A partnership programme delivered by by delivered programme partnership A Constabulary and Curious Minds A CREATIVE APPROACH TO SUPPORTING SCHOOLS IN THEIR THEIR IN SCHOOLS SUPPORTING TO APPROACH CREATIVE A OF VIOLENT EXTREMISM CONTRIBUTION TO THE PREVENTION THE ART OF Curious Minds Lancashire Constabulary Curious Minds is a charitable organisation Lancashire Constabulary seeks to work building creative and collaborative partner- closely with communities and our statutory ships to bring about positive personal and and voluntary sector partners to achieve social change through the development a safer Lancashire for everyone. of curiosity, creativity and learning. We work in this way for all aspects of crime We work towards a vision of society where prevention and we see no difference in this children and young people have plentiful very complex and important area of crime opportunities to participate actively in creative prevention. Terrorism and violent extremism learning and cultural production, leading to is another form of criminal activity. The nature the development of knowledge, skills and of the global effect of terrorism present attitudes that will enable them to contribute significant challenges for all of us, but we will fully to society and lead positive and only make a difference if we work together productive lives. to a common goal. All of us want to be safe. It is this goal we are working towards. We work towards a vision of schools where creative and sustainable Lancashire County Council and its partners approaches to teaching and learning lead have achieved Beacon status for Community to the development of creative learning Cohesion in 2009/10. We have only ach- communities, with schools at the heart ieved this through partnership work and of a diverse network of partners, working appreciating that the issues that face different collaboratively to support and enrich learning. communities can be difficult ones to resolve. Time and creative responses will help us in Maximising curiosity is a key element of becoming even more cohesive. our work. Curious minds are engaged, purposeful, imaginative, playful and open. We aim to stimulate the curiosity of children and young people and help adults cultivate a curious attitude.

Through enabling a broad range of creative collaborations we contribute to building thriving and prosperous communities, grow- ing capacity to apply creative solutions to the challenges and opportunities facing society. Contents

Foreword 2 Hermione Gough, Department for Children, Schools and Families

Introduction 3 Andrew Pratt, Lancashire Constabulary

The Curious Minds Approach 4 Kate Hobson, Curious Minds

Projects 1 Challenging Stories, Opening Minds 6 Marsden Heights Community College

2 Community Role Models 10

3 We Choose To Create 14 Rhyddings Business & Enterprise School

4 Hot Heads 18 Colne Primet High School

5 Myths v Facts 22

6 We Are All One 26 Darwen Aldridge Community Academy

Reflections and Recommendations 30 Chris May, Curious Minds

1 FOREWORD

The DCSF’s toolkit for how schools can contribute to preventing violent extremism, Learning Together to be Safe, highlights that young people have said they want more opportunities at school to explore complex issues. Through this project, Curious Minds have shown how art and creativity can be powerful media for doing that, helping young people to gain a better understanding of the issues and to develop their own skills and confidence at the same time. I was delighted to have the chance to see presentations from all of the schools featured in this booklet and hear first hand from the pupils involved. Each school chose a different approach but displayed similar levels of imagination, energy and talent. I hope others will find this booklet and DVD an inspiration to embark on similar projects in their schools.

Hermione Gough, Head of the Community Cohesion Unit, Department for Children, Schools and Families

2 Introduction

Lancashire, like many other parts of the UK and abroad, faces a threat We need to work in partnership with communities to challenge and from terrorism and violent extremism. A very small minority of people undermine the ideology that sanctions and encourages indiscriminate seek to harm innocent people in the name of an ideology which violence. We need to work together to stop people, especially young causes division, hatred and violence. people, getting drawn into illegal activities associated with violent extremism. We seek to empower communities to reject and condemn This position is not new to the county and Lancashire has had violent extremism. to address all forms of terrorism and violent extremism that have emanated from both the UK and overseas. Terrorism and use of Local authorities, the police and their partners in schools, other violence are crimes and terrorists are criminals. educational institutions and elsewhere, have a critical role in preventing violent extremism in Lancashire. This local understanding of the The violence arising from the issues around the IRA/UDA and their community context will enable the strategy to be delivered effectively associated organisations has largely subsided, but is still of some as all partners continue to talk to our local communities, hear their concern. Issues around violent protest with regard to animal liberation concerns and enable people to work together. are real and recent arrests and convictions (2007) have revealed activity within Lancashire. The violence attributed to the National Front, It is very important to work together and by doing this effectively we Combat 18 and other far right organisations (2006) has an even greater can protect ourselves as individuals, as families and as communities. focus for us, especially as these organisations’ activities severely affect We can all help to identify and unlock new ways of working in the wellbeing of all communities and people’s ability to feel safe. partnership, develop and drive initiatives across diverse communities and provide sustained longevity essential to success. I am convinced Al-Qaeda inspired activity within the county is also real, as shown by that the work delivered by Curious Minds and their team of project arrests in Blackburn in 2003, 2004 and 2008. The intelligence picture managers and creative practitioners makes a real difference in people’s shows an extensive network of individuals connected to criminal lives. It helps to give young people both an understanding of these activity across the UK and overseas. Traditionally it has been the role complex issues and the confidence to make a difference, in order to of Lancashire Constabulary and other enforcement agencies to take enable us all to live and work in a safe society. the security measures needed to keep people safe. But a security response alone is not enough; as with so many other challenges, a multi-agency partnership approach is required for long term solutions.

Superintendent Andrew Pratt, Lancashire Constabulary

3 THE CURIOUS MINDS Approach

How can creative approaches to Six Lancashire secondary schools have It is vital that this agenda is not seen as learning develop young people’s skills been involved in developing Curious another bolt-on to the curriculum but as a and confidence to challenge extremist Minds projects with a range of creative long term approach designed to encourage ideologies? practitioners from a variety of artistic and teachers and pupils, along with community creative backgrounds, including film, sound partners and creative practitioners to work This was the question posed by Lancashire art, visual art and the performing arts. The together to keep asking and exploring Constabulary when we were asked to projects were designed to equip young the difficult questions and issues that are devise a series of innovative projects in six people with the knowledge and skills to relevant to all of us today. secondary schools across Lancashire earlier articulate, challenge and debate complex this year. and often controversial ideas around This publication, along with the extremism in a safe environment. They also accompanying DVD tells the story of a The programme, funded by Lancashire gave young people the opportunity to learn creative and challenging programme of Constabulary and delivered by Curious about different cultures and faiths and to work from the perspectives of the pupils, Minds, has been designed to support challenge stereotypes and prejudice, while teachers and creative practitioners involved. schools in the practical delivery of Learning providing good links with the wider national Alongside the feature documentary on the Together to be Safe, a toolkit produced curriculum and supporting the delivery of DVD, produced by filmmaker Graham Kay, by the Department for Children, Schools subjects as diverse as Citizenship, Media you will also find examples of the work and Families to help schools tackle issues Studies, English, Geography, Art and produced by some of the schools involved in around violent extremism. Religious Education. the projects.

We hope you will find the stories behind these projects illuminating and inspiring.

Kate Hobson Director of Programmes, Curious Minds

4 5 Violent extremism is like...

Pupil, Marsden Heights Community College

6 Violent extremism is like... setting fire to your heart…

7 1 PROJECT Challenging Stories, Opening Minds

Mike Tull, Headteacher of Marsden Heights Community College in Pendle, offers an insight into his school’s strategy for working in partnership to challenge violent extremism.

Marsden Heights Community College is an and disadvantages which exist at home or in Minimising the threat of violent extremism 11–16 college serving an area of considerable the wider community are left at the college within the school environment requires a socio-economic disadvantage and attended gates. This establishes an ‘inclusion dome’, high level of awareness of the possible by significant numbers of Asian heritage within which holistic learning and personal nature of the threat, the means through pupils. Our students face many challenges development can flourish, unhampered by the which vulnerable young people are targeted in their daily lives, ranging from economic prejudices and barriers of the outside world. and the often subtle behaviours and traits hardship to vulnerability regarding drugs and which indicate that these forces are at work. alcohol abuse, anti-social behaviour, family There is significant evidence that individuals Equally, successful teaching to prevent the breakdown and worklessness as well as motivated to commit violence using both far spread of violent extremism requires the issues relating to religious, ethnic, cultural and right and Al Qaeda inspired ideology have capacity and willingness of all those involved national identity. been and continue to be present in our local to consistently challenge young people’s community, and one of the potential threats developing attitudes, behaviours and beliefs. At Marsden Heights Community College to which our students are vulnerable is the one of our core tenets and beliefs is in the possible targeting by religious or political The fundamental difference between the safety and security of our students. We work extremists. We have therefore worked hard imperative to forge and develop a cohesive wholeheartedly in partnership with a wide to create a cohesive learning community learning community and the imperative to range of agencies to safeguard our students characterised by tolerance, mutual respect safeguard all members of that community is against all threats to their emotional, mental, and support. This has been achieved by the level and nature of challenge. There are physical and spiritual wellbeing. challenging inappropriate behaviours and fundamental rights and wrongs which are attitudes through application of the policies, not defined by religious, cultural and ethnic We marshal, focus and develop our resources procedures and expectations of our college, identity or culture. At every opportunity to create an environment and climate for thus enabling the safety and security of our we must express the values that are learning which ensures that any prejudices students and staff. incontrovertibly right and wrong, acceptable

8 MARsDen HeIGHts CoMMUnItY CoLLeGe

Young people don’t often talk about these issues in school so openly, and defi ning violent extremism is really diffi cult... but they are now really thinking about it and considering what it means to them. James Beale, Project Director, Proper Job Theatre

and unacceptable and it is our duty to might actually mean to them, their peers that constantly renews my commitment to ensure that our students are clear about and the future of our society. The resultant address the Preventing Violent Extremism these moral absolutes. If these absolutes fi lm, developed in partnership with Proper agenda through appropriate means of a are seen as being open to debate then this Job Theatre Company, is a powerful robust and proactive nature. At Marsden can open the door to extremist attitudes, testimony to the awareness our students Heights Community College we now have a including the justifi cation for violence which have of the issues and threats present for group of students who are more confi dent may ultimately lead to the taking of life. young people today. Through this and the and able to express themselves from an sharing of personal feelings, hopes, fears informed perspective about an issue that It is for these reasons that we raise and experiences within a designated safe too many people of all ages and positions awareness in our school of the possible environment, they have developed a mutual in society shy away from and even deny the threats within our wider community, respect for each other and the realities existence of. especially for those who may be perceived of the various lives they lead. Through as vulnerable or at risk. We work in the experience of working so intimately partnership with many different agencies and together, these students have developed seek the support and funding for creative greater skills in emotional literacy as well and innovative curricular and extracurricular as becoming skilled in using the medium of approaches to support learning and personal fi lm to express themselves so powerfully. development. The powerful nature of the imagery and Our recent project, developed in partnership message combined with the work of our with Curious Minds, has enabled a group students is in stark contrast to the denial of our year 8 students to engage with the of many of the parents, community leaders threat of violent extremism and what this and politicians in our area. It is this denial

9 This really shows there are young people out there

Member of the public visiting the installation

10 This really shows there are young people out there who want to make the world a better place

11 2 PROJECT Community Role Models

Koser Mahmood, English Teacher at Accrington Academy, shares her school’s experience of tackling the Prevent agenda through the establishment of a Community Ambassador programme and the creation of an exciting public art installation in the local community.

Accrington Academy is an average-sized The Prevent agenda highlights issues of Students were asked to develop the learning school serving a community where there is violent extremism which can be perceived arising from the workshops by creating a significant social and economic hardship. as very sensitive, especially where students visual image which represented how they The vast majority of students are white British involved are of Pakistani origin. Our approach felt about their place in the community. They although 18% of students are from minority was discussed at length by staff involved were asked to portray their hopes as well ethnic backgrounds. At Accrington Academy and it was agreed that if we began with the as their fears and to consider what their we aim to promote positive relations, not premise of ‘building positive relations with message would communicate to a member only in the school community but also in the other community members,’ this would meet of the public. Images were then created community in which the students reside, the criteria set by the Prevent agenda. using tile prints which were used to create where obvious conflicts exist. lanterns. An exhibition for the public was Our workshops began by asking pupils created using these lanterns along with a Our project was designed to create a team of questions about their place in the school sound installation, situated in an empty shop 25 Community Ambassadors, a group drawn community and the local community and why in the Arndale Centre in Accrington. Students from a variety of pupils at the school who they think conflict exists in these settings. talked to the public and asked for their views would communicate with the local community The second wave of workshops involved on community conflict and what their hopes through art. The students were guided by discussions around video gaming, following and fears were. Most importantly, discussions myself, artist Jez Dolan and sound artist Dan comments by students that violent extremism focussed on possible and plausible solutions Fox in developing their communication skills and terrorism is often depicted through to the problems and explored how we could and in creating an opportunity for positive negative stereotyping in computer games. work together to create a proactively positive dialogue between the students and the local This evolved into a version of the Jeremy Kyle community. community. Show, which was filmed using characters from the video games discussed. The show explored the irrationality of violent extremism in a serious yet humorous and engaging way.

12 ACCRINGTON ACADEMY

The impact of the project was both positive The most significant aspect of the project Phase 1 of the Community Role Model and transformational. Pupils’ attitudes were relates to students’ awareness of their place project has created 25 Community explored and encouragement to change was within the community and a realisation that Ambassadors who will now take their work promoted through mutual agreement and each and every person is an important part forward on a national scale. We feel we discussions with students. The key impact of it. A common vision has been created have gained the skills to work with other was that a body of students took a range and a sense of belonging and awareness communities and we intend to build links of positive messages and views in to the of life opportunities has been established. with other schools across the region and community. Students’ positive attitudes were We feel that much was achieved by the disseminate the work done thus far by very apparent whilst they were discussing students as community members in their own creating a Community Role Model resource issues with the public, many of which were neighbourhood. pack, which can be distributed to schools recorded and praised by the public in the around the UK. comments book. As a bilingual and dual nationality teacher at Accrington Academy, I felt at ease talking Students developed numerous skills, with students about violent extremism. particularly in relation to developing speaking It was assumed from the start that any and listening, both in working with other questions asked were not meant to be The words and images were students and with the public. They also racially discriminating and this gave me an very challenging and ambitious... developed the ability to relate positive unspoken license to explore issues in depth. If more adults could share the messages regarding good community The students we selected were from a variety views expressed by pupils here, relations and were able to express their of different backgrounds and some could be the community would be a views around violent extremism. They have classed as ‘vulnerable.’ It was particularly much safer place. developed good group working skills and satisfying to catalyse a sense of social Member of the public visiting the skills in working independently and they have awareness in these students. Accrington Academy installation also become more confident in expressing their own opinions to others.

13 I feel like my voice

Pupil, Rhyddings Business & Enterprise School

14 I feel like my voice isn’t heard…

15 3 PROJECT we choose to create

A performing arts and filmmaking project inRhyddings Business and Enterprise School, working creatively in partnership with Graham Kay from Fully Formed Films and Cath Ford from Action Factory Community Arts.

Rhyddings Business and Enterprise School The programme of work began with a series understanding, the group devised a dance in Oswaldtwistle wanted to develop a of interventions designed to raise pupils’ piece. This was something they chose to programme that would raise awareness of understanding and awareness of violent create as a means of communicating and the issues surrounding violent extremism and extremism. In Citizenship and PSHE lessons expressing themselves in a positive way. The build the skills, knowledge and confidence pupils looked at films, images and media finished film is of high quality with a strong of pupils and staff to talk about the issue representations of violent extremism and and thought provoking message and profiles openly in a safe environment. The school explored some of the reasons why people a very positive contribution by pupils to a also wanted to bring together pupils and might turn to extremism. Pressure from peers, shared vision for the school. staff from the Performing Arts and PSHE not having a voice and “feeling that one’s departments to look for ways to develop an beliefs are constantly trashed in the media” Following the project, teaching staff engaging resource that could integrate this were all emerging themes that pupils wanted have reported a significant increase in body of work creatively within the Citizenship to explore further. pupils’ understanding and awareness of curriculum for the benefit of future pupils. The violent extremism. One participating pupil resulting outcome was a film, made when Whilst pupils did not feel they could relate commented that “young people need to be twenty year 10 pupils came off timetable for directly to the motives for extremist and made aware of the message we are trying to a full week to work alongside Performing Arts violent behaviours, they did feel able to relate get across because they are kept away from staff and filmmaker Graham Kay. to some of the feelings that may be involved so much and they need to know about some and could connect these to strong emotions of the negative things in the world.” and frustrations within their own lives. They wanted to show how difficult feelings and By the end of the project pupils were clearly emotions can be expressed in positive and able to articulate the difference between constructive ways, as embodied in the strong beliefs expressed within a human naming of their film, ‘We Choose to Create.’ rights framework and ethos and strong Alongside powerful personal narratives within beliefs arising from extremist ideologies. In the film that highlight themes of empathy and addition to developing their understanding

16 RHYDDINGS BUSINESS & ENTERPRISE SCHOOL

I’m tired of worrying about a family member abroad being killed through conflict... Pupil, Rhyddings Business & Enterprise School

of extremism, this programme of work has In addition to contributing their own funds to The DVD will then be shown to all pupils in enabled pupils to learn how to communicate the purchase of new filming kit and editing the school and followed up in lessons as their own ideas and has built their resilience in facilities, the school now has considerable a catalyst for discussion and learning. The challenging extremist views from an informed experience of script development, professional DVD will also be shown at a sharing event perspective. filming and editing, resources which can for families and the wider community later be used to provide similar creative learning this year, as part of an ongoing community The programme has also enabled pupils opportunities in the future. The programme has programme to strengthen cohesion and links to work collaboratively as a team, working provided opportunities for different faculties across the community as a whole. alongside other pupils with differing opinions to work together and for pupils to experience to achieve a positive outcome. Pupils were rich cross-curricular learning involving diverse In summing up the programme of work, able to shape the work themselves with curriculum areas such as PSHE, Citizenship, headteacher Paul Trickett said, “The project minimal direction from adults, enabling them Drama, Performing Arts and Media Studies. has allowed students to focus on a current to have a real sense of ownership over the and particularly challenging theme. They finished film which can now be used as a The DVD will now be used for teacher have developed a range of solutions and resource for others. Pupils have also been training activities, developing teachers’ skills expressed themselves through creative able to develop their creative skills alongside in experimenting with new approaches and medias. I am extremely proud of the efforts skills in script writing, storyboarding, talking to pupils about contemporary and of all the students and staff and immensely performing, choreography, filming and controversial issues in a meaningful way grateful for the support and guidance of editing. so that the theme of violent extremism can Curious Minds.” be fully integrated within the Citizenship curriculum.

NEW TEXT TO DO (SC)

17 WHY DO THEY THINK FIGHTING…

Pupil, Colne Primet High School

18 WHY DO THEY THINK FIGHTING… WILL STOP FIGHTING?

19 4 PROJECT Hot Heads

Chloe Whitehead, Project Director for Proper Job Theatre Company, describes the impact of their interactive theatre project on Year 7 pupils and teaching staff at Colne Primet High School.

The Preventing Violent Extremism project performances, each class engaged in a Setting up a safe framework for the in Colne Primet High School took the form structured discussion, putting forward their discussion and witnessing the pupils’ of an interactive theatre piece devised and own ideas and beliefs, and it was these that willingness to participate has given the performed by a group of year 7 pupils. informed the content of the devised piece of teaching staff real confidence to continue the The group were a mixture of Muslims and theatre we went on to deliver. debate after the end of the project. non-Muslims who were specifically chosen because of their sometimes challenging What emerged from these classroom Equipped with the ideas, questions and attitudes around race and religion. During the debates was the willingness of the pupils to statements gathered from the whole year early stages of the project we realised that openly discuss ideas which the adults found group, the original group of pupils met again many of these young people held beliefs they uncomfortable. They positively welcomed to begin devising a piece of interactive had brought from home and never previously a forum in which they could ask questions theatre. The group wanted to focus on Islamic thought to question. around a subject which had previously extremism and were determined to tackle seemed taboo. Questions such as, ‘Is the subject head on, led by Muslim pupils In order to widen the ownership and impact Islam a country? What does Jihad mean? in the group wanting to speak out against of the project in school we were keen to If a white person went to Pakistan would extremism. The process was challenging include thoughts and ideas from the whole they be killed?’ were all freely explored and but by working intensively over a short year group. To do this the initial group split discussed. period of time, the individuals began to get into 6 groups and devised a series of short to know each other in a different way, where and intentionally provocative scenes to From the teachers and creative practitioners previously they had relied on assumptions. perform to each year 7 class. These scenes, perspectives there was a realisation This shift was summed up by one pupil who which were devised wholly by the pupils that much of the apprehension around is known to express racist attitudes, who themselves, included statements such as approaching this topic was mainly down to towards the end of the project was recorded ‘All young men are violent’, ‘All Asians are our own fears; fear of offending and fear of saying, “Well we're all the same inside - we're Muslims’ and ‘All Muslim women should our own ignorance, states of mind which the all equal.” cover their hair.’ Following these short pupils have not yet inherited.

20 COLNE PRIMET HIGH SCHOOL

This shift in attitude amongst pupils was The hopefully longer term impacts of the So how can creative approaches to learning noted by the teaching staff. One teacher project have also been noted by the teachers; develop young people’s skills and confidence commented, “I was particularly pleased “Pupils are far more willing to discuss the to challenge extremist ideology? This project with how positively the Muslim students subject openly and are not afraid to ask has demonstrated that a creative approach responded to this subject, I thought some questions, ultimately this will lead to them enables the possibilities for open dialogue. pupils may have found it difficult.” holding more rounded beliefs rather than And perhaps we adults should listen more to merely those inherited from home. Teachers our young people as they often express issues The interactive nature of the performance also feel more comfortable with the subject with a beautiful simplicity - for example, “Why forced the audience to confront some of their now, it is as if the box has been opened.” do we think fighting will stop fighting?” own prejudices and again we found that it was often the adults in the audience who The teaching staff have contributed greatly to made the most assumptions and the pupils ensuring the sustained impact of the project who had a much greater ability to perceive by rewriting the Diversity module within the and explore ideas with an open mind. Humanities curriculum to reflect and com- Interestingly, we had the opportunity to run plement the work. This has ensured that even I was pleased with how positively one interactive element of the performance without the performance process experienced the Muslim students responded to with year 10 pupils and we felt that their by this year 7 group, next year’s pupils will still this subject, I thought they may views and attitudes had become more gain an understanding of the process and be have found it difficult. entrenched and predictable. This led us to able to engage in similar discussions. Teacher, Colne Primet High School draw the conclusion that a project of this nature may well have the most impact with year 7 or year 8 pupils or even younger, pupils who are still very much in the process of forming their own personal beliefs and values.

21 Extremism is when one person or a group of people

Pupil, Pendle Vale College

22 Extremism is when one person or a group of people put terror into someone's heart

23 5 PROJECT Myths v Facts…

Creative practitioner Sharon Connery describes a programme of work involving a diverse group of year 9 and 10 pupils in Pendle Vale College, Lancashire.

Sharon Connery, a training development and encouraged to take the lead to discuss Some pupils suggested that a clear and worker and Sean Lovell from Seal Films have issues that affected them directly. concise information pack should be made been working with a targeted group of pupils, available for young people. One young person identified by the school via various concerns During the project pupils devised a series commented, “This is the first opportunity raised about their attitudes from staff within of storyboard scenarios and in the final few I have ever had to ask questions about the college. weeks made a short piece of dramatic film extremism, it’s definitely not something I could and filmed a series of interviews about pupils’ discuss with my family or in the community.” Developed by Project Manager Paul Hartley, understanding of extremism. Another pupil said, “I have found out that I this project was established to explore violent know a lot more than many others and this extremism, fundamentalism and terrorism, The project was seen as an opportunity to project has given me the chance to tell others issues very often avoided within most school look at how pupils can challenge others about it. At home we don’t talk about terrorism, environments and very often surrounded by whose views are different from their own, I just get told stuff but I can’t ask questions, I myth and conjecture. The project began with in an appropriate way. Asian heritage have been able to do this with this project.” a series of interactive and creative workshops males explained that they were often called where young people could openly and ‘terrorists’ by other non-Asian heritage young honestly explore their thoughts, feelings and people. This frustration often manifested itself general understanding around extremism. as violent behaviour both out of school and Working together on exercises about making occasionally within the school environment. judgements and looking at how they view One pupil described what they had been one other and themselves built trust, mutual doing during the course of the project, “We respect and understanding amongst all have looked at ways of expressing ourselves participants. Workshops took place in a without using violence and developed the neutral space within the school called the art of debate. We have also discussed Open Mind Centre and were facilitated in an appropriate ways of challenging what we feel informal manner. Students were supported is unacceptable behaviour.”

24 PENDLE VALE COLLEGE

I used to think a terrorist looked Asian and had a beard, because of the media. Now I've learned that a terrorist can look like anyone, like you or me. Anyone can be an extremist. Pupil, Pendle Vale College

The staff team have commented on the This project has enabled young people changing attitudes of the boys, especially to voice their opinions and appropriately asian heritage boys. Samina Kauser, Youth challenge others whose views are different, & Community Manager at the school said, managing difficult situations in a non- “Concern was expressed by some staff who confrontational manner. In the past there has felt some of the targeted students would been no appropriate forum for these views to not last or would disrupt the project. Staff be expressed and for myths to be quashed. were surprised at the level of participation When these issues have arisen outside throughout the duration of the project, as school they have often developed into acts well as the quality of the end result. The level of violence, as there has been no appropriate of conversation by students engaged in the mediation available. There have also been project has definitely improved.” fears expressed amongst young people around searching the internet for this type We still feel we have only scratched the of information and around asking questions surface with this project and the students within the community. The future aspiration have expressed an interest in wanting to is to work with young people directly in their take this work further and develop a peer-led local communities to strengthen cohesion and initiative to ensure they get the message to ensure that there is an intergenerational across to as many people as possible. They understanding of how extremism and have asked to develop the display boards fundamentalism can manifest itself and how produced during the project in the Open communities can work together to resist it. Mind Centre within the college with pictures and words exploring the Prevent agenda further and are also inviting other pupils to be part of the discussions. The group have also discussed devising a toolkit of their own which would be used to share their understanding of Prevent with other students, teachers, families and the wider community.

25 The main thing is, we are all one…

Year 7 pupil, Darwen Aldridge Community Academy

26 The main thing is, we are all one… that’s what I want to say to everyone who doesn’t realise the same thing...

27 5 PROJECT We Are All One

Artist and Project Manager Shahida Ahmed describes how a visual arts project at Darwen Aldridge Community Academy exploring extremism led to the creation of a large cube entitled ‘We Are All One.’

Darwen Aldridge Community Academy Together we came up with the idea of a Alongside this piece of work the pupils are selected 25 pupils from years 7-10 to take a cube representing on each side different very keen to develop their work further and lead in developing a piece of visual art based countries, people, cultures and faiths. have come up with the idea of creating a ‘we on their understanding of the Preventing We felt that the inside of a cube was a are all one’ wristband. These could be made Violent Extremism agenda. Their brief was representation of our homes, a private with a range of different materials and pupils to develop something sustainable and long and safe space in which we could be would like to design one with impregnated lasting so that the final piece could both be internal. Externally we wanted to show the mosquito repellent to be sent to countries on display within the school and could travel importance of being ‘all one’ as a counter to in the developing world as gifts. Pupils are to public spaces in the wider community. violent extremism and conflict in the world. also planning to distribute wristbands in the Pupils were split into groups and designed local community numbered 1-1000. They It was a challenging theme to develop, different sides of the cube. will create a tracker system on the internet particularly as the school has very few pupils where people can register their wristband from minority ethnic backgrounds. It was It was really exciting to use creativity and will be encouraged to swap wristbands quite difficult at first in the brainstorming as a tool to develop and explore such a or give their wristband away when they meet sessions to open up discussions about sensitive and challenging topic. Creativity someone new within the community. Darwen violent extremism. The starting point was allowed freedom of expression and room for Aldridge Community Academy is a school a collection of ideas that would lead to openness within a safe platform. The pupils specialising in enterprise and with a real the development of a piece of sculpture. felt they had created something they had interest in community engagement and so is Many ideas had to be narrowed down, from ownership of and the message they wanted looking forward to building on the success making jigsaws through to creating canvas to give everybody is ‘we are all one,’ no of the current project by supporting pupils in paintings. It was essential that the final piece matter what race, colour, culture or gender. this exciting endeavour. represented the ideas that came directly The school are now touring the cube around from the students. a range of community venues.

28 DARWEN ALDRIDGE COMMUNITY ACADEMY

Alongside this piece of work the pupils are very keen to develop their work further and have come up with the idea of creating a ‘we are all one’ wristband. Shahida Ahmed, Artist and Project Manager

29 Reflections and recommendations

The project has been very positive Developing this programme has provided creative practitioners and developed in yet it has only been able to Curious Minds with a fresh creative close partnership with teachers and young scratch the surface of issues that challenge that we have relished. We started people, was highly effective in engaging need to be expanded upon with from a position of knowing a great deal young people in constructive dialogue further work, and this must be about engaging young people in creative and the expression of their ideas. We also done on a more regular basis if it processes, but very little about preventing learned that developing creative approaches is to have real impact. violent extremism. In the course of the last to these issues led to the development From a teacher’s evaluation comments, year we have learned a huge amount and of new friendships, a greater sense of Curious Minds Prevent programme 2009 are grateful to all our partners, in particular cohesion, improvements in behaviour and Lancashire Constabulary, for sharing their significant improvements in young people’s learning freely with one another and with us. understanding of issues that had previously confused them. From the start of this project it was clear that schools and teachers were nervous For Curious Minds this is the start of about engaging with these challenging what we anticipate will be a long-term issues, but in the schools that rose to commitment to assisting this area of the challenge we observed admirable educational development. We offer the courage amongst colleagues in facing up following recommendations as a prompt for to their full educational responsibilities. continued dialogue and action. We learned that schools need practical support in dealing with the complexities surrounding the Prevent agenda and that using creative approaches to teaching and learning, facilitated by experienced

30 The DCSF toolkit, Learning together While ‘one-off’ visits to schools by Connecting school-based programmes to be safe - a toolkit to help schools theatre companies and workshop presenters with the broader programme of community contribute to the prevention of violent undoubtedly make a valuable contribution to cohesion and capacity building work taking extremism is an invaluable resource for the Prevent agenda, we believe that it is only place in communities is crucial in order to schools. We recommend that schools read through developing a long-term approach obtain parental and community support and the toolkit with the following question in to these issues that significant progress will to overcome the negative feelings that the mind, ‘How could our school develop a be made. We therefore recommend that Prevent agenda sometimes generates. We creative approach to dealing with these schools aim to create a whole-school and therefore recommend that schools continue issues by working in partnership with long-term programme of activity, closely to develop close working relationships creative and cultural organisations?’ aligned with work around citizenship, with community, faith and voluntary sector community cohesion and race equality. We organisations, together with parents, and that Schools’ difficulties in engaging with also recommend that young people should creative approaches developed in partnership issues associated with preventing violent play a key role in shaping and managing the with cultural organisations are used as part of extremism can be addressed through programme themselves in order that they this process of community engagement. the use of creative teaching and learning are fully engaged in learning processes. methods developed in partnership with We further recommend that teachers As an organisation committed to enabling creative and cultural organisations. enable young people to ask, ‘What is our children and young people to realise their Creative approaches lead to increased school doing to help us understand violent creative potential we are happy to enter engagement, improved dialogue and greater extremism and how can we talk about these into dialogue with others who share our understanding of the issues involved. issues in a safe and supportive environment commitment to engaging with the issues this We recommend that the DCSF further across the whole school community?’ publication has started to explore. Please encourages schools to work in partnership get in touch if you would like to continue the with creative and cultural organisations conversation. and that creative and cultural organisations work with one another to share learning arising from their experiences of developing projects and programmes that address Prevent objectives.

Chris May Chief Executive, Curious Minds

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