UNESCO Clearinghouse on GCED

Get Global!: A Skills-based Approach to Active Global Citizenship Year of publication: 2003 Author: Joanne Price Corporate author: ActionAid | Oxfam Get Global! is a teachers' guide on how to facilitate active global citizenship. It allows learners to move from thinking about issues that are important to them, to planning and participating in action, and to reflect on their performance, and assess their work. Although aimed at 11-16 year olds, some of the activities could easily be adapted for use with younger learners.

Trust me Year of publication: 2016 Corporate author: Childnet International The main aim of this resource is to educate young people about inaccurate and pervasive information that they might come across online. This resource is intended to stimulate and facilitate discussions around online risk.Developed in partnership with the London Grid for Learning (LGfL) Safeguarding Board, the resource contains lesson plans for both primary and secondary level that aim to empower educators to discuss how to think critically around the areas of content, contact, and propaganda material that may seek to persuade or change their views.

School Online Safety - Self review tool Year of publication: 2016 Corporate author: South West Grid for Learning Trust (SWGfL) The Self Review Tool is intended to help schools to review their current online safety policy and practice. It provides management information and stimulus that can influence the production or review of online safety policies and develop good practice and process for identifying strengths and weaknesses. It also focuses on opportunities for commitment and involvement from the whole school as well as a continuum for schools to discuss how they might move from a basic level provision for online safety to practice that is aspirational and innovative.

Talking about values in the classroom Year of publication: 2015 Author: Don Rowe Corporate author: Citizenship Foundation The publication introduces teachers to a method of working with stories that enable students to develop a range of skills in thinking and talking about moral issues. It aims to expand the pupils' vocabulary concerning moral, values and ethical questions and critical thinking tools.

Learning the lessons of the Holocaust? A critical consideration of the antiracist and citizenship potential of Holocaust education in English secondary schools Year of publication: 2010 Author: Alice Pettigrew In this paper I draw upon data collected as part of a national study of current practice in Holocaust education within English secondary schools. The paper emphasises the importance placed by teachers from a variety of subject backgrounds upon study of the Holocaust as an opportunity to explore citizenship related and antiracist concerns. However, the paper also identifies and discusses a number of potential challenges and possible limitations apparent in this approach. (By the author)

The Write for Rights: A Human Rights Education Pack Year of publication: 2015 Corporate author: Amnesty International This education pack contains five activities on human rights for young people. It can be used as an introduction to human rights, to global solidarity, to campaigning and activism, and to the wider work of Amnesty International. The activities provide a broad perspective on these issues and others.They are useful in opening young people’s minds to global concerns and involving them in actions which can have a real impact on people’s lives.The activities can be run at any time, but will be most effective either before or during the time of Amnesty International’s ‘Write for Rights’ campaign, which this year runs from 4 to 17 December. By working on these cases and taking part in the campaign, young people will know that they are part of a massive global movement of people. They – and you – can bring about a real improvement in the lives of the people featured in the following pages.

A Whole School Approach: Involving the School Community in Reducing its Carbon Footprint Year of publication: 2010 Corporate author: Carbon Trust Reducing energy use has many advantages for schools – it saves money, reduces carbon emissions (helping to combat climate change), improves the learning environment and can enhance a school’s reputation.To be really effective, the whole school must be involved in energy saving. This guide outlines an approach to energy management which involves pupils, teachers and other staff. By motivating staff and pupils through lessons, as well as providing practical advice on how to go about saving energy, a whole school approach to energy management can reduce the school’s carbon footprint and provide long-term benefits for the school, its people and the environment.

The Education We Want: An Advocacy Toolkit Year of publication: 2014 Author: James Edleston | Dan Smith | Sumaya Saluja | David Crone | Chernor Bah | Emily Laurie Corporate author: Plan international | A World at School | UN Global Education First Initiative - Youth Advocacy Group (YAG) Developed by Plan International, A World at School and the Youth Advocacy Group of the Global Education First Initiative, this toolkit was made for and by young people to advocate for quality education.Packed full of ideas, tools and inspiring stories, it helps children and youth to effectively carry out their own advocacy campaign.Although this advocacy toolkit focuses on education, its tips and ideas are applicable to young people advocating for a variety of development and rights issues.

The Education We Want: Workshop Facilitator Guide For the Advocacy Toolkit Year of publication: 2014 Author: Daniel Smith | James Edleston | Tom Burke | Emily Laurie Corporate author: Plan international | A World at School | UN Global Education First Initiative - Youth Advocacy Group (YAG) This guide is intended as a resource to accompany the ‘Education we want: An Advocacy’. It aims to provide a wide range of workshop activities for those who intend to Understand, Plan or Do their education advocacy using workshop based approaches.Workshops are an effective way of involving others in advocacy. They can support you in carrying out research, drafting a plan and building skills for action.The successful delivery of workshops relies on effective preparation, good facilitation skills and a commitment to support people’s learning and development.

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