global education toolkit
Search our database of all the activities and resources found in the new toolkit ‘how do we know it’s working’ (book two) and more. here you will find everything you need to measure attitudinal change in pupils: downloadable instructions, images, recording templates and case studies.
Global education toolkit activities
Below are samples of activities included in the toolkit. To view the full list of activities, please click here.
To filter the activities displayed, choose by key stage and/or by key concept in the left hand menus.
Only those activities matching your criteria will be shown. Click on individual activities to find out more.
Please note that only a limited number of activities are shown in full online. To access the full content of the education resource, click on the button below to buy a copy of the printed book.
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Fair or Unfair?
What pupils understand by the term ‘fair’ and how developed their understanding of justice is. Do they think injustice is inevitable?
How much water can you save?
Assess pupils’ knowledge and understanding about water conservation, the connections between water conserving actions and environmental issues around the world, and pupils’ attitudes towards what’s realistic in terms of changes in behaviour.
Which tomatoes would you buy?
What criteria shape pupils’ decisions about the products they buy? To what extent do ethical or environmental implications influence their behaviour as consumers?
Which jobs are for women or men?
Explore which characteristics and skills pupils define as typically feminine or typically masculine. What do pupils think are prerequisites for different jobs and do they relate to gender characteristics or skills?
What’s the best way to protect the environment?
What pupils think and know about the impact of our choices on the environment, the connections between local environmental actions and global impacts, and their own willingness to take action for the environment.
How can I make world a better place?
What pupils think and know about actions they can take to make the world a more just and sustainable place
What would make most difference?
To what extent pupils understand their potential power as consumers and as agents for change – individually or as part of a bigger group; whether they consider the consequences of their actions and whether they are motivated enough by injustice to take action.
Why are people hungry?
What pupils know and think about the causes and consequences of hunger around the world and what can be done about it.
What do you think about migrants?
Find out what pupils think about migrants and whether pupils associate positive, neutral or negative characteristics with them. Explore pupils critical thinking skills and their awareness of bias in the media representation of migrants.
Whose Responsibility are Human Rights?
Whether pupils are aware of Human Rights and how systems to protect them work around the world. To what extent pupils are willing to take advantage of opportunities to take action for social justice in relation to Human Rights.
Where do the world’s refugees go?
Pupils’ knowledge and understanding about the inequalities in the global distribution of population, wealth and refugees, and their attitudes to these inequalities. Explore awareness of bias in the media and pupils’ critical thinking skills.
What’s the same? What’s different?
Are pupils able to think of other children or young people, who may live in very different places, as sharing many similarities to themselves.
Who will have which job?
To what extent do pupils hold stereotyped ideas of gender and ethnicity?
China, UK or both?
How aware are pupils of the similarities between their own country and others, and what are pupils’ preconceptions of lifestyles, food and products in other countries, and their awareness of the global nature of modern culture?
Who would you choose to be you friend?
This activity is designed to find out to what extent pupils have preconceived ideas about who they would choose as a friend, based on appearance, ethnicity or gender.
What’s the best way to stop a conflict?
What pupils think about a range of ways in which they could resolve a conflict.
How Do You Describe Peace?
The extent to which pupils’ understanding of peace and conflict is developing. The activity can capture the depth and breadth of their knowledge and understanding, alongside their changing attitudes towards conflict and peace.
Is this a family?
Discover pupils´ attitudes towards a diverse range of families. To what extent pupils are comfortable using appropriate language in relation to ethnicity and sexuality
What would you see in a country in Africa?
To what extent are pupils’ views of countries in Africa stereotypical?
