.

Task 1 - Internet research and copying and pasting

Task 2 - Excel activity - including formula, adding a chart, formatting

Task 3 - PowerPoint activity - adding slides, animation, images etc.

Task 4 - Create a poster on Word

Task 5 - Databases - sort and filter

Task 6 - General ICT Knowledge

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ICT Project about British Values - based on City & Guilds Level 1 Functional ICT assessments. Task 1 - Internet research and copying and pasting Task 2 - Excel activity - including formula, adding a chart, formatting Task 3 - PowerPoint activity - adding slides, animation, images etc.

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Skills Workshop British Values Resources for Level 2

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Skills Workshop British Values Resources for Level 2

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British Values project based on ICT Level 2 City and Guilds covering all content including:

Task 1 - Internet Research, Word

Task 2 - Excel IF / AND, charts, formatting, formulae,  etc

Task 3  - PPT with images, animation, etc.

Task 4 -  Mail Merge (needs memo.txt and employees.txt - see below)

Task 5 - Word, poster

Task 6  - Access database (needs training.txt file - see below)

Task 7 -  General ICT  Knowledge

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British Values project based on ICT Level 2 City and Guilds covering all content including

Task 1 - Internet Research, Word

Task 2 - Excel IF / AND, charts, formatting, formulae, etc

Task 3 - PPT with images, animation, etc.

Task 4 - Mail Merge (needs memo.txt and employees.txt - see below)

Task 5 - Word, poster

Task 6 - Access database (needs training.txt file - see below)

Task 7 - General ICT Knowledge

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British Values project based on ICT Level 2 City and Guilds covering all content including Task 1 - Internet Research, Word Task 2 - Excel IF / AND, charts, formatting, formulae, etc Task 3 - PPT with images, animation, etc.

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Source TES: https://www.tes.com/resource-detail/download/11117639

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Natspec English resources which explore British values.zip

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Natspec English resources which explore British values.zip

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Natspec English resources which explore British values

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Quizizz — The world’s most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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L1 & L2

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To accompany PowerPoint and Fact Sheet above

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To accompany above PowerPoint

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Prevent Duty - Functional Maths & English Tasks

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Prevent Duty - Functional Maths & English Tasks

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A PowerPoint set of L1-L2 reading, maths and writing tasks. All are based on information a recent UK.gov Home Office fact sheet about Prevent and Channel*. The fact sheet can be found online or downloaded from this page. Main Functional Maths coverage is reading and comparing whole numbers and percentages, and percentage-fraction equivalents. Some questions involve calculating percentages or checking the figures that are quoted in the text (Level 2).

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Prevent Duty - Functional Maths & English tasks

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A PowerPoint set of L1-L2 reading, maths and writing tasks. All are based on information a recent UK.gov Home Office fact sheet about Prevent and Channel*. The fact sheet can be found online or downloaded from this page. Main Functional Maths coverage is reading and comparing whole numbers and percentages, and percentage-fraction equivalents.

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You Tube Video
Groomers of all kinds prey on feelings of stress and isolation to exploit vulnerable individuals, both online and offline. Prevent protects individuals targeted by terrorist influences by providing local, multi-agency safeguarding support. This video gives an introduction to how Prevent works on the ground, told by those who have come into contact with the programme.

Anyone can make a referral to Prevent. If you are concerned that someone you know is at risk of radicalisation, you can call the police on 101 to get advice or share a concern so that they can get support. Alternatively, you can contact your Local Authority safeguarding team: https://www.gov.uk/find-local-council

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The Prevent Strategy - Guidance Pack for Teachers

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The Prevent Strategy - Guidance Pack for Teachers

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Source: https://www.highspeedtraining.co.uk/hub/british-values-lesson-plan/

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The Prevent strategy has been re-focused following a review. The strategy now contains three objectives: to respond to the ideological challenge of terrorism and the threat from those who promote it; to prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support; and to work with sectors and institutions where there are risks of radicalisation that we need to address.

It is guided by a number of key principles

These include:

Prevent will remain an integral part of the government's counter-terrorism strategy, CONTEST

Prevent will address all forms of terrorism, including the extreme right wing. However, it is clear that Prevent work must be targeted against those forms of terrorism that pose the greatest risk to our national security. Currently, the greatest threat comes from Al Qa'ida, its affiliates and like-minded groups

Prevent will tackle non-violent extremism where it creates an environment conducive to terrorism and popularises ideas that are espoused by terrorist groups

Prevent will make a clearer distinction between our counter-terrorist work and our integration strategy. Prevent depends on the success of that strategy. But the two cannot be confused or merged together. Failure to appreciate the distinction risks securitising integration and reducing the chances of our success

Prevent must do much better in evaluating and monitoring progress against a common set of objectives. Money has been wasted. That must stop

public money will not be provided to extremist organisations who do not support the values of democracy, human rights, the rule of law and mutual respect and tolerance of different faith groups.

Objectives

The strategy now contains three objectives, these are to:

respond to the ideological challenge of terrorism and the threat from those who promote it

prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support

work with sectors and institutions where there are risks of radicalisation that we need to address

The Lord Carlile review

Lord Carlile has said that the Prevent strategy has his full support. He said: 'It provides a template for challenging the extremist ideas and terrorist actions which seek to undermine the rule of law and fundamental British political values and institutions.'

Further information

Included here are the strategy, the consultation responses, Lord Carlile's report on the review and the strategy, the equality impact assessment and an executive summary of the strategy in Arabic.

Date: Tue Jun 07 11:46:01 BST 2011

This is the Prevent strategy, presented to Parliament by the Home Secretary Theresa May in June 2011.

This is 2011 report by Lord Carlile of Berriew on the independent oversight of the Prevent review and strategy. He covers the context of Prevent, the framework, the new strategy, the three objectives and delivery.

This document summarises the responses received for the three-month consultation on Prevent, which began in November 2010. It includes the consultation questions, the submitted written contributions by individuals and groups, and the overall responses from the general public to key Prevent consultation questions.

This equality impact assessment (EIA) covers the aims, objectives and projected outcomes, data collection, stakeholder involvement and consultation, impact assessment and action plan.

This is the executive summary of the Prevent strategy (released in June 2011) in Arabic.

This is the executive summary of the Prevent strategy (released in June 2011) in Urdu.

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The Prevent strategy has been re-focused following a review. The strategy now contains three objectives: to respond to the ideological challenge of terrorism and the threat from those who promote it; to prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support; and to work with sectors and institutions where there are risks of radicalisation that we need to address.

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Blog - How do you teach British Values to other cultures?

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Blog - How do you teach British Values to other cultures?

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The Department for Education (DfE) published guidance on promoting British values in schools in 2014. This was done with the aims of ensuring young people leave school prepared for life in modern Britain.

The government defines 'fundamental British values' as democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths. The initiative was a response by Michael Gove, following the "Trojan House Affair", where it was alleged that Islamists were trying to take over state schools in Birmingham.

Teachers promoting these British values will be inspected by Ofsted, as part of their school inspections.

But how should a school approach teaching these British values to different cultures?

What are the British Values?

The addition of British Values to the curriculum means that pupils are expected to learn the following:

how citizens can influence decision-making through the democratic process

that the freedom to hold other faiths and beliefs is protected in law

that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour

why it is important to identify and combat discrimination

Value 1: Democracy
This describes our national electoral system and the skills needed to participate in it. It explains the need to listen to everyone and not adapting a decision until the vast majority agree. It explains that not every person can be accommodated for all the time, and that the process requires rigorous thinking, perspective-talking, patience and understanding.
Value 2: Individual liberty
This is the right of British citizens to make choices regarding elements of their life that are outside of government control. This refers to freedom of speech, as well as the right to make choices about education, food, work, family etc.
Value 3: The rule of law
This refers to creating an attitude of respect and accountability towards laws and the rules of institutions.
Value 4: Mutual respect and tolerance
This is an attitude that recognises and respects the individual liberty of others - even choices, lifestyles and beliefs that you may not agree with.

You can find out more about the values here.

Why should British values be taught in schools?

These values were first set out by the government in the 'Prevent' strategy in 2011. Prior to this, schools were required to respect these values, but since 2014 they must have a clear strategy for embedding these values and show how their work with pblils has been effective in doing so.

The aim of the change was to:

When should British values be taught in schools?

British Values can be taught as part of PSHE. Jigsaw PSHE is a comprehensive scheme of work relevant from Year 1 to Year 6, and contributes to the British Values agenda significantly - through direct teaching of information and experiential learning.

How should British values be explained to different cultures?

According to The Conversation, teachers have considerable freedom in terms of how values are promoted. Some fall back on the Union Jack, the Queen and fish and chips - confusing British values with symbols and stereotypes.

Having rules at school, giving students choice, discussing social issues and socialising with diverse ranges of the population establishes the skills needed to participate into British life.

Students could be engaged in democracy by creating a democratic classroom culture. Pupils of all ages are eager to participate in politics when the right questions are asked. An inclusive classroom culture can be created if everyone feels protected and valued no matter what their point of view.

For individual liberty, it may be constructive to discuss clothing and how it is a matter of personal choice. It can be explained to student that it isn't their place to comment on personal clothing choices linked to culture and religion.

Teaching Rule of Law can be achieved through a games-based lesson on rules and accountability. Every child has experienced how unfair it feels when game rules are broken by individuals, and this is a natural way of explaining that fair laws are intended to create equality.

How can EDArcade help in teaching British values to different cultures?

EDArcade has a range of games designed to teach students about British Values, through a fun and exciting platform.

'British Icons' involves the player chasing down various British icons, such as The Angel of the North or a famous Black Cab. This is ideal for pupils who have recently transferred to a UK school.

For a contact form, click here.

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How Do You Explain British Values To Different Cultures? - EDBlog

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The Department for Education (DfE) published guidance on promoting British values in schools in 2014. This was done with the aims of ensuring young people leave school prepared for life in modern Britain. The government defines 'fundamental British values' as democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths.

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A PowerPoint class for  teaching Prevent

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A PowerPoint class for  teaching Prevent

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Kindly shred by Karike de Klerk

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British Values Quiz E2 ESOL - from Quizizz

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British Values Quiz E2 ESOL - from Quizizz

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Interactive quiz here

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British Values For Entry 1 and Entry 2 ESOL Learners

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Video - British Values Entry 3 & Level 1

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Video - British Values Entry 3 & Level 1

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British Values For Entry 3 and Level 1 ESOL Learners

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Living in Modern Britain –Approaches to Promoting British Values for Adult ESOL learners

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Living in Modern Britain –Approaches to Promoting British Values for Adult ESOL learners

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iSLCollective - British Values Resources

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iSLCollective - British Values Resources

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1) Which of the follow IS a british value?

2) What is the monument not listed?

Trafalgar square

houses of Parliament

the shard

No 10 downing street

3)

Fill the gap: People come to the uk to seek ________________________ for other parts of the world

4)

Fill the gap: The UK is a ________________________ country

5) Freedom of speech is encouraged in which park in London... Please start with 'the'

Answer the question using your own words

6) What two things should a british citzen be able to do under the freedom of speech?

Answer the question using your own words

7) What should you not use within the freedom of speech?

8) Which of these things does the college not allow?

Learn about each other

Send obscene emails

Discuss our views

listen to each other with respect

9) Which place of worship is not mentioned

10)

Fill the gap: the college speak over ________________________ different languages

11) what is not a British value

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British Values - English ESL video lesson

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1) Which of the follow IS a british value? 2) What is the monument not listed? Trafalgar square houses of Parliament the shard No 10 downing street 3) Fill the gap: People come to the uk to seek ________________________ for other parts of the world 4) Fill the gap: The UK is a ________________________ country 5) Freedom of speech is encouraged in which park in London...

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Wordwall activities for ESOL on Safeguarding

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Wordwall activities for ESOL on Safeguarding

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English for speakers of other languages (ESOL) Safeguarding - Safeguarding - Esol english - Homophones for L1 ESOL - Steps to take if a disclosure is made

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A reading activity on legal age limits in different parts of the UK. Includes: education, voting, driving, marriage and work. Based on materials at: http://esol.britishcouncil.org/content/learners/uk-life/be-safe-uk/what…

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ACFE British Values and Prevent Induction Materials for Post-16 Learners

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ACFE British Values and Prevent Induction Materials for Post-16 Learners

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ETF Prevent Regional Support Co-ordinators. 

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ETF Prevent Regional Support Co-ordinators. 

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Contact at: prevent@etfoundation.co.uk

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These modules are designed to provide information, advice and guidance for ALL governors and trustees about their safeguarding and Prevent duties and responsibilities within their organisations.

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Governors' Modules - The Education and Training Foundation

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The Education and Training Foundation (ETF) has published two revised modules for Governors. These modules are designed to provide information, advice and guidance for ALL governors and trustees about their safeguarding and Prevent duties and responsibilities within their organisations.

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Addressing Anti-Semitism in Schools - Teachers

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Addressing Anti-Semitism in Schools - Teachers

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Training Curriculum for Vocational Education Teachers

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Addressing Anti-Semitism in Schools - School Directors

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Addressing Anti-Semitism in Schools - School Directors

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Training Curriculum for School Directors

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Article: The Power of Language in Safeguarding Practice

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Article: The Power of Language in Safeguarding Practice

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Through verbal and written communication, language is embedded within our daily lives. Yet language is not neutral. Through our use of language, whether consciously or unconsciously, we can exacerbate existing inequalities.

It is important that we take the time to reflect on the language we use and the impact this might have on those around us. This could be in an employment setting or relate to the language we use within our network of friends and family.

Language and Safeguarding

From a safeguarding perspective, language is crucial.

As people working within the safeguarding sector, it is important that we consider the terminology we use and explain any 'jargon' and complex terminology to ensure that people understand what safeguarding is and what their role is if they have any concerns.

Different agencies and professions have different ways of understanding and describing needs and thus a complex range of terminology and acronyms are often used. If this terminology is not explained, it can mean that other professionals and the people and families we work with, feel disempowered and excluded, which in turn, may harm partnership working and ultimately affect outcomes and wellbeing.

The language used within safeguarding can change regularly. In response the NCVO have developed a helpful guide of the phrases that are commonly used.

For practitioners supporting children and adults, using appropriate language will highlight that you understand their experiences and may encourage someone to disclose harm and abuse or access support.

How can we De-Stigmatise Language?

If the words used by 'professionals' imply hierarchy, moral superiority or suggest victim-blaming, this could have a stigmatising impact. Choosing neutral terminology or shifting phrases to describe the abuse or harm that has occurred, rather than blaming the victim, can make a huge difference in increasing inclusivity within safeguarding practice.

For example:

Vojack (2009) suggests the words 'person' 'or individual' could be used instead of 'client', 'patient' and 'recipient'. Better yet, the actual names of people may be used instead of assigning categories and labels. These changes reduce the hierarchy within the language that is used.

The Children's Society and Victim Support recommend avoiding using terms such as 'the young person has been contacting adult males/females via phone or internet', when discussing the exploitation of young people. This phrase implies that young person is responsible for the communication, rather than reflecting the abusive context. Instead say 'adults have been contacting the young person' or 'the young person may have been groomed'.

Sporting Equals suggest avoiding using terms such as 'hard to reach' as this implies individuals choose not to engage and fails to recognise the structural inequalities and barriers people may encounter. Instead, phrases such as 'underrepresented communities' or 'communities that face barriers to participation'.

Using Language to Describe Individuals

Everyone is different. Therefore, it is important that you ask the people you are communicating with how they would like to be referred to or described. For instance, research by the National Autistic Society and Mind found that some people preferred the use of identity-first language (i.e. being referred to as an autistic person), whilst others preferred the term 'a person with autism' as they felt autism only made up one part of their identity.

If you are unsure, ask the person you are communicating with how they would like to be described.

Additionally, there has been a growing concern about the terminology used to describe people impacted by racial discrimination. Sporting Equals recommends using terms such as 'racially diverse communities' or using phrases such as 'a person with Indian heritage' to be specific about who you are describing.

Finally, research by Scope found that many people feel uncomfortable speaking to people with disabilities. In response, they have developed suggestions for appropriate language. Scope encourage people to use terms such as 'disabled people/person', 'people with a learning difficulty' or 'a wheelchair user' as opposed to describing someone as 'wheelchair bound'.

Language is Always Evolving

The language we use changes regularly. This happens as new laws come into place and when the sector realises language can be improved to represent people more accurately or to cause less harm.

This blog aims to raise awareness on the importance of language within safeguarding and suggestions some examples of how changes to language could promote inclusivity.

It is important that we continue to reflect on the language we use and develop our practice, to increase accessibility for all.

If you have any resources that support organisations or practitioners to adapt their language, please get in touch!

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The Power of Language in Safeguarding Practice - Ann Craft Trust

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Through verbal and written communication, language is embedded within our daily lives. Yet language is not neutral. Through our use of language, whether consciously or unconsciously, we can exacerbate existing inequalities. It is important that we take the time to reflect on the language we use and the impact this might have on those around [...]

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Welcome
This resource has been developed in collaboration with school practitioners, extremism experts, the Department for Education and the Home Office. It is designed to reflect recent developments around extremism and empower staff to safeguard pupils as part of a whole-school approach to implementing the Prevent duty. Each section includes short CPD videos to exemplify effective practice, answer questions which schools have asked, and provide top tips, discussion points and real-life case studies. They can be used as part of all-staff training and inset days, or during shorter briefings and individual CPD opportunities. The aim is to build staff confidence, develop practical approaches within and beyond the classroom, manage difficult conversations and promote engagement with parents, carers and the wider school community.

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This resource has been developed in collaboration with school practitioners, extremism experts, the Department for Education and the Home Office. It is designed to reflect recent developments around extremism and empower staff to safeguard pupils as part of a whole-school approach to implementing the Prevent duty.

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County Lines expert Peter Wilson has recently retired from the Metropolitan Police Trident Command, where he worked to combat child criminal exploitation (CCE) and the grooming of young people into drug gangs. Peter is running a series of training afternoons for LGfL schools.

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Sensitive Content Control on Instagram, which allows you to decide how much sensitive content shows up in Explore.

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Today we're launching Sensitive Content Control on Instagram, which allows you to decide how much sensitive content shows up in Explore. We believe people should be able to shape Instagram into the experience that they want. We've started to move in this direction with tools like the ability to turn off comments or someone from interacting with you on Instagram.

Our Community Guidelines outline what kind of content can be on Instagram, and the point of these guidelines is to keep people safe. We don't allow hate speech, bullying or other content that might present a risk of harm to people. We also have rules about what kind of content we show you in places like Explore; we call these our Recommendation Guidelines . These guidelines were designed to help ensure that we don't show you sensitive content from accounts you don't follow. You can think of sensitive content as posts that don't necessarily break our rules, but could potentially be upsetting to some people - such as posts that may be sexually suggestive or violent.

This new feature gives you control over sensitive content. You can decide to leave things as they are or you can adjust the Sensitive Content Control to see more or less of some types of sensitive content. We recognize that everybody has different preferences for what they want to see in Explore, and this control will give people more choice over what they see.

To view your Sensitive Content Control, go to your profile, tap the Settings menu in the upper right corner, tap Account, then tap Sensitive Content Control. Here, you can decide whether to keep the setting at its default state, Limit, or to see more, Allow, or less of some types of sensitive content, Limit Even More. You can change your selection at any time. One exception to this: the Allow option will not be available to people under 18.

Our hope is that this gives you more choice, another way to make Instagram work better for you.

For more information about Instagram's new Sensitive Content Control, you can visit the Help Center .

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Introducing Sensitive Content Control - About Facebook

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Today we're launching Sensitive Content Control on Instagram, which allows you to decide how much sensitive content shows up in Explore. We believe people should be able to shape Instagram into the experience that they want. We've started to move in this direction with tools like the ability to turn off comments or someone from interacting with you on Instagram.

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Sign up to receive the ETF's Prevent Newsletter

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Sign up to receive the ETF's Prevent Newsletter

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You will receive emails about Prevent & Safeguarding.

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Newsletter - The Education and Training Foundation

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Sign up to receive the ETF Newsletter with the latest news and updates from the Further Education and Training sector.

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HM Government Report
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1005630/Tackling_Violence_Against_Women_and_Girls_Strategy-July_2021-FINAL.pdf

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Redbridge Adult Ed - ESOL_Prevent resources

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Redbridge Adult Ed - ESOL_Prevent resources

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Redbridge Adult Ed - ESOL_Prevent resources

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A Really Simple Guide to the General Election 2019 reading exercise

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A Really Simple Guide to the General Election 2019 reading exercise

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I saw this guide on the BBC website and thought it would be suitable for my Level 1 learners. This text clearly has a limited shelf-life but is very topical and gives us a chance to discuss democracy as part of British values. It is quite a detailed comprehension and I have included some Level 1 Reformed Functional Skills Reading questions e.g. explaining apostrophe use. Whilst not expressly a Level 2 text, it does give a chance to discuss issues of fact, opinion and bias.
Editor's note
Covers many aspects of the new L1 reformed content - with the main focus on main points/detail and organisational/structural features. With detailed FS mapping and marking guidance.

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A Really Simple Guide to the General Election 2019 reading exercise

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I saw this guide on the BBC website and thought it would be suitable for my Level 1 learners. This text clearly has a limited shelf-life but is very topical and gives us a chance to discuss democracy as part of British values.

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Fundamental British Values: Prevent Strategy Ideas for Teachers

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Fundamental British Values: Prevent Strategy Ideas for Teachers

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The Prevent Strategy places a mandatory duty on education professionals to promote fundamental British values.

This guide explains what these values mean and offers ways to incorporate them into everyday life through lessons and special events.

What are the Fundamental British Values?

"Fundamental British values" are a set of social attitudes thought to maintain social cohesion and equality. These values are:

Democracy.

The rule of law.

Individual liberty.

Mutual respect for, and tolerance of, those with different faiths and beliefs and for those without faith.

British Values Explained

Democracy describes our national electoral system and the skills needed to participate in it successfully. Democracy relies on listening to the needs of everyone and adapting a decision until the vast majority agree. The democratic process requires rigorous thinking, perspective-taking, patience, and understanding.

Individual liberty is the right of British citizens to make choices regarding the elements of their life that are outside of government control. This refers to freedom of speech and the right to make choices about our education, food, beliefs, opinions, work, family, etc.

The rule of law refers to creating an attitude of accountability and respect towards the laws and rules of institutions and nation-states.

Mutual respect and tolerance is an attitude that recognises and respects the individual liberty of others - even if their choices, lifestyle, and beliefs are ones you don't share.

As well as promoting these values to students, the conduct of all school staff should reflect them. Teachers can be issued with a Misconduct Order where there is evidence that their behaviour undermines British values or promotes political or religious extremism.

How Can I Embed British Values in Lessons?

Schools should have a clear strategy for promoting these values, in their work, as well as methods of showing how this strategy has been effective (e.g. through lesson plans or pupil voice).

Some subjects, such as PSHE, health and relationships education, history, citizenship, and religious education, offer quite explicit subject links. The statutory programmes of study across all key stages, for these subjects include learning outcomes relating to understanding stereotyping, promoting tolerance, respecting differences, and understanding the role and workings of democracy in Britain.

However, opportunities should also be found for embedding British values in lessons within subject with less explicit links - for example, through the texts that are chosen to be studied in English, or in discussions related to the works and artists studied in art and design.

The following are some ideas to further promote British values within school. We have split these up into age ranges, although most strategies can be adapted to suit different age groups.

Teaching British Values in Early Years

Early years settings are well placed to begin to establish the fundamental British values, and they are embedding in many of the routines and learning experiences children will encounter.

Examples of ways to foster this include:
Incorporate Choice
By providing child-initiated learning experiences, where children are given opportunities to decide on the activities they wish to pursue, you can help to foster the concept of individual liberty, whilst providing a framework of rules which nurture tolerance and respect. For example, a child may need to wait for an activity to become free if another child has chosen before them.

You can also begin to develop an understanding of democracy by offering choice at a group or class level. This can be something as simple as offering two stories to be read aloud and asking for a show of hands to make the decision. Children will experience having a vote that counts, contributing to a decision, and also abiding by group choices that may or may not reflect your personal wishes.
Reflect children's individual interests
Anyone who has worked with young children has witnessed the power of show and tell. Children enjoy sharing their interests and news with their peers. Viewed from a perspective of British values, this simple forum for sharing offers both a reinforcement of their individual liberty, showing that their interests and ideas are valued, and promotes ideas of difference and tolerance as they learn about the things that are important to their peers.

Learning experiences within the early years should reflect and build upon the interests of the children, providing them with stimuli to encourage questions and engagement.
Establish clear and consistent rules
By establishing clear and consistent rules for behaviour, you are able to reinforce the importance of rules, alongside the values of tolerance and respect. These should be expressed in child-friendly terms which are easily understood - for example 'kind words' might be enough to remind children that we do not call people names or try to hurt their feelings with our words.

Teaching British Values in Primary Schools
School Councils
Most schools recognise the importance of including pupil voice in their decision-making process. School councils allow children to put themselves forward for a position of responsibility. Representatives are usually voted for by their peers to represent them (often one or two councillors per class), in order to put their ideas, questions, and sometimes concerns, to a larger meeting of the school council.

Representatives usually hold the position for a set period of time (e.g. a term) and then other children have a chance to put themselves forward.

As children get older, they could be encouraged to put forward a more detailed pitch for why they think they should hold the position and what they would want to do for their peers, as their representative.

This process works for all school-age children and gives them a chance to be involved in a democratic process on many levels - as voters, representatives, and constituents.
Mock Elections
Sometimes schools take the opportunity to mirror current events and hold mock elections in line with general elections or occasional referendums. This gives children an opportunity to learn about what is involved, and deepen their understanding of the importance of such events that they will encounter in the media.

Depending on the age of the children, this could provide excellent learning opportunities to look at party political agendas, with an emphasis on tolerance of differing viewpoints.
Co-constructing class rules or values
In primary schools, the first week of term often provides a good opportunity to write a set of class values or rules which will form a contract for the year ahead. This allows opportunity to discuss why rules are needed and how they benefit the whole community. Teachers can tie this in with learning about laws in a wider sense.

Once the ideas are agreed, the class can work together to create a display for the classroom so that they can be easily referred to, or perhaps a charter that is signed by every member of the class - including the teaching staff.

Try to make these positive values or rules - so rather than 'We do not interrupt', opt for 'We listen to each other'.

Teaching British Values in Secondary Schools

Strategies such as school councils or mock elections will also work well in a secondary setting, although you will be able to delve further into the intricacies of the democratic process with older children.
Co-constructing class rules or values
With regards to older children, some secondary schools have successfully created 'school values' in consultation with pupils. These can then become the basis of reward system - for example if one of the chosen values is 'kindness' then children who are found acting kindly to a peer can be rewarded with achievement points or some other form of recognition.

Both class and school rules should be reflective of a wider school culture of tolerance and respect.

Our Prevent Duty Training gives you a clear and concise overview of the Prevent duty. There are opportunities throughout to apply your learning through scenarios and case studies, and Choose Your Path sector-specific content. You can also find our Prevent Duty Guidance Pack for Teachers here.

Embedding British Values in the Wider School Culture

Across all key stages, lessons and strategies on the British values will not be successful in isolation. The key values need to be embedded in every area of school life, from official policies, to the ways children are greeted in corridors.

Children need to see the values reflected in the school culture, and to feel that they as individuals are treated with respect and tolerance, and they are in turn expected to treat others that way.

The following are some ways that schools can help cement such a culture:

Behaviour policies - the values of tolerance and respect should be reflected in a clear and consistent behaviour policy.

Celebrating differences - again this needs to be done on many levels, from choices in books for story time to acknowledging and celebrating a range of festivals in assemblies.

Actively rewarding the values that you seek to instil - again this can be reflected in behaviour policies but it can be as simple as remembering to thank someone for their kindness.

Valuing pupil voice - this needs to go further than having a school council because it is the 'done thing'. Pupils' views should be sought, listened to, and acted upon in an appropriate way. There should be a number of ways for students input into this - for example, focussed email surveys (where there is an opportunity to remain anonymous) can be useful.

Part of the Prevent Duty for the education sector is to promote British values and to be able to evidence this, through lesson plans and policies, etc. However, these values are not new to education. They are something you will already be promoting through your teaching practice - from teaching nursery-aged children to share resources and take turns, to encouraging A-level students to examine an issue from multiple viewpoints in an essay. We hope some of the strategies in this article will help you to recognise where you are already promoting British values in your practice, and to build upon them.
Further Resources

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Fundamental British Values - Lesson Plans for Teachers (Prevent Duty)

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The Prevent Strategy places a mandatory duty on education professionals to promote fundamental British values. This guide explains what these values mean and offers ways to incorporate them into everyday life through lessons and special events. "Fundamental British values" are a set of social attitudes thought to maintain social cohesion and equality.

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Suitable to use for ESOL

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British Values in ESOL - discussion prompts 

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British Values in ESOL - discussion prompts 

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Resource is via TES, cost is £1.00.

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British Values in ESOL - discussion prompts | Teaching Resources

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The aim of this session is to embed British Values concepts with learners with English as an additional language or English for speakers of other languages. The Bri

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Prevent Video (interactive)- Birmingham Adult Education Service.

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Prevent Video (interactive)- Birmingham Adult Education Service.

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The clip explains to students what the PREVENT duty in the UK is for and the meaning of radicalisation and extremism and why you need to be careful online.

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Courtesy of Victoria Bloomfield, Thurrock Community College

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Translated Prevent for adult pre entry ESOL. | Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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Courtesy of Victoria Bloomfield, Thurrock Community College

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Safeguarding for ESOL learners. 14 different language text translations. | Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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Lesson plans and resources from various providers.

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The ETF Prevent videos

These videos deal with British values and extremism and are designed for Entry 2 and Entry 3 adult learners:

A drama from ETF on preventing extremism and radicalisation for adult learners (with subtitles). The video consists of interviews with a female adult learner whose son has been radicalised and an older adult male learner who was radicalised.

ETF documentary: British values
The ETF British values video for adult learners. The video consists of interviews from learners talking about what British values mean to them. It provides examples that will prompt learners to think about what British values mean to them.

Prevent duty and British values for adult learners
A guide to support the embedding of British values and the Prevent strategy.
Accompanying resources:
Redbridge Adult Education Institute

Resources designed for use with adult students but some of these can also be used with younger students.

A game for use for parents, which deals with their children's behaviour:

Julie Bentley Consulting ESOL materials

British values activities and worksheets (zip folder 1.7MB)
For use with ESOL learners from E3 to Level 2. The full pack comes as a zip file, containing folders with the material for E3, L1 and L2.

A website with free online courses for adult beginners, helping you develop digital skills to make the most of the online world.

Bradford College ESOL activity on propaganda

Looking at ways that images and posters are used to persuade us:

Additional British values resources

Values discussions
Ideas for short discussion
British values game

More resources

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British values and Prevent for adult learners - The Education and Training Foundation

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These videos deal with British values and extremism and are designed for Entry 2 and Entry 3 adult learners: A drama from ETF on preventing extremism and radicalisation for adult learners (with subtitles). The video consists of interviews with a female adult learner whose son has been radicalised and an older adult male learner who was radicalised.

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‘Fundamental British Values’ Origins, controversy, ways forward: a symposium.

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‘Fundamental British Values’ Origins, controversy, ways forward: a symposium.