Terrorism
Counter terrorism – Learning Journey
Introduction
This learning journey is one of a series designed to support the learning and teaching of resilience education. This
journey focuses on terrorism and the counter terrorism strategies the UK governments have in place, particularly for
the 2012 Olympic Games in London and the 2014 Commonwealth Games in Glasgow.
As well as being used to reinforce the main health and wellbeing outcomes related to resilience education, this
learning journey can also be used to deliver other experiences and outcomes that are the ‘responsibility of all’,
notably literacy.
Helping learners understand the action the government is taking to prevent terrorist attacks, and to protect us if any
attacks do take place, is an important part of developing learners’ understanding of health, wellbeing, safety and
security. There are obvious links with curriculum areas such as social subjects and scope for interdisciplinary
learning including planning and assessment opportunities.
Experiences and outcomes
HWB


Literacy

I can respond in ways appropriate to my role
and use contributions to reflect on, clarify or
adapt thinking. LIT 3-02a

I can make notes and organise them to develop
my thinking, help retain and recall information,
explore issues and create new texts, using my
own words as appropriate. LIT 3-15a / LIT 415a
This learning journey covers the following learning experiences:

Counter terrorism strategies

Counter terrorism: The Olympic and Commonwealth Games
Please note: This resource includes web links to YouTube. It is recommended that practitioners check the clips, and
any appended comments, in advance to assess their suitability. Education Scotland is not responsible for content on
external websites.
Social Subjects

I can use my knowledge of current social,
political or economic issues to interpret
evidence and present an informed view. SOC
3-15a

I can contribute to a discussion on the extent to
which people’s needs should be met by the
state or the individual. SOC 4-16a

I can evaluate the impact which decision
making bodies have on the lives of people in
Scotland or elsewhere. SOC 4-18a
Prior knowledge
Some of the activities in these learning journeys are progressive and build on earlier experiences and outcomes. An
understanding of what terrorism is and some of the possible causes of terrorism would be useful and can be
developed with the support of other learning journeys available on the Ready for Emergencies website
These learning journeys have been designed to be modular so that practitioners can pick and choose the activities
most appropriate to their needs.
I am learning to assess and manage risk, to
protect myself and others, and to reduce the
potential for harm when possible. HWB 0-16a –
HWB 4-16a
I know and can demonstrate how to keep
myself and others safe and how to respond in a
range of emergency situations. HWB 0-17a –
HWB 4-17a
http://www.educationscotland.gov.uk/readyforemergencies
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Counter terrorism – Learning Journey
Terrorism
Learning experience:
Counter terrorism strategies
Introduction
Possible tasks


Learners will research and analyse the
counter terrorism measures used by
governments to prevent terrorist attacks.
Stimulus
The Home Office and Scottish Government
websites provide information on counter
terrorism strategies in the UK.
The video clips listed under ‘Useful
resources’ offer a good starting point for
further research and discussion.
Learning intention
•
To understand and analyse the
counter terrorism strategies used by
governments.
Learners use the video links provided and the Home
Office website to research the CONTEST counter
terrorism strategy, reporting back on the principles and
background of the strategy in a chosen format.
Learners analyse the Scottish Government’s counter
terrorism strategy using the links under ‘Useful resources’
and report on how this co-ordinates with the CONTEST
strategy.

Learners complete the ‘Science and technology in
counter terrorism’ learner challenge looking at ways to
detect terrorist activity.

Learners research the implementation of and responses
to the UK’s counter terrorism strategy.

Learners debate the effectiveness, and wider
implications, of the response to terrorist threats.
Useful resources
Download the ‘Science and technology in counter terrorism’
learner challenge from the Ready for Emergencies website.
Success criteria
Learners can:

identify the four principles of the CONTEST strategy and
give examples of each.
Possible evidence
Learners can:

produce a report on counter terrorism strategy in the UK

describe the impact that the four principles of the
CONTEST strategy could have on terrorism in Scotland.
Reflecting on learning

How do counter terrorism strategies impact on our daily
lives?

Which parts of the counter terrorism strategy are
important to take into account in the run up to large
events such as the Olympics?
Taking it further
YouTube: Anti-terror strategy
http://www.youtube.com/watch?v=mTMS7IqikL4
Learners could investigate the current terrorism ‘threat level’
in the UK and analyse why it might be set at that level.
YouTube: New counter-terrorism plans published
http://www.youtube.com/watch?v=TCBTb67eeBc
Learners could investigate counter terrorism strategies
implemented by other countries and compare these with the
CONTEST strategy.
Home Office: Counter terrorism strategy
http://www.homeoffice.gov.uk/counter-terrorism/uk-counterterrorism-strat/
Scottish Government: Counter terrorism
http://scotland.gov.uk/Topics/Justice/crimes/counterterrorism
http://www.educationscotland.gov.uk/readyforemergencies
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Counter terrorism – Learning Journey
Terrorism
Learning experience:
Counter terrorism: The Olympic
and Commonwealth Games
Introduction
Learners will consider some of the
counter terrorism strategies which have
been developed to prepare specifically
for the London Olympic/Paralympic
Games and the Glasgow Commonwealth
Games.
Possible tasks


Learning intention
•
To consider the strategies which will
be deployed to counter the threat of
terrorism during high-profile events.
Learners create a mind map showing the groups,
organisations and individuals who may be involved in counter
terrorism during the Games, giving examples for each.
Learners can:

identify a range of counter terrorism measures
which might be appropriate for high-profile events
Learners take on the role of a security consultant during the
design of a sporting venue or section of the athlete’s village,
identifying how individual features (eg CCTV) and the overall
design can help with counter terrorism strategies for the
Games.

describe who is involved in implementing counter
terrorism strategies.
Possible evidence
Learners can:

Stimulus
The video clips listed under ‘Useful
resources’ offer a good starting point for
further research and discussion.
Success criteria

Learners use the video clips in ‘Useful resources’ to identify
tactics which may be used to counter violence or respond to
terrorist attacks at the Games. Learners consider the
effectiveness of the tactics and report back on their findings in
a chosen format.

create a mind map using showing organisations
involved in counter terrorism strategies

use role-play to take on the part of a security
consultant and present their findings to an audience
of their peers
Learners research the security strategies in place for the
Games and create a poster or leaflet explaining these to the
public.

create a written document aimed at explaining
counter terrorism measures to the public.
Reflecting on learning
Useful resources

Home Office: Planning a safe and secure Games
http://www.homeoffice.gov.uk/counter-terrorism/securing-2012olympic-games/safe-and-secure-games/
Why might an event like the Commonwealth Games
be a target for terrorists?

How might social media have an impact on both
inciting and countering terrorism?
YouTube: Beijing anti-terrorist police use mock-riots to prepare for
Olympics
http://www.youtube.com/watch?v=qqxIzX9WPjs
YouTube: Beijing anti-terrorist police react to a mock terrorist attack
in preparation for the Olympics
http://www.youtube.com/watch?v=yAcCAmoJOsY
Taking it further
Learners could investigate how specific forms of
terrorism (for example cyber terrorism) might affect the
Games and consider appropriate counter terrorism
measures in more detail.
http://www.educationscotland.gov.uk/readyforemergencies
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