Educational tools

Education and equality between women and men are human rights and legal principles. This resource intends to give support to teaching and learning about equality between women and men, and to prevent gender violence through education. The handbook proposes different tasks oriented to work at different stages to challenge pupils on gender issues and stereotypes

See introductory guide  HERE

See all other GCE topics  HERE

Violence and conflicts affect the entire world population in different scales and forms. Conflicts do not always have a happy ending, the key is to find a healthy resolution, that allows us go ahead.

The handbook proposes different tasks oriented to work with different intelligences: body kinetics, intrapersonal and interpersonal, musical etc., keeping a common thread, giving it a sense of progressive continuity. The first task is focused on work with oneself, fundamental when it comes to resolve conflicts. Know how I react, what are my potentials and weaknesses, learn to manage my emotions, will facilitate the interaction with the other. The second task focuses on that interaction, we are different people, we react in different ways, so see the other, find out what (sh)he feels and thinks, demands enough flexibility to cope with difference. The third task is more focused on culture of peace for a global citizenship approaching the topic from a perspective of common benefit. 

See introductory guide   HERE

See all other GCE topics  HERE

See introductory guide HERE

Handbook of stimuli for sessions and lots of ideas for how to manage a P4C session in class. It has 80 pages with an introduction to Philosophy for Children (P4C) and concept stretchers that more confident teachers can use. An introduction to P4C: rationale as a key methodology for GCE, followed by a collection of tried and tested stimuli for P4C enquiries on each Global Learning theme, including a written description of how it was used and the questions it generated.

> The original version in German is available here

> An English version is also available  here

> A Latvian version is also available here

> A Bulgarian version is also available  here

Plastic is an indispensable part of our daily lives. Children’s rooms are full of plastic toys, water from lightweight plastic bottles is popular, our food is wrapped in plastic, our kitchens are full of plastic bowls and when we buy things everywhere plastic bags are used. Plastic is widely used and popular because of its characteristics. However, our full life of plastic gives the environment a hard fight. Rotting plastic takes up to 500 years. Sooner or later, large parts of the plastic waste end up in the sea. There are now even plastic islands in the sea. Many animals mistake the plastic waste with food, which often has deadly consequences. In addition, the water quality suffers from the plasticisers. Is plastic a curse or a blessing? Is it harmful to the human body? Would a life without plastic be possible at all? Are there any alternatives? And how can I approach this complex issue to 7 - 10-year olds?

> The original version in German is available here

Every day we have to do with it and usually we throw it thoughtlessly away: paper. Every fifth tree is cut for paper. A large part of our paper is manufactured in Austria. Nevertheless, 30% comes from countries such as Canada, Russia and China.

But how is paper produced? Since when do we use it and why is it so important? What about the old paper? How do I find myself in the jungle of certifications? And what can I do sustain this important material?
In this lesson, five different exercises are presented, with the help of which children from 6 to 10 years get to know the topic from different perspectives. All exercises follow the principle of global learning and are interactive and experience-oriented.

In many cultures, she is a goddess, a nurturer of the world and a cult figure: the cow. Like hardly any other animal, it has influenced humankind since its early history. The cow supplies milk and meat and helps today in the cultivation of the fields. Even their dung is usable as fuel. With 1.3 billion grazing cows in this world, it is also the largest mammalian species in the history of the earth. But this triumphant process also has its downside. Its sweet-temper and its outstanding feature of making grass to milk, the cow has degraded to an industrialised milk machine. The high-performance milk cows spend their short lives in narrow stables, give birth to an average of 4 calves, give 10,000 litres of milk a year, and their final path ends in the slaughterhouse at the age of 6. Our thirst for cheap milk and our hunger for cheap meat exacerbate their situation. Does it have to be that way? What do cows need to be happy? How do cows and people live together in different parts of the world? How do a cattle look in Ethiopia? And how much meat is actually healthy?

> The original version in German is available  here

> A Latvian version is also available  here

> A Bulgarian version is also available here

The tomato is the favourite vegetable for half of the Austrians. Due to their good taste and bright red colour, it was referred to as "paradise apple", in Austria today easily recognisable by the name "Paradeiser". Anything other than heavenly are the cultivation and sale of the tomatoes in our globalised age: most tomatoes in our supermarkets are from the Spanish region of Almeria. Precarious working conditions of pickers, use of pesticides and huge water consumption have come to the agenda. These are just some aspects that will be addressed. Activities are presented in an interactive way, so that children from 6 to 10 years get to know the tomato from different perspectives: learn exciting facts about them, look at Almeria from space, develop a seasonal calendar for local vegetables, locating the origin of supermarket vegetables identified by the labels and discover ancient tomato varieties.

For every unit teaching goals, methods, worksheets, a detailed sequence plan and background information for teachers are included.

Emotions are the essence of life. Since we are born we are pure emotion and intuition. If there is something common to all cultures and that distinguishes us as humans is this "repertoire" of unconscious answers of passions, affections and feelings toward the people and things that surround us. Therefore, science is putting the focus on the study of these aspects: emotion, intuition and being in touch with the essence through meditation. These themes begin to be increasingly present in the classrooms too as well as in school curriculums.

This resource focusses on increasing personal and social well-being, as a necessary for quality education. Within the framework of  Global Citizenship Education it develops in the students abilities as to discern the emotions of the other, to use an emotional vocabulary, to empathically engage in the experiences of other people and/or dealing with negative emotions and circumstances; it will help equip them with tools that allow them to be aware of inequalities, build a culture of peace and nonviolence, an assessment of the more positive diversity and contribute to a more sustainable global development.

See introductory guide   HERE

See all other GCE topics  HERE

An educational resource for primary schools about playing and toys. The resource explores what children around the globe like to play and what parents and grandparents used to play, when they were children. It emphasises the importance of spare time for playing as a children's right. It gives information about gender stereotypes in toys and shows that you do not need many things for having fun, but some friends and a courtyard.

> The original version in German is available  here

> An English version is also available  here

> A Czech version is also available here

> A Bulgarian version is also available here

Plastic is an indispensable part of our daily lives. Children’s rooms are full of plastic toys, water from lightweight plastic bottles is popular, our food is wrapped in plastic, our kitchens are full of plastic bowls and when we buy things everywhere plastic bags are used. Plastic is widely used and popular because of its characteristics. However, our full life of plastic gives the environment a hard fight. Rotting plastic takes up to 500 years. Sooner or later, large parts of the plastic waste end up in the sea. There are now even plastic islands in the sea. Many animals mistake the plastic waste with food, which often has deadly consequences. In addition, the water quality suffers from the plasticisers. Is plastic a curse or a blessing? Is it harmful to the human body? Would a life without plastic be possible at all? Are there any alternatives? And how can I approach this complex issue to 7 - 10-year olds?