National Curriculum links

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On the Edge supports the notion of a broader school curriculum where pupils not only develop understanding and skills but also become co-constructors in their own learning, participating meaningfully to question, reflect and act on things that have a direct relevance to the real world. These are necessary not only for academic attainment but also for the self-fulfillment and development of pupils as active citizens, ready for the opportunities, responsibilities and experiences of life. The programme provides opportunities for pupils to engage and develop as:

  • Successful Learners who enjoy learning and make progress and achieve
  • Confident individuals who are able to lead healthy and fulfilling lives
  • Responsible citizens who make a positive contribution to society

It also provides a context for the development of:

  • Attitudes and attributes
  • Skills
  • Knowledge and understanding

The outcomes of On the Edge support the Every Child Matters initiative making a contribution to the “Enjoy and achieve” and “Make a positive contribution” strands by addressing the following priorities:

  • Improve access to and take up of broader learning opportunities
  • Ensure that children and young people are better able to respond to challenges
  • Help children and young people to develop socially and emotionally
  • Consult and engage with children and young people

On the Edge also links into SEAL (Social & Emotional Aspects of Learning) by supporting young people to:

  • See things from another’s point of view
  • Work together
  • Manage feelings
  • Problem solve

The programme and activities in these resources specifically connect to the citizenship and PSHE curriculum in the following ways:

For KS2

Within On the Edge pupils are supported to:

  • Take responsibility
  • Feel positive about themselves
  • Participate
  • Make real choices and decisions
  • Meet and talk with people
  • Develop relationships through work and play
  • Consider social and moral dilemmas that they come across in life
  • Develop confidence and responsibility and make the most of their abilities
  • Prepare to play an active role as citizens
  • Develop good relationships and respect the differences between people

For KS3 pupils will be supported to explore:

  • The similarities, differences and diversity among people of different race, culture, ability, disability, gender, age and sexual orientation.
  • The impact of prejudice, bullying, discrimination and racism on individuals and communities.
  • Examples of diverse values encountered in society and the clarification of personal values.
  • The changing nature of UK society, including the diversity of ideas, beliefs, cultures, identities, traditions, perspectives and values that are shared.
  • Strategies for handling local and national disagreements and conflicts.
  • Actions that individuals, groups and organisations can take to influence decisions affecting communities and the environment.
  • Freedom of speech and diversity of views, and the role of the media in informing and influencing public opinion and holding those in power to account.
  • Political, legal and human rights and responsibilities of citizens.
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Further Resources

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Books

Learning together to be safe. Department of Children, School and Families

  • A toolkit to help schools contribute to the prevention of violent extremism. This can be ordered or downloaded online at www.dcsf.gov.uk/publications or it can be obtained by phoning 0845 60 222 60, quoting ref: 00804 – 2008BKT-EN

The Noughts and Crosses Trilogy. Mallory Blackman Corgi Children’s 2006 ISBN-10: 0552555703

  • A series of novels suitable for teenagers that looks at a star-crossed lover’s storyline across a racially divided community In this world however it is black people who have the wealth and power provoking an interesting examination of racism.

Caught in the Cross Fire. Alan Gibbons, Orion Books. 2003 Isbn: 978-1-84255-96-0

  • A novel suitable for teenage readers that explores the stories of those living in a town affected by racial tensions and the emergence of a far right party.

Educating Against Extremism. Lynn Davies, Trentham Books. 2008 Isbn: 978 1 85856 426 5

  • Looks at the processes that can lead individuals to extreme beliefs or the use of violence and suggests ways in which education can help

The Island.  Armin Greder. Allen and Unwin.  2008. Isbn 10: 1741752663

  • A picture book that tells the story of a stranger washed up on an isolated island and the extreme reaction of the suspicious islanders.

The Conquerors.  David McGee. Anderton Press. 2005. Isbn 13: 978-1593540784

  • A picture story book for children that follows a General and his big army intent on taking over the world and what happens when they invade a small, welcoming and peaceful community.

The Arrival. Shaun Tan. Hodder Children’s Books.  2006. Isbn 0-7344-0694-0

  • A graphic novel that pictorially explores experiences of migration and displacement

The Adventures of Robin Hood, Howard Pyle, Sterling Children’s Classics [Unabridged] [Hardcover] 7 July 2005 ISBN-10: 1402714564

  • This is an enjoyable version of the tales, written in a ready made swashbuckling storytelling style.  It captures a flavour of medieval England. This would be very engaging read to the class if they can grasp the unfamiliar vocabulary.

The Adventures of Robin Hood [Paperback] Marcia Williams, Walker Books Ltd (1 Oct 2007) ISBN-10: 1406311375

  • A comic strip version of the story for children to read independently – may not be appropriate for older children.

William Tell and the Apple for Freedom (The Greatest Adventures in the World) Tony Bradman (Author), Tony Ross (Illustrator) Orchard (3 Mar 2005) ISBN-10: 1843624761

  • A clear telling of the story with great illustrations suitable for younger children

William Tell: One Against an Empire (Graphic Myths and Legends) [Paperback] Paul D Storrie (Author), Thomas Yeates (Illustrator) Lerner (15 Feb 2010) ISBN-10: 0761353984

  • A graphic novel version of the story.

A Child’s Garden:  a Story of Hope Michael Forman (Author), Walker (4th May 2009), ISBN-10: 1406312072

  • A year 6 teacher recommended this book to us. She was using it in conjunction with the programme as part of a terms work on conflict.

If you have any other suggestions for this list please contribute or comment below.

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Websites

www.oxfam.org.uk/education/teachersupport/cpd/controversial

  • Strategies and activities to help teachers address sensitive issues

http://www.homeoffice.gov.uk/counter-terrorism/

http:/www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/preventing/controversialissues/

  • Support and resources for teaching controversial issues including violent extremism

www.nationaldrama.org.uk

  • The official website for the drama subject association.  Available under its ‘Publications’ section are free downloadable drama resources for teachers to use with students to explore Community Cohesion and Preventing Violent Extremism

www.TheRedCard.orgA campaign that uses footballers to educate about racism.  The site also includes resources to explore related issues such as Islamaphobia.

Stories of William Tell

http://www.middle-ages.org.uk/william-tell.htm

  • Basic account of William Tell – a useful reminder of the story

http://en.wikipedia.org/wiki/William_Tell

  • Explores meanings of the legend and what William Tell symbolises. Also includes notes on other similar myths

Stories of Robin Hood

http://www.bbc.co.uk/history/british/middle_ages/robin_01.shtml

  • An essay which considers the “real Robin” and historical evidence

http://en.wikipedia.org/wiki/Robin_Hood

  • Detailed exploration of Robin Hood ballads, early historical references and theories behind the origins of the mythical figure

http://www.boldoutlaw.com/

  • An informal look at the myth behind Robin Hood, the possible real-life inspirations for the legend and associated historical information

Stories of the Gunpowder Plot

http://en.wikipedia.org/wiki/Gunpowder_Plot

  • An extensive very detailed account of the background to the plot looking at multiple points of view and exploring many of the complexities useful for advanced students or source material for teachers

http://www.bbc.co.uk/history/british/civil_war_revolution/gunpowder_robinson_01.shtml

  • A good broad introductory essay on the background, events and consequences of the plot

http://www.gunpowder-plot.org/

  • Explores key locations, historical background and detailed character profiles of the plotters. Includes further reading, research and links to related articles.

http://www.bbc.co.uk/history/british/civil_war_revolution/launch_gms_gunpowder_plot.shtml

  • A multiple choice game useful for revising specific information about the gunpowder plot with an animated journey around the cellars under the House of Lords

http://www.parliament.uk/about/faqs/house-of-commons-faqs/gunpowder-plot/

  • A clear succinct account of the key events of the plot

http://www.gunpowderplot.co.uk/

  • A simple version of events that sometimes makes bold statements of fact that are contradicted elsewhere. For instance the site claims that Tresham sent the anonymous letter to Monteagle and though he is a likely candidate it was not confirmed in any of the confessions when it may have been of advantage to.

General:

http://www.bbc.co.uk/history/

  • A very useful starting point for any historical research. We particularly like the timeline and the a-z biographies of historic figures (found in the list on the right hand side of the page)
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Credits

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Director: Deborah Hull

Devised and performed by: Malcolm Jennings and Rochi Rampal

Set design: Andrew Purvin

Assisted by: Sarah Verblis and Sorcha Cummins

Resources created by: Deborah Hull, Malcolm Jennings, Rochi Rampal

Website & interactive activities created by Gary Roskell and Gavin Medza

Thanks to Joe Winston, University of Warwick

This project is funded through Birmingham City Council’s Equality and Diversity division

Birmingham City Council logoEvery Child Matters Logo


Chancellor’s address video credits:

The Chancellor: John Flitcroft

Music: Dvorak String Quartet 12 In F First Movement.mp3 Arranged by: Leonard Handler, BMI. Published by: Pleasantville Music Publishing, BMI (50%) and Freeplay Music, BMI (50%)

Editor: Gary Roskell

Images (all images are either used under a Creative Commons (CC:) licence or are public domain)

1.http://www.flickr.com/photos/nasa (CC: Non commercial, No derivatives)

2.www.flickr.com/photos/nickso (CC: Non commercial, share alike)

3.Gary Roskell (CC: Attribution, NonCommercial, ShareAlike)

4.http://www.flickr.com/photos/lkthinh2002 (CC: Attribution, Non commercial, No derivatives)

5.http://www.flickr.com/photos/lkthinh2002 (CC: Attribution, Non commercial, No derivatives)

6.Gary Roskell Non com (CC: Attribution, NonCommercial, ShareAlike)

7.http://www.flickr.com/photos/ivyfield (CC: Attribution)

8.http://www.flickr.com/photos/nasa (CC: Non commercial, No derivatives)

9.http://www.flickr.com/photos/-wit- (CC: Attribution, Share alike)

10.http://www.flickr.com/photos/nasa (CC: Non commercial, No derivatives)

11.The Play House (CC: Attribution, NonCommercial, ShareAlike)

12.http://commons.wikimedia.org/wiki/File:Tallinnansong_festival.jpg (Public domain)

13.Malcolm Jennings (CC: Attribution, NonCommercial, ShareAlike)

14.Malcolm Jennings (CC: Attribution, NonCommercial, ShareAlike)

15.Microsoft office (Public domain)

16.The Play House (CC: Attribution, NonCommercial, ShareAlike)

17.http://commons.wikimedia.org/wiki/File:%D7%90%D7%A8%D7%95%D7%97%D7%94_%D7%91%D7%9E%D7%A2%D7%92%D7%9C.JPG Att

18.The Play House (CC: Attribution, NonCommercial, ShareAlike)

19.http://www.flickr.com/photos/16901703@N06 (groundreporter) Att

20.http://commons.wikimedia.org/wiki/File:Closeup_of_protesters_at_Ginowan_protests_2009-11-08.jpg share-alike

21.Belizian (public domain)

22.Belizian (public domain)

23.http://www.flickr.com/photos/focusedonlight (CC: Non commercial, No derivatives)

24.ulead videostudio 11

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Programme Outline

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The Classroom

The programme begins in the classroom where the context of the drama and the roles the young people will take on are established.  Young people learn that they will enter into a future world where people are governed by The Realm, but that within this there are citizens who follow a different way of life.  This different way of life encompasses a collective philosophy where everyone is responsible for everyone else and it is known as The Circle.  The young people enter into the story as members of The Circle and watch an address by The Chancellor of The Realm.  They also receive the mark of The Circle on the palm of their hands.

A character called Scarlett enters into the classroom and is surprised to find them there, she questions why they aren’t at the meeting place and finding that they know nothing of this, ‘reminds’ them that they are supposed to be at their first Circle meeting – an important rite of passage that brings them fully into The Circle.

The young people travel to the hall, which is set as a run down urban street.

The Hall

Once at the location for the meeting Scarlett finds that there is no-one to meet them and as they wait for other Circle members to arrive she teaches The Circle promise to the young people and talks further about the responsibilities and rewards of being with The Circle.  As she does so, a man enters and tells her that the other Circle members will not be coming as there is a protest against The Circle meetings and Realm officers have closed off the roads to protect The Circle community.  He is abusive towards Scarlett and the gathered children and through his actions it becomes obvious that he holds extreme and prejudiced views. 

Obviously upset by what has happened Scarlett voices her frustrations, stating that she wished that she could take action to stop the behaviour she has just experienced.  As she speaks with the young people, she becomes aware that they are being watched by a mysterious figure.  He joins in the conversation from the fringes, pushing Scarlett’s sense of grievance.  He invites her and the children to join him to travel to a secret meeting place and from out of the walls he pulls a series of tunnels through which the young people climb into the ‘inner sanctum’ of The Arc.

Once there, the mysterious figure encourages Scarlett to reflect on other occasions where she has been unhappy or has felt oppressed.  She shares these events and through a mixture of charm and subtle manipulation he reshapes her memories so that she sees The Realm and all that it stands to be entirely responsible for all the ills of her life.  He then introduces Scarlett and the young people to his ‘wave of injustice’, a collection of newspaper cuttings and images which further illustrate his perspective.  They are encouraged to explore these and to reflect on what image they project of The Circle to citizens of The Realm  Once he is convinced that he has won Scarlett over, he enroles her within The Arc, a group that he says are fighting for the rights of The Circle.  He reveals himself to be Fawkes, a name he has taken for himself, but not his real identity.  The young people swear an oath of allegiance alongside Scarlett and are warned to keep the group’s existence a secret.

Break

The young people rejoin Scarlett and Fawkes in the secret meeting place and watch as Fawkes dresses her in an Arc uniform.  He then leaves.  Enthused by her new Arc status, Scarlett immediately sets to work (with the young people’s help) devising the ways in which they can begin to change things for The Circle.  Fawkes reappears with a bag – from his actions it is obvious that it contains something of great significance.  He refers to it as ‘a single decisive act’ and ‘a bloody nose’.  He is not happy with the young people and Scarlett’s suggestions saying that they do not go far enough.  He berates Scarlett for her lack of commitment and questions how serious she is in fighting for their cause.  Desperate to regain her position in his favours, Scarlett says she is prepared to do whatever it takes and is coerced into taking a bag.  They are interrupted by a siren which signals that The Arc is being raided.  Fawkes immediately ‘abandons ship’, shortly followed by Scarlett.

An Officer of The Realm soon enters the secret meeting place.  He introduces himself as a fellow Circle member and explains that they are not in trouble as it is obvious that they have been caught up in a situation not of their making.  It becomes apparent to him that both Fawkes and Scarlett are still at large and he issues a warning about the bag.  The Officer then begins to unpick the things that the young people have been told and shown by Fawkes and presents a different perspective.  He challenges Fawkes’ extreme point of view and tells the young people that Fawkes has previous ‘form’ in brainwashing young people like Scarlett.   He asks for their help in understanding how he operates.  Scarlett re-enters, but she is now without the bag.  Confronted by the officer it is apparent that Fawkes’ influence has taken hold and she is resistant to any suggestion that she has been manipulated, refusing to tell him the whereabouts of the bag.  The young people hotseat her, to convince her of Fawkes’ true motives.  They are asked to speculate what is in the bag and to outline the potential consequences of Scarlett carrying out Fawkes’ ‘single decisive act’.  Eventually she is convinced and reveals that she has put the bag in a nearby dustbin, unsure of what she should do with it.

The drama ends with the Officer of The Realm thanking their young people for their invaluable help and leaving with Scarlett.  Out of role, the young people then learn that with Scarlett’s help, Fawkes was later captured.  She herself went on to channel her energies into working with a youth group where young people from The Realm and The Circle came together to learn about one another and to spend time together doing activities.

The young people are then left with a final question to consider and teachers are directed towards the online resources.

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Aims and Outcomes

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Aim

To create a compelling fictional and metaphorical context through which young people will consider issues relating to violent extremism.

 Outcomes

The programme provides young people with opportunities to:

  •  Challenge extremist perspectives by considering multiple points of view.
  •  Develop an understanding of consequences of extremist thought and action.
  •  Consider rights, responsibilities and appropriate courses of action.
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