How to use this toolkit

The activities are divided into five chapters, themed around the five key concepts, Diversity, Interdependence, Sustainability, Peace and Conflict and Human Rights. Within each chapter there are topics, such as people or places. In each topic you will find activities to measure attitudinal change. Each activity is accompanied by at least one case study from primary or secondary school teachers from across the UK, Czech Republic, Slovakia, Ethiopia and Ireland, discussing how they have developed, adapted or used the activity and what impact it has had. Most talk about the teaching that they planned and their ideas for taking Global Citizenship further in their schools. You will find useful tips, resource ideas and advice in these case studies. 

This toolkit of activities can be adapted for use at any key stage. Each activity can be expanded and adapted to fit the teacher’s learning objectives and environment. It is accompanied by an interactive website where you will find the resources and tools you will need to carry out these activities in your classroom.  You will also find even more activities and case studies on the website, and links to teaching ideas and resources. 

How to choose the most relevant activities 

All activities can be adapted for different key stages, and can relate to multiple curriculum areas. The ‘How do we know it’s working grid’ is to help you make a start in selecting your audit activity.  

Tips for doing the activities 

Find some helpers 

 the more people to record discussions between pupils, the more data you have to work with. 

It’s not about right or wrong answers 

Remind pupils that you are interested in their own thoughts and ideas, not the ‘right’ thoughts and ideas, and not the responses of their friends. 

Try not to react to or correct pupils’ responses 

Letting pupils know if they have got the right answer, or if you like their answer will prevent you from getting a clear picture of their attitudes and ideas. Even if pupils make comments you do not agree with, it is better to use this opportunity to collect data and then plan to change your teaching accordingly, than miss the opportunity and perhaps not hear the true thoughts of your pupils on the subject 

Do collect as much evidence as possible 

Take photos, create documentation, keep copies of pupils’ responses. It will be useful when you repeat the activities, and useful to share with colleagues. 

Don’t worry if the change you wanted to see did not happen 

Change doesn’t happen overnight, and a more embedded approach is likely to have a stronger impact, try addressing the issue in more than one curriculum area, and encourage colleagues to consider it as well. You may want to use the case studies for further ideas. 

There is no ‘right’ way to interpret the results 

Interpretation always depends on the person doing it. But be aware of your own bias, it is easy to see the results you want to see. Try not to make hasty conclusions, and be open to finding unexpected responses. 

Be aware that pupils may give you the answers they think you want  

It is a general problem of researching attitudes of any people. Changing responses do not necessarily mean changes in attitude or even behaviour; keep conversations open, and revisit the topic in multiple ways, use activities that raise the topid directly and indirectly. Pupils’ personal reflections in the end of the process can shed more light on the change that might have happened and thus contribute to your impact assessment