Results by theme
© Crispin Hughes/Oxfam
How much do young people value education here? Have they made the link between what they learn at school and their futures?
Aims
- To compare the value of education for children in different parts of the world
- To begin to understand the link between education and development
© Aly Wight
This active lesson explores how life chances and the ability to participate in society are influenced by education.
Aims
- To understand the reasons why children’s have unequal access to education and the barriers involved.
- To reflect on the ways education improves our life chances.
The harder you work the richer you get? Find out your pupils viewpoints on this and other issues, and consider the impact a global citizenship approach has on these attitudes and opinions.
Aims
- To find out what pupils views are on a series of statements connected to global citizenship
- To measure how pupil’s views change over time and reflect on why they changed
This activity explores what it could mean for communities and countries around the world if the targets for Goal 16 are met or not met. This activity is for pupils 14+.
In this game pupils play a ‘vulnerability game’ which illustrates some of the inequalities that exist among people living in Rio de Janeiro, the host city for the 2016 Olympics. Suitable for level 2 & 3. (LIT 2 and 3-02a).
Are Rights all equal? Do some groups require special protection? Exploring some common ‘myths’ around Human Rights.
As this ongoing humanitarian crisis continues to unfold and Europe struggles to respond, it is vital that young people have the opportunity to explore this issue. Charlotte Dwyer from Scotdec considers how we can explore this issue in the classroom.
Kim McCauley from Wosdec, reflects on how to begin uncoupling these terms and find a new way forward.
Mobile phone or sanitation? What does technology mean to you? Levels 2/3
This activity allows pupils to find out about gender equality in education in Kenya and to consider some of the similarities and differences with the UK.
