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WorldWise Global Schools

Teacher Capacity Building Event

Report

1st February, 2018

City West Hotel, Dublin

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Introduction: On 1st February 2018, WorldWise Global Schools ran its annual Development Education Training event for teachers in City West Hotel, Dublin. All schools in receipt of WWGS funding were invited to attend. The event bought together 128 participants including 97 teachers from 90 post-primary schools all over Ireland and Uganda to explore and deepen their engagement with Global Citizenship Education (GCE). 9.00–9.30am Registration: Tea and Coffee on Arrival 9.30-9.45am Introduction to the day 10.00-11.00 Workshop Option 1 11.00-11.15 Tea/coffee 11.15-12.15 Workshop Option 2 12.15- 12.40 Global Citizenship Fair; a flavour of the citizenship resources for post-

primary schools that organisations provide 12.40-1.20 Lunch 1.20–2.00 Panel Discussion: ‘Global Citizenship and the Junior Cycle’ 2.00-3.00 Subject Global Café (Tea/Coffee provided) 3.00–3.30 Evaluation and Close

Overview: The main aim of the training was to equip teachers with knowledge and skills to assist them to deepen the engagement of Global Citizenship Education (GCE) in their school. The day began with a teachers participating in two preselected workshops of their choice. The themes covered were: GCE and Wellbeing in JC; Taking Action; the Global Passport; GCE methodologies, Tackling controversial issues in the classroom; and exploring ‘How the World Works!’ The afternoon consisted of a Development Education fair, where teachers had the opportunity to meet with NGOs that work in the sector to gain information and resources for integrating GCE in their schools. Following which, there was a fantastic panel discussion exploring Global Citizenship and the Junior Cycle. Speakers from the JCT, ACCS and NCCA outlined the value of GCE for the Junior Cycle and how it can help teachers with the new Junior Cycle Subject areas and the Wellbeing framework. Afternoon subject specific workshops followed where teachers came together from the same subject area to explore resources and activities they can use with their classes. The event closed with update on the key dates, an overview of how to start their grant reporting and a WWGS update by the new WWGS Programme Director Rita Walsh. Participants completed the Self Assessment Tool (SAT) for the day – the results of which showed that day was very valuable in terms of learning and support. Detailed analysis of the SAT results is provided at the end of this report.

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Introduction to WWGS Teacher Training Lizzy Noone, Project Officer (East) Lizzy opened the event, welcoming participants and introducing them to the agenda and aims of the day. As well as the many schools represented, she welcomed: members of the JCT teams, Irish Aid, Concern, Trocaire, Amnesty, 80:20, Debt & Development Coalition Ireland, Global Action Plan, Poetry Ireland, Latin American Solidarity Committee, Young Social Innovators, St Louis Network, Association of Community & Comprehensive Schools and the National Council of Curriculum & Assessment. Lizzy also welcomed the Irish Embassy in Uganda who sponsor the Teachers Making a Difference Programme, which recognises the most creative and innovative teachers working in difficult environments. For the first time, the five winning five teachers from Uganda visited Ireland and attended the conference. The following WWGS key dates were also highlighted for the diary:

Global Passport deadline – 28th February Grant Call opens – 14th March Annual Conference – 24th April in Galway

Workshops A range of six workshops ran concurrently in the morning session on a range of GCE topics. A short overview of each of the workshops had been sent to teachers prior to arriving at the event with an section detailing who the workshop might be suitable for e.g. starter / established, passport/ non-passport holding school. Teachers pre-selected two of the six workshops to attend on the day Workshop 1: Aishling McGrath

Education Officer, WWGS Aishling looked at the opportunities for Global Citizenship Education in Wellbeing at Junior Cycle and explored the many ways GCE is aligned to the Wellbeing indicators. The workshop examined some modules that could be introduced in schools as part of their Wellbeing programme. Please click on the link for resources from the Wellbeing Workshop

Workshop 2: Taking Action Deirdre Walsh, Amnesty

This workshop explored the theory of action and change and how teachers can engage students in taking action for change. Utilizing a variety of methodologies, participants explored how you can build give students a menu of possible meaningful actions. For workshop materials click on: Taking Action Workshop

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Workshop 3: A Whole School Approach to GCE/ DE (Global Passport) Laura Cahill, WWGS Programme Officer

Laura ran two different workshops on the Global Passport. The first was for teachers who were new to GCE/DE and the Global Passport; the second was for teachers who already had a Global Passport but wished to improve on key stamps. Utilizing a variety of creative methodologies in each, teachers reviewed the GCE currently being undertaken in their school; and in the final part of the workshop, teachers selected one or two stamps which they hoped to improve in the coming year and explored how to do this using the WWGS supporting resources. For workshop materials go to Global Passport Workshop Workshop 4: Active Learning Methodologies

Stephen Farley, Trócaire Stephen facilitated an energetic and interactive workshop on active GCE methodologies that teachers can use in the classroom and apply to their own subject areas. Utilising images and video clips of global justice issues, Stephen invited participants to find the links to their subject areas. Five activity stations were then set up where participants were given the opportunity to road test a range of DE activities and discuss their applicability within the classroom. These included: Movement, Solution Tree, Card Source, Information Processing and Photos. For workshop materials go to Methodologies Workshop

Workshop 5: Tackling Controversial Issues in the Classroom Conor Harrison, Independent

Conor’s workshop explored the practical approaches teachers can use to facilitate students engagement in GCE issues, which in some way may be controversial. He explored which can manage these moments in the classroom in a way, which are both safe for student and teacher. For workshop materials Controversial Issues Workshop

Workshop 6: How the World Works Deirdre Kelly, Debt and Development Coalition Ireland (DDCI) This workshop was centered on the DDCI resource ‘How the World Works 2’. Through interactive and engaging activities, Deirdre facilitated teachers to explore how to engage students on the root causes of poverty, inequality and injustice. Moving past the discussing the consequences of poverty, Deirdre explored how you can engage students on the structural changes that are necessary in order to create real change. You can find workshop materials at How the World Works Workshop

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Resource Fair Teachers participated in an NGO GCE Resource Fair after lunch, which saw them linking in with GCE practitioners to gain relevant resources and insights. A great cross-section of organisations were represented, including Young Social innovators (YSI), A Partnership with Africa (APA), DevelopmentEducation.ie, Global Action Plan (APA) as well as representation by Irish Aid.

Please see a list of exhibitors and facilitators at the end of this report and feel free to get in touch with any of the exhibitors from the day if you have any further questions or would like them to run workshops in your school or participate in their programmes.

Afternoon Panel Discussion: ‘Global Citizenship and the Junior Cycle’ Michael Doorly, Concern With the new Junior Cycle subject specifications and the introduction of Wellbeing Framework, this panel discussion explored the importance of Global Citizenship Education and the opportunities for GCE in Junior Cycle. Michael Doorly, head of Active Citizenship in Concern chaired the discussions with each panellist having an opportunity to answer a number of key questions relevant to their role and experience. Each speaker gave comprehensive responses. Below outlines a short synopsis of their responses’:

PHOTO

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Aoife Rush, National Council for Curriculum and Assessment (NCCA)

Aoife works with the NCCA on curriculum and assessment development across junior cycle and senior cycle. Prior to that she worked as an Education Officer in Trócaire in the Development Education unit. She is a qualified and experienced teacher of business and modern languages at post primary.

QUESTIONS 1) In a nutshell can you summarise the opportunities for Global Citizenship/Development Education

in the new framework for Junior Cycle. Aoife emphasised that there is no ‘nutshell’ when it comes for opportunities for GCE/DE in the new JC as the opportunities are far reaching.

2) Many of the new Statements of Learning reflect the importance of creating global citizens. Why

do you think this is so strong in the new framework? Aoife talked about the role of educators to give students the tools necessary to live in our society today. She outlined that the statements of learning reflect the world we live in and the information students need to learn to be well in it.

3) Sustainability features as a cross cutting theme in many of the new subject specifications, such

as Science and Home Economics. What does this mean for young people in Junior Cycle? In essence Aoife reflected that it means that students can learn the practicalities of living sustainably.

4) In what ways can teachers engage with the NCCA?

It was explained that the NCCA website and curriculumonline.ie are updated regularly with consultations on subject areas. The website also outlines very clearly information on each subject area which all can access and use.

David King, Junior Cycle for Teachers (JCT) David is the Team Leader Science at Junior Cycle for Teachers. He is a former science teacher. QUESTIONS 1) There is a new initiative for JC teachers, STE(A)M in JC, can you tell us more about this and in particular how it links to GCE?

David oultined their vision as to provide Junior Cycle teachers with rich STE(A)M CPD experiences in keeping with national and international best standards. He explored how this provision will allow for interdisciplinary responses to societal challenges in subject-specific and cross-curricular contexts.

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With the element of sustainability running through Science, Geography and Home Economics, WWGS and Global Citizenship have a clear role in helping to build the capacity of teachers.

2) As the team leader for science and a science teacher, how do you feel teachers are reacting to the sustainability element in Science?

David explained that as it is a new curriculum, the reaction is varied. He advised any Science teacher to attend the elective CPD that they are rolling out.

3) How can teachers engage with the JCT?

JCT STE(A)M run elective workshops throughout the year for Science, Home Economics and Geography teachers. David advised teachers to follow JCT Science on Twitter for updates and resources.

Áine O’Sullivan, Association of Community and Comprehensive Schools (ACCS) Áine O’Sullivan, is former Principal of Ashbourne Community School has been appointed as Assistant General Secretary of ACCS since September 2017 QUESTIONS 1) In terms of school leadership and management, how can teachers/WWGS convey the importance

of GCE for schools? By showing the benefits of engaging the students in Global Citizenship Education and showing your own passion and enthusiasm of it.

2) Do you feel that management bodies such as the ACCS play a role in promoting GCE?

ACCS ran a Global Citizenship Education workshop with principals at their conference in November having a huge influence on the principals whom attended. They now have a better understanding of what it means. By encouraging principals to speak about the Global Citizenship programme in your school you can influence other schools but also give validation to your own school’s activities.

3) What advice would you give to school leaders in embedding GCE in Junior Cycle and indeed in any aspect of school life?

Listen to your teachers; give them the space and opportunity to roll it out particularly with other staff members. Integrate it into schemes of work and subject planning.

4) What advice would you give to teachers in embedding GCE in Junior Cycle and indeed in getting the support from school leadership and management

The Junior Cycle has many GCE components already so it’s about building your own capacity in these areas and demonstrating this to school leadership.

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Mella Cusack, Junior Cycle for Teachers (JCT) Mella has many years' experience in curriculum design, including writing the NCCA's 100-hour CSPE short course and the WorldWise Doing DE series. She is a JCT Associate (CSPE and Wellbeing), and is currently working with the NCCA on a study of ESD curriculum opportunities from early childhood to senior cycle. Mella coordinates a EU funded project called 'Get up and Goals!’ which focuses on teacher CPD and curriculum development in support of student action around the Global Goals for Sustainable Development. QUESTIONS 1) WWGS has developed a series of curriculum guidelines for teachers. You have been involved in

the development of these guides. How do you feel these should these be used by teachers? What is the value of these for teachers in navigating GCE in JC

Mella explained that the guides are very much aimed to support teachers to teach their subject through a global justice lens. They show how GCE can be embedded into the JC. Linking to statements of learning, each resource connects to a number of strands and subsequent learning outcomes. Mella emphasised that these are not a replacement for books, rather a starting point for teachers, to get ideas, to see the connections and to support building a complementarity of exercises to help them meet the requirements of the subject specifications. Mella announced that History and Geography are currently in the pipeline so teachers can expect them by the end of the school year.

2) You have been involved in developing the CSPE course. What are the opportunities for GCE

here? Mella outlined that there are a number of opportunities within CSPE, particularly as CSPE itself very much naturally aligns itself to the knowledge and values of GCE/ DE. Mella went on to give a short overview of the changes in the new course including the increase in hours.

3) What are the opportunities for exploring GCE as part of Wellbeing in JC

The new CSPE short course includes strands: 1. Democracy 2. Global Citizenship 3. Rights and Responsibilities

By 2020, all schools must have a minimum of 400 wellbeing hours at Junior Cycle level so a school can increase the number of CSPE hours or use additional hours to roll out modules or short courses related to Global Citizenship.

4) How can teachers get involved with the ‘Get Up and Goals’ initiative?

Contact mella.cusack@gmail.com for details

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Derek Maher, Teacher (Holy Family Community School) Derek is a maths and science teacher at Holy Family Community School in Dublin. His school is a special passport holder. He has been exploring GCE for a few years now and also sits of the WWGS teacher advisory group. QUESTIONS 1) How do you plan for GCE in your classroom? Any advice for teachers in planning for GCE in

their classroom/subject areas? Derek outlined that for them it started small and based on the interest of two teachers. They had seen an advertisement for the WWGS grant and, both being naturally interested in Global Justice issues, were immediately excited to build it into their classrooms. They picked a few topics and ensured that they took a cross curricular approach. They went on to develop a DE committee of interested teachers within the school and engaged with the Global Passport programme, which helped them build DE into other areas of school life.

2) Is there planning at subject department level?

Derek explained how GCE has grown naturally in the school and how now the principal has made Development Education a set part of each subject department’s planning.

3) Can you notice a difference in your students as a result of GCE in your school?

Derek said that he has found that the development of a whole school approach to DE has helped ensure that every student is aware. It does bring about a feeling in the school of respect and fairness for everyone.

4) Any other thoughts or tips for schools in exploring GCE in JC or indeed in any aspect of school life?

Derek called on teachers to ‘just go for it’! Start where you can, find the other teachers who are interested and go to the principal and deputy principals with your ideas.

Subject Global Cafe: ‘Global Citizenship and the Junior Cycle’ Aishling McGrath, WWGS The final workshop of the day facilitated participants within their own subject areas. Each table was labeled a different subject with packs of subject specific materials/activities. In their subject groups, participants worked through the material as outlined in the instructions and filled in a post – discussion template. Teachers had the opportunity to share ideas about how they were integrating GCE into their subject areas, what resources they were using and tips for engaging students in the range of topics.

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Evaluation and Close Lizzy, James, Laura & Rita WWGS Lizzy introduced the final closing session and thanked all for attending. Laura gave a few reminders about upcoming dates including the Global Passport Deadline (28th Feb) and Annual Conference (24th April). It was reiterated that we really wish to have more young people included in the running of the conference. A list of possible student led activities was read out, and teachers were asked to get in touch if they had any interested students. James Dolan went through how the report will work online this year. The final report for this year’s programme must be in by the 18th of May. The Grant Call 2018/19 will open on the 14th of March and the deadline is the 9th of May. The application is an online form. Finally teachers were provided with their Self Assessment Tools (SATs) to provide valuable feedback to us on the day. Rita Walsh, the new Programme Director of WWGS closed, thanking all for attending.

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List of organisations in attendance:

Organisation Name Role at Conference Email

80:20 Tony Daly Resource Fair tony@developmenteducation.ie ACCS Áine O'Sullivan

Panelist aosullivan@accs.ie

Amnesty Deirdre Walsh Facilitator dwalsh@amnesty.ie Brigit's Garden Hedda Dick Resource Fair hedda@brigitsgarden.ie Concern Lauren Wright Resource Fair Lauren.wright@concern.net

Concern Michael Doorly MC of panel discussion michael.doorly@concern.net

Debt & Development Coalition Ireland Deirdre Kelly Facilitator deirdre@debtireland.org Eco-UNESCO Susie Spratt Resource Fair youth@ecounesco.ie

Global Action Plan Julia Haimlinger Resource Fair julia@globalactionplan.ie Holy Family Community School Derek Maher

Panelist Contact School

Independent Conor Harrison Facilitator conorjmharrison@gmail.com Irish Aid Tessa Cornally Resource Fair Tessa.Cornally@dfa.ie JCT CSPE Mella Cusack

Panelist mella.cusack@gmail.com

JCT STEAM David King

Panelist David.King@jct.ie

LASC Ámal Abordán Bernal Resource Fair education@lasc.ie

NCCA Aoife Rush

Panelist aoife.rush@ncca.ie

NYCI Valerie Duffy Resource Fair valerie@nyci.ie Poetry Ireland Jane O'Hanlon Resource Fair janeohanlon@poetryireland.ie SEAI Aoife Cannon Resource Fair aoife.cannon@seai.ie Trocaire Stephen Farley Facilitator Stephen.Farley@trocaire.org YSI Edel Gallagher Resource Fair edel.gallagher@youngsocialinnovators.ie