The resource guide provides information on several resources that can be used to support teaching and learning on extremism. It reviews resources such as the Watch Over Me video series, which uses soap dramas to stimulate discussion on challenging topics. It also summarizes the Things Do Change resource pack and Friends, Strangers, Citizens? DVD, which explore issues of community cohesion, citizenship, and identity in Britain. Additionally, it describes the Hearts and Minds play that examines conflicting loyalties and identities of young British Muslims through drama.

1. Resources Guide
Supporting Learning together to be safe: a toolkit to help
schools contribute to the prevention of violent
extremism
March 2010

2. - 1 -
Introduction
This guide provides an outline of a selection of resources being made available to support
teaching and learning on extremism in educational settings in the South East.
The selection of resources were reviewed and presented to teachers, resulting in this
guide. A wide-ranging list of possible resources has been published on Teachernet:
www.teachernet.gov.uk/wholeschool/violentextremism
Please note that all contact details and web links included in this guide were correct at
time of publication.
Using this guide
The review of each of the resources provides the following:
 the title and publisher
 a summary: What is it about?
 issues to think through before using the resource: What should I consider?
 how to access the resource: Where is it available from?
 a summary of the potential links to other teaching and learning: How does it link?
A judgement on the links to aspects of the secondary National Curriculum for each
resource has been made. These aspects have been taken from the Adapting the
curriculum guidance published on Teachernet and the key is provided below.
Curriculum coverage key Well or better covered Partly covered Not covered
Issues to consider when you review resources
When looking at resources to support your teaching and learning consider the following
questions. Does the resource:
 Fit your school’s local context and work to-date on community cohesion and Prevent?
 Have a clearly defined purpose?
 Have clear guidance for teachers and provide the necessary lesson plans/materials to
support its use?
 Require teacher Continuing Personal or Professional Development (CPD) to enable
confidence in its use?
 Identify the age group(s) it is intended for?
 Provide differentiated activity to support a range of pupil abilities?
 Fit with your scheme of work and with the work of feeder schools?
 Identify aspects of the National Curriculum that it supports?
 Provide the opportunity to engage members of the community outside of school, for
example, community members and the local police?

3. - 2 -
Resource reviews
Reviews of the following resources are included in this guide.
Resource Page
1. Watch Over Me 3-4
2. Things Do Change and Friends, Strangers, Citizens? Life in Britain post-7/7 5-6
3. Hearts and Minds 7-8
4. One Extreme to the Other 9-10
5. Act Now 11-12
6. On the Edge 13-14
7. Not in My Name 15-16
When does a resource support a school’s work on community cohesion and when
does it support Prevent?
The resources reviewed fall into two broad categories: those that have more of a
community cohesion starting point that then provide opportunities to address Prevent and
those that are Prevent focussed but bring out community cohesion issues:
Community cohesion stating point Prevent starting point
Watch Over Me Act Now
Hearts and Minds One Extreme to the Other
Things Do Change and Friends,
Strangers,
Citizens? Life in Britain post-7/7
On the Edge
Not in My Name
Which resource(s) should we use?
No one resource is recommended for use by schools and you are asked to consider the
following questions to help form your own judgement on each ressource.
 How does the resource fit the context of our school?
 How does the resource fit the scheme of work of our school?
 If we use a specific resource, such as a theatre in education production or a discussion
prompt DVD, what preparatory and follow up work is required or needs planning?
 How confident will our teaching staff and other colleagues be in using the resource and
facilitating discussion of the issues raised? What training or CPD will they need?

4. - 3 -
1. Watch Over Me
Publisher Kids Task force
Intended
age range
Key stage 3 and key stage 4 pupils (11 to 16-year-olds)
What is it
about?
This is a series of broadcast quality soap dramas for secondary schools that
stimulate class discussion and help teachers introduce challenging topics
such as terrorism, internet paedophiles and domestic violence.
The films were made following extensive research across the UK with
groups of young people who themselves suggested the topics and shaped
the storylines. The first Watch Over Me film was funded by the Home Office
and DfES and made in memory of murdered Surrey teenager Milly Dowler.
Watch Over Me covers many issues including gun crime, domestic
violence, drugs, forced marriage, the journey to school, being home
alone, knives and internet safety. Two further films have been added to
explore weapons and domestic violence (Fix Up, Look Sharp) and
community cohesion (Living Together).
The Living Together - A Look At Community Cohesion film explores the
subject of community cohesion and encourages young people to question
the world around them and the information they are given. This film,
containing clips taken from CCTV cameras and news reports, was made for
use as a classroom stimulus to help teachers address difficult issues such
as terrorism, racism and domestic violence. It looks at four themes and
contains two short films on each subject:
 What is extreme behaviour?
 Who is in control?
 Identity
 What makes a safe community?
To see clips of Watch Over Me see www.thekidstaskforce.com
What
should I
consider?
 Whether the resource is utilised for community cohesion and Prevent
activity only or whether the whole resource is embedded in the
PSHE/Citizenship scheme of work.
 Living Together - A Look At Community Cohesion provides the
opportunity to work with those in the wider school community in
discussions with young people: religious leaders and members of the
police and fire services.
Where is it
available
from?
Contact your local authority school Prevent coordinator or your local police
community liaison officer for more information.
Free training in the use of the resource maybe available in your area.

5. - 4 -
Watch Over Me: summary of resource links to the National Curriculum
Cross
curricular
dimensions
Media and technology
Global dimension and sustainable development
Identity and cultural understanding
Personal
learning and
thinking skills
Independent enquirers
Effective participants
Citizenship Key concepts 1.1 Democracy and
justice
1.2 Rights and
responsibilities
1.3 Identities and
diversity: living
together in the UK
Key processes 2.1 Critical thinking
and enquiry
2.2 Advocacy and
representation
2.3 Taking informed
and responsible
action
Range and
content
a b d e f I j
Curriculum
opportunities:
a d e f g h
English Key concepts 1.3 Cultural
understanding
1.4 Critical
understanding
Key processes 2.1 Speaking and
listening
2.2 Reading 2.3 Writing
Range and
content
3.2 Reading b h i
3.3 Writing b
Curriculum
opportunities
4.2 Reading c
Geography Key concepts 1.1 Place 1.4 Interdependence 1.7 Cultural understanding
and diversity
Key processes 2.1 Geographical enquiry
Range and
content
d
Curriculum
opportunities
f h i
History Key concepts 1.2 Cultural, ethnic
and religious diversity
1.4 Cause and
consequence
1.6 Interpretation
Key processes 2.2 Using evidence
Range and
content
British history d f g
European and World History j
Curriculum
opportunities
a b
PSHE Key concepts 1.1 Personal
identities
1.2 Healthy
lifestyles
1.3
Risk
1.4
Relationships
1.5
Diversity
Key processes 2.1 Critical
reflection
2.2 Decision making
and managing risk
2.3 Developing relationships
and working with others
Range and
content
a g n
Curriculum
opportunities
a d
Religious
education
Key concepts 1.1 Beliefs,
teachings
and sources
1.2 Practices
and ways of life
1.3 Identity,
diversity and
belonging
1.4 Values and
commitments
Key processes 2.1 Learning about religion 2.2 Learning from religion
Range and
content
b f i j k
Curriculum
opportunities
a d e
Note: find the Key Stage 3 National Curriculum at www.curriculum.qcda.gov.uk/
Curriculum coverage key Well or better covered Partly covered Not covered

6. - 5 -
2. Things Do Change and Friends, Strangers,
Citizens? Life in Britain post-7/7
Publisher Calderdale Council and South Asian Development Partnership
Intended
age range
Key stage 3 and older pupils and students (11 to 19-year-olds)
What is it
about?
Things Do Change
This resource pack consists of 10 modules, each addressing an element of
Calderdale Council’s approach to Prevent. The modules include teacher's
notes, a lesson plan and supporting materials including group-based
exercises, etc, and are provided with the following headings: The Golden
Rule; Peace; Citizenship; Earning a living; Becoming a Good Parent; Issues
of Community Cohesion; Questions of Religion; Is Multiculturalism dead?;
Freedom of Speech vs. Respect?; What kind of Britain do we want?
Friends, Strangers, Citizens? Life in Britain post-7/7
The Friends, Strangers, Citizens DVD provides a discussion resource. In
the DVD community leaders, young people and people on the street give
their views on issues such as the threat of terror, the role of religion,
multiculturalism and freedom of speech.
The DVD is split into five short sections (approximately six minutes each)
covering the following topics: What happened on 7/7?; Is religion the
problem or the solution?; Is multiculturalism dead?; Freedom of speech vs
respect?; and What kind of Britain do we want? Worksheets with further
material and discussion questions are included with the disc. View a sample
from the Friends, Strangers, Citizens? Life in Britain post-7/7 DVD at
www.youtube.com/watch?v=ebXqOJrlaGo&feature=channel_page
What
should I
consider?
Things do Change
 Teachers using this resource will need to be confident in addressing the
follow-up discussion and work by pupils.
 The use of this resource is likely to be most effective within a religious
education, PSHE and citizenship teaching context.
 A good basic knowledge of Islam and its practices would aid delivery of
the product.
Friends, Strangers, Citizens? Life in Britain post-7/7
 The resource covers citizenship, religious education and community
cohesion issues.
 How can the resource support existing schemes of work for citizenship
and religious education?
Where is it
available
from?
Check with your local authority Prevent lead to see if your local Police force
is funding the purchase of the resource for your school.
Things Do Change is available to order for £200 (includes the £10 DVD
see below) from: www.thingsdochange.org
Friends, Strangers, Citizens? Life in Britain post-7/7 is available to order
for £10 plus P&P from: www.southasian.org.uk

7. - 6 -
Things Do Change and Friends, Strangers, Citizens? Life in Britain post-7/7:
summary of links to the National Curriculum
Cross
curricular
dimensions
Media and technology
Global dimension and sustainable development
Identity and cultural understanding
Personal
learning and
thinking skills
Independent enquirers
Effective participants
Citizenship Key concepts 1.1 Democracy and
justice
1.2 Rights and
responsibilities
1.3 Identities and
diversity: living
together in the UK
Key processes 2.1 Critical thinking
and enquiry
2.2 Advocacy and
representation
2.3 Taking informed
and responsible
action
Range and
content
a b d e f I j
Curriculum
opportunities
a d e f g h
English Key concepts 1.3 Cultural
understanding
1.4 Critical
understanding
Key processes 2.1 Speaking and
listening
2.2 Reading 2.3 Writing
Range and
content
3.2 Reading b h i
3.3 Writing b
Curriculum
opportunities
4.2 Reading c
Geography Key concepts 1.1 Place 1.4 Interdependence 1.7 Cultural understanding
and diversity
Key processes 2.1 Geographical enquiry
Range and
content
d
Curriculum
opportunities
f h i
History Key concepts 1.2 Cultural, ethnic
and religious diversity
1.4 Cause and
consequence
1.6 Interpretation
Key processes 2.2 Using evidence
Range and
content
British history d f g
European and World History j
Curriculum
opportunities
a b
PSHE Key concepts 1.1 Personal
identities
1.2 Healthy
lifestyles
1.3
Risk
1.4
Relationships
1.5
Diversity
Key processes 2.1 Critical
reflection
2.2 Decision making
and managing risk
2.3 Developing relationships
and working with others
Range and
content
a g n
Curriculum
opportunities
a d
Religious
education
Key concepts 1.1 Beliefs,
teachings
and sources
1.2 Practices
and ways of life
1.3 Identity,
diversity and
belonging
1.4 Values and
commitments
Key processes 2.1 Learning about religion 2.2 Learning from religion
Range and
content
b f i j k
Curriculum
opportunities
a d e
Note: find the Key Stage 3 National Curriculum at www.curriculum.qcda.gov.uk/
Curriculum coverage key Well or better covered Partly covered Not covered

8. - 7 -
3. Hearts and Minds
Publisher Khayaal Theatre Company
Intended
age range
Key stage 3 and key stage 4 pupils (11 to 16-year-olds), sixth form pupils
and adults
What is it
about?
A 55 minute theatre-in-education play exploring conflicting discourses,
loyalties and identities and thoughts on being young British and Muslim
today. The play was developed from extensive conversations with young
Muslims and is inspired by actual events and reference points. The
performance encapsulates some of the dilemmas and discourses occupying
the hearts and minds of some young Muslims while proposing creative
avenues for reconciliation and resolution.
The production is supported by an educational resource pack that sets out
pre-performance preparatory information as well as guidance on post-
performance classroom-based exercises and activities. The play can also
be supplemented by pre-performance and/or post-performance drama
workshops. Khayaal also offer a CPD session for teachers, police and local
authority officers ahead of local delivery.
Khayaal also offer a 50 minute one-woman play addressing extremism
entitled Sun and Wind that is particularly suited to both young and mature
female and interfaith audiences.
What
should I
consider?
Some statements, and what initially appears to be stereotyping within the
play, could be found to be particularly provocative. For example the
character Asif’s father is employed as a mini-cab driver and Asif as a
Pakistani ‘wide-boy’ entrepreneur. These can be used positively as part of
pre-show work with pupils to consider during the performance and as a
topic for follow-up discussion and work.
Where is it
available
from?
Contact the theatre company directly.
Khayaal Theatre Company, PO Box 2523, Luton LU3 9BN
Web: www.khayaal.co.uk Tel: 01582 535840 or
Email: enquiries@khayaal.co.uk

9. - 8 -
Hearts and Minds: summary of links to the National Curriculum
Cross
curricular
dimensions
Media and technology
Global dimension and sustainable development
Identity and cultural understanding
Personal
learning and
thinking skills
Independent enquirers
Effective participants
Citizenship Key concepts 1.1 Democracy and
justice
1.2 Rights and
responsibilities
1.3 Identities and
diversity: living
together in the UK
Key processes 2.1 Critical thinking
and enquiry
2.2 Advocacy and
representation
2.3 Taking informed
and responsible
action
Range and
content
a b d e f I j
Curriculum
opportunities
a d e f g h
English Key concepts 1.3 Cultural
understanding
1.4 Critical
understanding
Key processes 2.1 Speaking and
listening
2.2 Reading 2.3 Writing
Range and
content
3.2 Reading b h i
3.3 Writing b
Curriculum
opportunities
4.2 Reading c
Geography Key concepts 1.1 Place 1.4 Interdependence 1.7 Cultural understanding
and diversity
Key processes 2.1 Geographical enquiry
Range and
content
d
Curriculum
opportunities
f h i
History Key concepts 1.2 Cultural, ethnic
and religious diversity
1.4 Cause and
consequence
1.6 Interpretation
Key processes 2.2 Using evidence
Range and
content
British history d f g
European and World History j
Curriculum
opportunities
a b
PSHE Key concepts 1.1 Personal
identities
1.2 Healthy
lifestyles
1.3
Risk
1.4
Relationships
1.5
Diversity
Key processes 2.1 Critical
reflection
2.2 Decision making
and managing risk
2.3 Developing relationships
and working with others
Range and
content
a g n
Curriculum
opportunities
a d
Religious
education
Key concepts 1.1 Beliefs,
teachings
and sources
1.2 Practices
and ways of life
1.3 Identity,
diversity and
belonging
1.4 Values and
commitments
Key processes 2.1 Learning about religion 2.2 Learning from religion
Range and
content
b f i j k
Curriculum
opportunities
a d e
Note: find the Key Stage 3 National Curriculum at www.curriculum.qcda.gov.uk/
Curriculum coverage key Well or better covered Partly covered Not covered

10. - 9 -
4. One Extreme to the Other
Publisher GW Theatre Company
Intended
age range
14 to 25-year-olds, sixth formers, adult learners, adults and young offenders
in schools, colleges, youth clubs or other services
What is it
about?
One Extreme to the Other offers a powerful theatrical stimulus to provoke
thought and debate. It is supported by a comprehensive multi-media
package with pre and post-performance lesson plans, interactive resources
and further information setting the issues in the play into an appropriate
context and supporting further discussion and good practice, which can be
found at: www.extremenews.org.uk. The play tackles religious, political and
racial extremism and the description of the play summaries this:
Ali's got mixed up with an Islamic extremist, his former friend Tony is
flirting with a racist group, unemployment is rising, there's been
another terrorist attack in London and a racist group is organising a
march through Ali's neighbourhood. Will Tony march? Will Ali fight?
Can his sister Sara make him find another way? Will journalist
Jessica, who once went out with both Ali and Tony, use their joint
past to get a scoop on the threatened riots or will she put principles
before her career and try to stop the threatened clash?
No difficult issues are evaded, but in the end One Extreme to the
Other stresses what unites rather than what divides us, and asks the
audience at the end: we have a future in common, what do we do about it?
What
should I
consider?
 The play sets out to provoke thought and ask questions. For example, is
there commonality between different types of extremism than we would
normally think?
 The play emphasises the need to encourage independent thinking – for
example, whatever your religion if you take the time to understand a little
more about yourself and what you believe in, you might be less
vulnerable to those with extreme views who seek to divide people by
perverting the truth. One character in the play suggests that his brother
should read the Quran in English and try to understand it for himself.
This is an important theme that could be discussed afterwards, but one
needs to ensure that such instruction to young people is under the guise
of an English speaking Imam or someone else from the community who
has theological credibility.
 The play makes a clear distinction between violent extremism ideology
and mainstream teachings from the Quran.
Where is it
available
from?
For further information contact the theatre company directly:
GW Theatre Company, Premier House
Manchester Road, Mossley, Lancs OL5 0PR
Tel: 01457 837668 or 07976 853988 or Email: gwtheatre@aol.com

11. - 10 -
One Extreme to the Other: summary of links to the National Curriculum
Cross
curricular
dimensions
Media and technology
Global dimension and sustainable development
Identity and cultural understanding
Personal
learning and
thinking skills
Independent enquirers
Effective participants
Citizenship Key concepts 1.1 Democracy and
justice
1.2 Rights and
responsibilities
1.3 Identities and
diversity: living
together in the UK
Key processes 2.1 Critical thinking
and enquiry
2.2 Advocacy and
representation
2.3 Taking informed
and responsible
action
Range and
content
a b d e f I j
Curriculum
opportunities
a d e f g h
English Key concepts 1.3 Cultural
understanding
1.4 Critical
understanding
Key processes 2.1 Speaking and
listening
2.2 Reading 2.3 Writing
Range and
content
3.2 Reading b h i
3.3 Writing b
Curriculum
opportunities
4.2 Reading c
Geography Key concepts 1.1 Place 1.4 Interdependence 1.7 Cultural understanding
and diversity
Key processes 2.1 Geographical enquiry
Range and
content
d
Curriculum
opportunities
f h i
History Key concepts 1.2 Cultural, ethnic
and religious diversity
1.4 Cause and
consequence
1.6 Interpretation
Key processes 2.2 Using evidence
Range and
content
British history d f g
European and World History j
Curriculum
opportunities
a b
PSHE Key concepts 1.1 Personal
identities
1.2 Healthy
lifestyles
1.3
Risk
1.4
Relationships
1.5
Diversity
Key processes 2.1 Critical
reflection
2.2 Decision making
and managing risk
2.3 Developing relationships
and working with others
Range and
content
a g n
Curriculum
opportunities
a d
Religious
education
Key concepts 1.1 Beliefs,
teachings
and sources
1.2 Practices
and ways of life
1.3 Identity,
diversity and
belonging
1.4 Values and
commitments
Key processes 2.1 Learning about religion 2.2 Learning from religion
Range and
content
b f i j k
Curriculum
opportunities
a d e
Note: find the Key Stage 3 National Curriculum at www.curriculum.qcda.gov.uk/
Curriculum coverage key Well or better covered Partly covered Not covered

12. - 11 -
5. ACT Now
Publisher Association of Chief Police Officers (ACPO) National Prevent Delivery Unit
Intended
age range
Key stage 4 (15 to 22-year olds) in schools and colleges; and non-school
settings
What is it
about?
ACT Now (All Communities Together)
A classroom-based role playing activity that allows community groups to
play the role of the police in order to make considered decisions based on
information from police sources and members of the public about a terrorist
incident scenario. This exercise generates debate about issues such as
when the police should take action in a lively and fast moving situation and
deals with the community issues that result from the incident. The aim is to
help youngsters to share their frustrations around terrorism.
Lesson plans are available to support the use of the exercise which is
delivered across four lessons: two before the exercise facilitated by the
teacher, one for the exercise with facilitators, and a final lesson run by the
teacher after the exercise.
What
should I
consider?
 Ensuring sufficient time for the exercise and arising discussions or
logging issues for follow-up and discussion after the exercise.
 Effective management of discussions as they evolve.
 The fact that the ACT Now could be perceived to be more related to the
PURSUE strand of the Government’s Counter Terrorism strategy rather
than Prevent.
Where is it
available
from?
Contact your local authority school Prevent coordinator or your local police
community liaison officer for more information.

13. - 12 -
ACT Now: summary of links to the National Curriculum
Cross
curricular
dimensions
Media and technology
Global dimension and sustainable development
Identity and cultural understanding
Personal
learning and
thinking skills
Independent enquirers
Effective participants
Citizenship Key concepts 1.1 Democracy and
justice
1.2 Rights and
responsibilities
1.3 Identities and
diversity: living
together in the UK
Key processes 2.1 Critical thinking
and enquiry
2.2 Advocacy and
representation
2.3 Taking informed
and responsible
action
Range and
content
a b d e f I j
Curriculum
opportunities
a d e f g h
English Key concepts 1.3 Cultural
understanding
1.4 Critical
understanding
Key processes 2.1 Speaking and
listening
2.2 Reading 2.3 Writing
Range and
content
3.2 Reading b h i
3.3 Writing b
Curriculum
opportunities
4.2 Reading c
Geography Key concepts 1.1 Place 1.4 Interdependence 1.7 Cultural understanding
and diversity
Key processes 2.1 Geographical enquiry
Range and
content
d
Curriculum
opportunities
f h i
History Key concepts 1.2 Cultural, ethnic
and religious diversity
1.4 Cause and
consequence
1.6 Interpretation
Key processes 2.2 Using evidence
Range and
content
British history d f g
European and World History j
Curriculum
opportunities
a b
PSHE Key concepts 1.1 Personal
identities
1.2 Healthy
lifestyles
1.3
Risk
1.4
Relationships
1.5
Diversity
Key processes 2.1 Critical
reflection
2.2 Decision making
and managing risk
2.3 Developing relationships
and working with others
Range and
content
a g n
Curriculum
opportunities
a d
Religious
education
Key concepts 1.1 Beliefs,
teachings
and sources
1.2 Practices
and ways of
life
1.3 Identity,
diversity and
belonging
1.4 Values and
commitments
Key processes 2.1 Learning about religion 2.2 Learning from religion
Range and
content
b f i j k
Curriculum
opportunities
a d e
Note: find the Key Stage 3 National Curriculum at www.curriculum.qcda.gov.uk/
Curriculum coverage key Well or better covered Partly covered Not covered

14. - 13 -
6. On the Edge
Publisher West Sussex Youth Theatre and Sussex Police
Intended
age range
Senior leaders from schools, colleges and other settings providing services
to young people. A version of the production is currently being considered
for students and young people (as at September 2009).
What is it
about?
The production is designed to be engaging, relevant and interactive with no
one production likely to be the same. Key to the production is the
localisation of the content to ensure relevance to the audience. The
following are the key components of the production that runs for
approximately one and a half hours.
Introducing the characters
Aspects of the life and personality of the three key characters are performed
by young actors over a period of about 20 minutes.
Audience engagement 1
The facilitator engages the audience to make a judgement on the nature of
violent extremism that each of the three characters is portraying: animal
rights, a racist and Al Qaeda. The audience then identifies the character
they would like to learn more about.
Focus on a character
The actors then provide a more detailed view into the life of one of the
young characters.
Audience engagement 2
Using a range of techniques, the audience are then engaged by the
facilitator to consider the character and identify questions they then ask the
actors in role.
What could be done differently?
The focus on the character is then re-acted and the audience are asked to
stop the action where they think something could be done differently, which
is then acted out.
What
should I
consider?
 A minimum of one and a half hours is needed. Two hours should give
sufficient time to ensure full engagement with the issues and challenges
raised by the audience.
 It is helpful to have the attendance of an appropriate officer from the
local Police force to help address any policing issues raised by the
audience.
 The nature of the ‘call to action’ for senior leaders will need to be
identified and how this will be supported and followed up.
Where is it
available
from?
Further information is available from Anne Fenton by email at:
Anne.Fenton@westsussex.gov.uk or James Turnball on 07776 135621

15. - 14 -
On the Edge: summary of links to the National Curriculum
Cross
curricular
dimensions
Media and technology
Global dimension and sustainable development
Identity and cultural understanding
Personal
learning and
thinking skills
Independent enquirers
Effective participants
Citizenship Key concepts 1.1 Democracy and
justice
1.2 Rights and
responsibilities
1.3 Identities and
diversity: living
together in the UK
Key processes 2.1 Critical thinking
and enquiry
2.2 Advocacy and
representation
2.3 Taking informed
and responsible
action
Range and
content
a b d e f I j
Curriculum
opportunities
a d e f g h
English Key concepts 1.3 Cultural
understanding
1.4 Critical
understanding
Key processes 2.1 Speaking and
listening
2.2 Reading 2.3 Writing
Range and
content
3.2 Reading b h i
3.3 Writing b
Curriculum
opportunities
4.2 Reading c
Geography Key concepts 1.1 Place 1.4 Interdependence 1.7 Cultural understanding
and diversity
Key processes 2.1 Geographical enquiry
Range and
content
d
Curriculum
opportunities
f h i
History Key concepts 1.2 Cultural, ethnic
and religious diversity
1.4 Cause and
consequence
1.6 Interpretation
Key processes 2.2 Using evidence
Range and
content
British history d f g
European and World History j
Curriculum
opportunities
a b
PSHE Key concepts 1.1 Personal
identities
1.2 Healthy
lifestyles
1.3
Risk
1.4
Relationships
1.5
Diversity
Key processes 2.1 Critical
reflection
2.2 Decision making
and managing risk
2.3 Developing relationships
and working with others
Range and
content
a g n
Curriculum
opportunities
a d
Religious
education
Key concepts 1.1 Beliefs,
teachings
and sources
1.2 Practices
and ways of life
1.3 Identity,
diversity and
belonging
1.4 Values and
commitments
Key processes 2.1 Learning about religion 2.2 Learning from religion
Range and
content
b f i j k
Curriculum
opportunities
a d e
Note: find the Key Stage 3 National Curriculum at www.curriculum.qcda.gov.uk/
Curriculum coverage key Well or better covered Partly covered Not covered

16. - 15 -
7. Not in My Name
Publisher Theatre Veritae/Oberon Books
Intended
age range
Key stage 4 and above. Recommended for ages 14 to adult in schools,
colleges, universities and also community and non-school settings
What is it
about?
Not in My Name is a thought-provoking, verbatim theatre production by
Alice Bartlett, developed in continuous association with the Lancashire
Constabulary, which places young people’s responses at the heart of the
local agenda.
This play openly, sensitively and productively addresses all of the national
Prevent objectives head-on, and in a manner that has been seen to be
appropriate to, and appreciated by, young audiences.
In order to address common misconceptions around Islam and terrorism,
Not in My Name, tells the cautionary tale of a local terror attack, concluding
with a structured forum that rewinds the events of the play and gives
audiences an opportunity to discuss grievances and alternative courses of
action.
Theatre Veritae ensures the impact of Not in My Name is extended much
further than the performance itself, liaising closely with teachers and support
staff before the group’s visit (the group can also advise on preparatory
lessons if desired) and ensuring a cohesive support structure and extensive
provision of activities for follow-up work.
A DVD and adaptable resource pack of lesson plans (incorporating up to a
term’s work) are available, and an interactive package of post-show
workshop activities professionally facilitated by cast members is currently
being developed in partnership with Fuse: New Theatre for Young People.
The play was written with and for young actors, and its recent publication
also enables internal productions with cast sizes ranging from eight to more
than thirty. Where practicable Theatre Veritae will support any such
subsidiary activity and will donate a royalty percentage to Victim Support.
What
should I
consider?
 Providing a setting for the production that enables all natural light to be
blocked in order that the show’s theatrical effects are not lost; you
should also consider acoustics in order to ensure the audibility of a
young cast.
 Planning sufficient time after the production for follow-up classroom-
based work to fit in with your school’s schemes of work.
 Obtaining a performance license from the author (c/o Oberon Books) in
advance of beginning rehearsals for your own production.
Where is it
available
from?
The script is now available from all major internet booksellers.
For further information about Not in My Name, including enquiries about
tour bookings, please email info@theatreveritae.com

17. - 16 -
Not in My Name: summary of links to the National Curriculum
Cross
curricular
dimensions
Media and technology
Global dimension and sustainable development
Identity and cultural understanding
Personal
learning and
thinking skills
Independent enquirers
Effective participants
Citizenship Key concepts 1.1 Democracy and
justice
1.2 Rights and
responsibilities
1.3 Identities and
diversity: living
together in the UK
Key processes 2.1 Critical thinking
and enquiry
2.2 Advocacy and
representation
2.3 Taking informed
and responsible
action
Range and
content
a b d e f i j
Curriculum
opportunities
a d e f g h
English Key concepts 1.3 Cultural
understanding
1.4 Critical
understanding
Key processes 2.1 Speaking and
listening
2.2 Reading 2.3 Writing
Range and
content
3.2 Reading b h i
3.3 Writing b
Curriculum
opportunities
4.2 Reading c
Geography Key concepts 1.1 Place 1.4 Interdependence 1.7 Cultural understanding
and diversity
Key processes 2.1 Geographical enquiry
Range and
content
d
Curriculum
opportunities
f h i
History Key concepts 1.2 Cultural, ethnic
and religious diversity
1.4 Cause and
consequence
1.6 Interpretation
Key processes 2.2 Using evidence
Range and
content
British history d f g
European and World History j
Curriculum
opportunities
a b
PSHE Key concepts 1.1 Personal
identities
1.2 Healthy
lifestyles
1.3
Risk
1.4
Relationships
1.5
Diversity
Key processes 2.1 Critical
reflection
2.2 Decision making
and managing risk
2.3 Developing relationships
and working with others
Range and
content
a g n
Curriculum
opportunities
a d
Religious
education
Key concepts 1.1 Beliefs,
teachings
and sources
1.2 Practices
and ways of
life
1.3 Identity,
diversity and
belonging
1.4 Values and
commitments
Key processes 2.1 Learning about religion 2.2 Learning from religion
Range and
content
b f i j k
Curriculum
opportunities
a d e
Note: find the Key Stage 3 National Curriculum at www.curriculum.qcda.gov.uk/
Curriculum coverage key Well or better covered Partly covered Not covered

18. - 17 -
BLANK PAGE

19. About this resource
This guide is one of a series developed by Faith Associates with schools and local
authorities in the South East Region during 2009 and 2010. These resources support
school and curriculum leaders in taking forward the Learning together to be safe: a
toolkit to help schools contribute to the prevention of violent extremism and are:
 Audit Tool
 Resources Guide
 Curriculum Initiatives Guide.
Electronic versions of the resources are downloadable from the Faith Associates web site:
www.faithassociates.co.uk
Published by Faith Associates
Address: Communication House
26 York Street
London W1U 6PZ
Telephone: + 44 (0) 845 273 3903
Email: info@faithassociates.co.uk
Company limited by guarantee
Registered office (as above)
Registered in England and Wales number 05979364
Copyright © Faith Associates, 2010
Unless for educational purpose or otherwise indicated no part of this publication may be stored in a
retrievable system or reproduced in any form whatsoever without the prior written permission from Faith
Associates.