Globalisation
Dimensions, impacts, and opportunities for co-creation
| 13-16 | |
| 4 x 45 min. | |
| The different contexts and interrelationships surrounding globalisation are complex. In the following exercises, we will enable students to grapple and engage with this topic. | |
| Biology Communication Cosmopolitan issues Dialogue Diversity English Ethics/Religion Geography History IT Language Media Education Political Studies Signs Social Studies/Civic Education Social Learning Symbols |
Sustainable Consumption
Food in a globalised world
| 13-16 | |
| 4 x 45 min. | |
| The topic of food encompasses issues from development policy relating to labour, responsibility, the environment, and the global use of resources. | |
| Biology Communication Cosmopolitan issues Dialogue Diversity English Ethics/Religion Geography History IT Language Media Education Political Studies Signs Social Studies/Civic Education Social Learning Symbols |
Our Products' Journey
Going global – the garment industry
| 13-16 | |
| 4 x 45 min. | |
| T-shirts, jeans, and more - our wardrobe takes us on a journey through the global garment industry. Both the good and bad included. | |
| Biology Communication Cosmopolitan issues Dialogue Diversity English Ethics/Religion Geography History IT Language Media Education Political Studies Signs Social Studies/Civic Education Social Learning Symbols |
New
Working for climate justice – all around the world
| 12-16 | |
| 6 x 45 min. | |
| This topic helps pupils engage with issues related to climate justice, tells them the stories of climate activists from around the world, and involves them in creating a map of initiatives and campaigns local to them. | |
| Geography Business and economics Science Political Studies Ethics/Religion Social Studies/Civic Education Philosophy Language |
New
My smartphone – a global product
| 12-16 | |
| 3 x 45 min. | |
| This module teaches pupils about the production process behind a smartphone, from the mining of its raw materials and the product’s manufacture to its ultimate destination as electronic waste, and encourages them to explore ways of making it fairer and more sustainable. | |
| Geography Business and economics Political/social studies Ethics/values education |
New
Relationship between global and local
| 10-14 | |
| 9 x 50-60 min. | |
| This module gives teachers and pupils tools to reflect about the relationship between global and local. | |
| Cosmopolitan issues Social Studies/Civic Education Dialogue Diversity Philosophy Social Learning History |
New
Empathy
| 10-14 | |
| 12 x 50-60 min. | |
| This module gives teachers and pupils tools for reflection on empathy. | |
| Social Studies/Civic Education Philosophy Social Learning Psychology Dialogue Diversity Cosmopolitan issues Ethics/values education |
New
Water: the source of life
| 10-14 | |
| 10 x 50-60 min. | |
| This module explores the relationship between people and water, the right to water and the availability of water around the world. | |
| Social Studies/Civic Education Geography Biology Ethics/values education |
Escape from War and Persecution
Refugees and help in escaping danger – past and present
| 14-18 | |
| 3x45 min. | |
| This module looks at why people flee their home countries and who helps them to do so, how, and why. | |
| Biology Communication Cosmopolitan issues Dialogue Diversity English Ethics/Religion Geography History IT Language Media Education Political Studies Signs Social Studies/Civic Education Social Learning Symbols |
Antigypsyism
Tackling racist clichés about Romani people
| 14-18 | |
| 3 x 45 min. | |
| This topic explores the workings and mechanisms of prejudice and racism directed towards Romani people and other groups stigmatised as ‘gypsies’ (antigypsyism) | |
| Ethics/Religion Political Studies |
The workings of anti-Semitism
Standing up and speaking out against anti-Semitic prejudice and ostracism
| 13-16 | |
| 3 x 45 min. | |
| This module will help pupils explore the phenomenon of anti-Semitism, its impact, and prejudice more generally, as well as their own role in perpetuating prejudices | |
| Social Studies/Civic Education |
Diversity in Football
For respect and tolerance
| 14-16 | |
| 3 x 45 min. | |
| In this module, diversity in football is viewed as an opportunity for mutual understanding, tolerance, and respect, but also as a possible source of conflict. | |
| Ethics/Religion Social Studies/Civic Education |
Democracy
This module gives teachers and pupils tools to reflect about the meaning of issues referred to democracy, such as justice, tolerance...
| 10-14 | |
| 11 x 60 min. | |
| This module gives teachers and pupils tools to reflect about the meaning of issues referred to democracy, such as justice, tolerance... | |
| Cosmopolitan issues |
Human rights
This module gives teachers and pupils tools to reflect about the meaning of human rights
| 10-14 | |
| 9 x 60 min. | |
| Cosmopolitan issues |
Islamophobia: what is it and why does it occur?
Speaking out against prejudice and discrimination
| 13-16 | |
| 4 x 45 min. | |
| This module explores issues around Islamophobia as an example of discrimination and looks at ways of speaking out against it. | |
| Social Studies/Civic Education |
New
Disability: something you are or something others do to you?
People with disabilities and their experiences of barriers and gateways
| 12-16 | |
| 6 x 45 min. | |
| Full participation in public and social life is a human right, for everyone with and without disabilities. This module includes thinking of disability as a norm, work on the lives of personalities with a disability, giving pupils insights into the lifeworlds of people with disabilities, and learning about the multi-faceted character of a range of disabilities. Pupils will also reflect on processes of labelling and find out about the disability pride movement. | |
| Ethics/Religion Political/social studies History Philosophy Language |
New
Sexual diversity and gender identity
Combating homophobic and transphobic prejudice and exclusion
| 7-9, 12-15 | |
| 4 x 45 min. | |
| The module revolves around typical gender role expectations, and experiences of homophobia and transphobia in day-to-day life. Its intent is to help pupils engage with and reflect on constructed norms around gender and sexuality and to point them to possibilities for action if they experience or witness discrimination. | |
| Political/social studies Ethics/values education Philosophy Psychology |
New
Climate change and sustainability
| 10-15 | |
| 6 x 50 min. | |
| The module helps teachers to introduce climate change concepts to students and engage them in discussion regarding climate justice and sustainability. | |
| Geography Physics Political/social studies Ethics/values education History Philosophy |
New
Digital ethics
Digital transformation and ethics
| 10-14 | |
| 5 x 50 min. | |
| This module focuses on dgital ethics and helps teachers to introduce students to this field in an interactive and reflective way. | |
| Language Communication Political/social studies Computer sciences Ethics/values education Philosophy |
Language and Diversity
This module gives teachers and pupils tools to reflect about language and the language use.
| 10-14 | |
| 12 x 60 min. | |
| Communication Dialogue Diversity Language Signs Symbols |
Thinking
This module gives teachers and pupils tools to reflect about the process of thinking, the meaning of concepts, language.
| 10-14 | |
| 17 x 60 min. | |
| Communication Dialogue Language |
