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An Early Childhood Photo Pack: Introducing the Global Goals

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An Early Childhood Photo Pack: Introducing the Global Goals

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A great photo-based resource on the SDGs, linked to the Irish early years curricula but still really relevant and useful in Scotland.

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Trócaire Head Office, Maynooth, Co. Kildare, Ireland, W23 NX63. Tel: +353 1 6293333

Republic of Ireland: Charity Regulatory Authority No. 20204842; Revenue Number CHY 22508; Company Number 661147.
Northern Ireland: Charity Commission for NI No. NIC103321; Revenue Number (HMRC) XR10431; Company Number NI021482.

Trócaire Head Office, Maynooth, Co. Kildare, Ireland, W23 NX63. Tel: +353 1 6293333

Republic of Ireland: Charity Regulatory Authority No. 20204842; Revenue Number CHY 22508; Company Number 661147.
Northern Ireland: Charity Commission for NI No. NIC103321; Revenue Number (HMRC) XR10431; Company Number NI021482.

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Trócaire Head Office, Maynooth, Co. Kildare, Ireland, W23 NX63. Tel: +353 1 6293333 Republic of Ireland: Charity Regulatory Authority No. 20204842; Revenue Number CHY 22508; Company Number 661147. Northern Ireland: Charity Commission for NI No. NIC103321; Revenue Number (HMRC) XR10431; Company Number NI021482. Trócaire Head Office, Maynooth, Co. Kildare, Ireland, W23 NX63.

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Learning THROUGH rights in the Early Years

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Learning THROUGH rights in the Early Years

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Weaving the UNCRC through policy, provision and every day practice. A fantastic document detailing what meeting each of the UNCRC articles actually looks like within an early level setting. From City of Edinburgh Council.

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Oxfam guides to Global Citizenship Education

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Oxfam guides to Global Citizenship Education

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For teachers, and for schools

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Tatiana Cardeal/Oxfam

These guides are the foundations of great global citizenship. They outline the key principles of taking a global approach to teaching and learning, as well as practical guidance for embedding it into your lessons.

Each guide has been created with teachers in mind and includes advice, teaching ideas and activities to help you on your way. Whether you want to explore the world in the classroom or develop global learning across your whole school, we have a guide for you.

Salahuddin Ahmed

Education for Global Citizenship

Packed with creative ideas, advice and case studies to support the development of global citizenship in all curriculum areas.

Global Citizenship in the Classroom

A practical guide filled with tools and ideas to increase participation and develop global learning in the classroom.

Teaching Controversial Issues

Young people frequently face making decisions about a wide range of issues on which there are many different views. This guide includes strategies, guidance and activities for teaching controversial issues.

The Sustainable Development Goals

The UN's Sustainable Development Goals present "a blueprint to achieve a better and more sustainable future for all by 2030."

Deepen your understanding of education about and for the Sustainable Development Goals (SDGs) and see how global citizenship education approaches and methodologies can underpin good practice.

Maths and Global Citizenship

Consider how real world contexts can enrich maths teaching and help unlock how it can be applied.

Science and Global Citizenship

Deepen learners' understanding and discover practical ideas for adding a global lens to science.

English and Global Citizenship

Ideas for learning about the world whilst improving speaking and listening, reading, writing and media literacy skills.

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These guides outline the key principles of taking a global approach to teaching and learning, as well as guidance for embedding it into your lessons.

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Education Scotland

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Improvement questions

Reflective questions are embedded throughout this interactive toolkit.

When using the toolkit in general, please consider the following reflective questions:

What is my understanding of the current Early Level policy and guidance landscape in relation to play pedagogy?

How do I use self-evaluation, research and evidence to inform and improve my practice?

How to use this toolkit

This interactive toolkit comprises of a multimedia Sway presentation of three parts:

Why play pedagogy?

Play pedagogy in practice

Moving forward

SWAY presentation

Download(s)

To assist those who may require to access the toolkit offline, the content has been divided into smaller downloadable PowerPoint presentations.
PDF file: Play pedagogy sketchnote (2 MB)SWAY presentation: Early Level Play Pedagogy Toolkit - Introduction (7 MB)Powerpoint presentation: Early Level Play Pedagogy Toolkit - Why Play Pedagogy? (Large file - 15.5 MB)SWAY presentation: Early Level Play Pedagogy Toolkit - Play pedagogy in practice (154 KB)Powerpoint presentation: Early Level Play Pedagogy Toolkit - Play pedagogy in practice (3.6 MB)SWAY presentation: Early Level Play Pedagogy Toolkit - Moving forward (72 KB)Powerpoint presentation: Early Level Play Pedagogy Toolkit - Moving forward (402 KB)SWAY presentation: Early Level Play Pedagogy Toolkit - Further reading (679 KB)Word file: Early Level Play Pedagogy Toolkit - Further reading (51 KB)

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Improvement questions Reflective questions are embedded throughout this interactive toolkit. When using the toolkit in general, please consider the following reflective questions: What is my understanding of the current Early Level policy and guidance landscape in relation to play pedagogy? How do I use self-evaluation, research and evidence to inform and improve my practice?

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A really useful overview document from Highland Council

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Getting Started with Play Pedagogy in P1 - Play Scotland

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Scotland's Play Charter describes our collective commitment to play for all children and young people. Supporters of the Charter know that children have the right to play and value play as an essential part of children's health and wellbeing as individuals and part of the community.

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Play Scotland Play Types Toolkit - bringing more play into the school day - Play Scotland

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Play Types Toolkit - bringing more play into the school day. Play Scotland's Play Types Toolkit is for schools and education professionals, and others working with children in various settings. Playing is an integral part of children's day in many educational and childcare settings.

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Playful Pedagogy Toolkit from Play Scotland

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Playful Pedagogy Toolkit from Play Scotland

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Refreshed Curriculum for Excellence Narrative

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Refreshed Curriculum for Excellence Narrative

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Learning for Sustainability from Education Scotland

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Learning for Sustainability from Education Scotland

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What is learning for sustainability?

Learning for sustainability (LfS) is an approach to life and learning which enables learners, educators, schools and their wider communities to build a socially-just, sustainable and equitable society. An effective whole school and community approach to LfS weaves together global citizenship, sustainable development education and outdoor learning to create coherent, rewarding and transformative learning experiences.

LfS is an entitlement for all learners within Curriculum for Excellence. LfS is embedded within the General Teaching Council of Scotland Professional Standards for practitioners and permeates How good is our school? [Fourth edition]. The United Nations Sustainable Development Goals are central to Scotland's national vision and are at the heart of the Scottish Government's National Performance Framework.

A vision for the future

The Vision 2030+ Report: Concluding report of the Learning for Sustainability National Implementation Group (2016) report sets out Scotland's vision for LfS in educational settings through to 2030. It builds on the five strategic recommendations in the Vision 2030+ Learning for Sustainability Action Plan which were accepted by Ministers in 2013:

1. All learners should have an entitlement to learning for sustainability.

2. In line with the new GTCS Professional Standards, every practitioner, school and education leader should demonstrate learning for sustainability in their practice.

3. Every school should have a whole-school approach to learning for sustainability that is robust, demonstrable, evaluated and supported by leadership at all levels.

4. All school buildings, grounds and policies should support learning for sustainability.

5. A strategic national approach to supporting learning for sustainability should be established.

Our vision is of a flourishing Scotland where sustainable and socially-just practices are the norm.... and our roles and responsibilities within a globally-interdependent world are recognised...learners are educated through their landscape and understand their environment, culture and heritage; and develop a sense of place and belonging to their local, national and global community, with a deep connection to the natural world. Here, learners will understand the significance of their choices, now and in the future.

The Report of the One Planet Schools Working Group (November 2012)

Key strategic information

Key resources

Climate Change and COP26 Climate Summit

Additional resources

Case studies and exemplars

Early years

Primary

Secondary

ASN

CLD

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A summary of learning for sustainability resources

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Learning for sustainability (LfS) is an approach to life and learning which enables learners, educators, schools and their wider communities to build a socially-just, sustainable and equitable society. An effective whole school and community approach to LfS weaves together global citizenship, sustainable development education and outdoor learning to create coherent, rewarding and transformative learning experiences.

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Information and resources around the SDGs

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We promote use of the Sustainable Development Goals in learning so that children can contribute to a better future for all. From citizenship and justice to climate change and the environment, inspire children to make a difference!

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Very comprehensive board of resources from City of Edinburgh Council, including professional learning, case studies, child-friendly resources and visuals and support for working with families.

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A collection of books to explore Rights with young children 

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A collection of books to explore Rights with young children 

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GIRFEC and the SHANARRI wellbeing indicators

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GIRFEC and the SHANARRI wellbeing indicators

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Wellbeing (SHANARRI)

Using the GIRFEC principles, the approach to considering children's wellbeing should be rights-based, strengths-based, holistic and adaptable enough to take account of stage of development and the complexity of each child or young person's individual life circumstances.

Practitioners and organisations should consider each of the eight wellbeing indicators (SHANARRI) in collaboration, with children, young people and their family.

In practice, the eight indicators can be interconnected and overlapping. When considered together, they give a holistic view of each child or young person. They enable the child or young person, and the adults supporting them, to consider strengths, as well as any obstacles they may face to growth and development.

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The Scottish Government's approach to determining children's wellbeing.

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Introducing simple, everyday objects can improve creativity, boost social and problem-solving skills and support inclusion.
"A 'loose parts' toy, is open-ended; children may use it in many ways and combine with other loose-parts through imagination and creativity. Nature, which excites all the senses, remains the richest source of loose parts."
Richard Louv, Author

If you any ideas to share, let us know at info@playscotland.org

Loose Parts Play - A Toolkit

The aim of the toolkit is that more children will have access to loose parts play and that adults in the play, early years and education sectors will feel more comfortable and confident about introducing loose parts play within their settings.

This updated edition offers:

a greater focus on skills that help adults to facilitate loose parts play sensitively and respectfully

more starting points to link loose parts play with education, curriculum, wellbeing, social and care contexts

a wider range of 'snapshots' and case studies illustrating real-life application of loose parts play theory in the field

more pages to print, photocopy and share

Who is the Toolkit for?

The Toolkit will be useful for:

people working directly with children and teenagers, in many types of setting

people in management and leadership roles

play and community associations and networks

"When children interact with loose parts, they enter a world of "what if" that promotes the type of thinking that leads to problem solving and theoretical reasoning. Loose parts enhance children's ability to think imaginatively and see solutions, and they bring a sense of adventure and excitement to children's play".
(Dale and Beloglovsky)

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Loose Parts Play - A Toolkit The aim of the toolkit is that...