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Barnardo’s have a freephone refugee helpline service. Download the poster with free phone number or access their dedicated website.

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23163_Ukraine Refugee Helpline Social Assets4 3

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e-Sgoil - beginner English classes for Ukrainian families

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e-Sgoil - beginner English classes for Ukrainian families

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Beginner's English for Ukrainian Families – Free online conversational English in a supportive community setting. Every Thursday 6pm - 7.30pm starting Thursday 12th May 2022. Email e-sgoil@gnes.net for more information.

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A guide to Scottish schools for children and families arriving from Ukraine

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A guide to Scottish schools for children and families arriving from Ukraine

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A guide to Scottish schools for children and families arriving from Ukraine. In Ukrainian. / Інформація про шотландські школи для дітей та батьків з України, українською мовою.
(Also translated into Russian).

This video has been produced by Fiona Normansell of South Ayrshire. Fiona is an experienced language teacher and 1+2 Development Officer who specialises in EAL. We are grateful to her for sharing this video and hope that they will reassure young people who are new to the Scottish school system.

This video has been translated using powerpoint captions.

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EIS booklets - Going to school in Scotland

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EIS booklets - Going to school in Scotland

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The EIS has produced a suite of educational packs to welcome young people from migrant and refugee families into Scottish schools.

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The EIS has produced a suite of educational packs to welcome young people from migrant and refugee families into Scottish schools. The Welcome Packs are specific to three age ranges (P1-P4, P5-S3 and S4-S6), and are designed to inform young people and their parents of their rights as pupils/students in Scottish education and to convey a positive, welcoming message to the young people about Scotland as their new home.

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A very useful reference document when registering children from different cultural backgrounds into school (including Ukrainian naming systems).

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EIS booklet - Parents'/Carers' Guide (translated)

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EIS booklet - Parents'/Carers' Guide (translated)

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This link will take you to translations of the EIS Parents'/Carers' Guide - including Ukrainian and Russian versions. Audio books of these are also available.

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A copy of the Parents’ booklet in French, Arabic and Polish.

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Education Scotland: Teaching about conflict and war

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Education Scotland: Teaching about conflict and war

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This resource can be used to provide support to children and young people who may be anxious about what they see or hear in the news. Many of these resources deal specifically with Ukraine.

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Given the political sensitivities around this topic, the wide range of issues involved and the specialist knowledge required, the following links have been identified to support classroom teaching across a range of disciplines.

Although this resource is intended to be used to support learning and teaching around conflict and war in the broader sense, given the current situation in Ukraine many of these materials can be used to support practitioners now. We will work to update the resource with further materials in due course.

Background information on conflict and war

Conflict is an ever-present feature of our modern world. Many of our learners may have been affected by the various situations which regularly make the news headlines. These links focus on Ukraine. It is important to ensure that the information we provide to our learners is age appropriate and enables them to explore these complex issues and so support them towards reaching their own conclusions.

Ukraine Profile: a chronology of key events in the history of Ukraine (BBC Timeline). The World Factbook from the CIA provides basic information around a range of themes (history, geography, economics, politics etc.).

War in Ukraine: What's happening there? - CBBC Newsround. A continuously updated resource from the BBC, targeted at children and young people. Ukraine or the Ukraine: Why do some country names have 'the'? - explains the distinction between the common, and erroneous, "the Ukraine" and "Ukraine".

A Modern Studies approach to introducing the topic. What I did today when students asked about Ukraine. in TES Magazine.

Understanding the news

There has been an enormous amount of false news circulating on social media during the war. It is important that children and young people understand where to source news content and have the skills to evaluate its reliability.

The digital learning team at Education Scotland has developed a resource that supports practitioner understanding of the importance of Information Literacy: critical thinking online relating to web based content such as news.

You decide - A political literacy resource is a resource to help teachers with the teaching of controversial issues. There is information on techniques which can be used to help children and young people to improve their political literacy. Within You Decide, there is a resource which provides suggestions of how to help learners from first to third level to understand how fake news may affect them, see Fake News resource. All of these resources are also available in Gaelic.

The BBC has a wealth of relevant resources in this area, including:

The Times: The Kremlin always falls prey to pride and paranoia - opinion piece from historian Max Hastings on the context of the Ukrainian conflict. Could be useful for as part of learning on how journalism works, reading comprehension, and compared with other pieces that learners find themselves as part of their own research.

It may be useful for learners to consider some of the issues around the sharing and availability of information in past conflicts. How does the media and live reporting affect opinions? How does the emphasis on some conflicts rather than others in the media affect public opinion?

Resilience and wellbeing

Children and young people may experience a range of emotions as a result of the current situation. They could be worried and/or afraid as well as distressed by the news and what they may hear from others. Some children may be particularly vulnerable - for a variety of reasons, including those who may have family or other ties to those involved in the current situation. Supporting children and young people's mental health and wellbeing is therefore an important aspect for practitioners to be aware of and sensitive to.

The Compassionate Connected Communities Professional Learning Activity provides an overview of recognising and responding to trauma. The Compassionate and Connected Classroom raises awareness of the impact of adversity and trauma. This resource, for 3 rd and 4 th levels provides opportunities to talk about coping with difficult situations. The Journey: Adventures in Resilience

The BBC publishes a wide range of support materials for this context:

Supporting children and young people from Armed Forces families during conflict and war. The number of children and young people of Armed Forces families in Scottish schools is a sizeable group. Planning and supporting the mental health and wellbeing of this group of children and young people is a priority.

Webinar programme

Teaching about conflict and war. The aim of this webinar is to bring together practitioners to share information and discuss approaches to teaching and learning around this topic. Planning for this webinar is currently underway and updated information will be posted here.

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Teaching about conflict and war: Support for educators

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Given the political sensitivities around this topic, the wide range of issues involved and the specialist knowledge required, the following links have been identified to support classroom teaching across a range of disciplines.

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All-Ukrainian online school is a platform for distance and blended learning of students in grades 5-11 and methodological support for teachers.

The goal of the All-Ukrainian School Online is to provide every Ukrainian student and teacher with equal, free and free access to quality educational content.

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Відеоуроки, тести та завдання для школярів 5-11 класів

Завантажуй мобільний застосунок
Всеукраїнської школи онлайн

Початкова школа

Навчальні ресурси для учнів/учениць та вчителів/вчительок початкової школи

Детальніше

Інфомедійна грамотність

Навчально-методичні матеріали для учителів

Детальніше

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Відеоуроки, тести та завдання для школярів 5-11 класів Завантажуй мобільний застосунок Всеукраїнської школи онлайн Детальніше   Детальніше

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Welcoming Refugee Children: Advice and Guidance for Schools (Webinar)

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Welcoming Refugee Children: Advice and Guidance for Schools (Webinar)

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This webinar from The Bell Foundation looks at working with refugees. Although this workshop was based on Afghanistan, the information is transferrable. Links to further support can be found in the comments on YouTube.

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Welcoming Refugee Children: Advice and Guidance for Schools (Webinar)

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Scottish Refugee Council - Ukraine Crisis

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Scottish Refugee Council - Ukraine Crisis

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The Scottish Refugee Council has put together some information for people in Scotland who are affected by the rapidly changing situation in Ukraine, and for people who want to find out how they can help.

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We're working closely with local councils, partner organisations and communities across the country to make sure that people fleeing the war in Ukraine receive a warm welcome in Scotland.

Ми тісно співпрацюємо з місцевими радами, партнерськими організаціями та громадами по всій країні, щоб люди, що тікають від війни в Україні, отримали теплий прийом у Шотландії. (UKR)

Мы близко сотрудничаем с местными муниципалитетами, партнерскими организациями и общинами по всей стране, чтобы бегущие от войны люди в Украине получили теплый прием в Шотландии. (RUS)

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Ukraine crisis - Scottish Refugee Council

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We're working closely with local councils, partner organisations and communities across the country to make sure that people fleeing the war in Ukraine receive a warm welcome in Scotland. Ми тісно співпрацюємо з місцевими радами, партнерськими організаціями та громадами по всій країні, щоб люди, що тікають від війни в Україні, отримали теплий прийом у Шотландії.

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Beginning EAL - Support Materials Australian resource - Yrs 2-6

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Beginning EAL - Support Materials Australian resource - Yrs 2-6

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ESL Kids lesson plans, flashcards, worksheets, songs, classroom readers, crafts & games

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ESL kids resources for English teachers. Printable lesson plans, flashcards, worksheets, classroom readers, songs, games, clip art images, crafts and more.

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електронні версії підручників

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Електронні версії підручників

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Електронні версії підручників для учнів 7-х класів (видання 2015 року)

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НУМО - це ваш помічник із розвитку дитини 3-6 років у садочку або вдома, розроблений залученими експертами ЮНІСЕФ та Міністерства освіти і науки. На сайті є матеріали для батьків, опікунів та вихователів, які разом щоденно докладають максимум зусиль задля гармонійного розвитку дошкільнят.

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НУМО - це ваш помічник із розвитку дитини 3-6 років у садочку або вдома, розроблений залученими експертами ЮНІСЕФ та Міністерства освіти і науки. На сайті є матеріали для батьків, опікунів та вихователів, які разом щоденно докладають максимум зусиль задля гармонійного розвитку дошкільнят.

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Освіторія Медіа

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Поки Україна мужньо відбиває атаки російської армії, найбільше страждають діти. Якщо ви в укриттях, бомбосховищах чи в евакуації, психологи радять читати дітям книжки. Книжки заспокоюють, заколисують, знижують тривожність. Видавництво Ранок, Видавництво Старого Лева, Bookchef, Братське, Рідна мова, Богдан, Крокус, Гамазин виклали у вільний доступ дитячі книжки для читання, щоб підтримати дітей у найскладніші часи. Ми зібрали їх для вас.

"Читайте повільно, розмірено, заохочуйте колективні читання у групах, залучайте голоси дорослих різного віку та старших дітей", - радять експерти з читання Barabooka.

***
Ангелику мій, охоронцю мій!
Завжди біля мене стій.
Рано, ввечір, вдень, вночі
будь мені до помочі:
свічечкою присвіти,
а крилами захистaи.

***
Дорогий Боже, на добраніч! Дякуємо за сьогодні. Бережи нашу нічку і наш сон, будь ласка. Нехай мама з татом, і сестричка з братиком, і дідусь із бабусею, і я спимо міцно й спокійно, і наберемося багато сил, щоби завтра радіти. Амінь.

Надійка Гербіш

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Книжка заспокоює: що почитати дитині, поки триває війна

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Зібрали дитячі книжки у вільному доступі. Книжки заспокоюють. Читайте добрі історії, поки триває війна.

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Language Connect Language Mats in Ukrainian and Russian

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Language Connect Language Mats in Ukrainian and Russian

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Downloadable mats of everyday classroom language.

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Language Mats for the Classroom | Languages Connect

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Download language mats in your target language for some useful classroom vocabulary and some basic phrases and greetings

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The Bell Foundation - ideas for teaching EAL

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The Bell Foundation - ideas for teaching EAL

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Explore our policy recommendations for breaking down language barriers
in schools, adult education, and the criminal justice system.

View our policy work

The Great Ideas pages are a collection of different strategies that any teacher could use in their classrooms to support learners who use EAL.

Many of the teaching resources on this website refer to various tried and tested approaches and strategies which are recommended for EAL learners.

In this section of the website the rationale behind these methodologies and why they are called 'Great Ideas' are explained.

The majority of these approaches can be used with everyone in the class, but they are particularly important for EAL learners because they provide a rich context, additional support, opportunities for collaborative learning and exploratory talk, and all the important features of good practice in meeting the educational needs of EAL learners.

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Great Ideas The Great Ideas pages are a collection of different strategies that any teacher could use in their classrooms to support learners who use EAL. Great Ideas Many of the teaching resources on this website refer to various tried and tested approaches and strategies which are recommended for EAL learners.

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Posters: ‘Rights Matter. You Matter. Don’t Lose Hope.’

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Posters: ‘Rights Matter. You Matter. Don’t Lose Hope.’

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The Children and Young People's Commissioner Scotland has created a printable poster from a 7 Word Story which was written by a child in Scotland in 2019, ‘Rights Matter. You Matter. Don’t Lose Hope.’

It is a message of solidarity and hope to children affected by the war: in Ukraine, in Russia and in Scotland.

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The Children and Young People's Commissioner Scotland

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18.03.2022

We've created a printable poster from a 7 Word Story which was written by a child in Scotland in 2019, 'Rights Matter. You Matter. Don't Lose Hope.'

It is a message of solidarity and hope to children affected by the war: in Ukraine, in Russia and in Scotland.

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7 Word Story: Rights Matter. You Matter. Don't Lose Hope.

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We've created a printable poster from a 7 Word Story which was written by a child in Scotland in 2019, 'Rights Matter. You Matter. Don't Lose Hope.' It is a message of solidarity and hope to children affected by the war: in Ukraine, in Russia and in Scotland.

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This file provides an introduction to Scotland.

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An at-a-glance guide to the education system in Scotland.

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Downloadable resources from Twinkl to support Ukrainian children.

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English - Ukrainian Dual Language Resources | EAL | Twinkl

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Use these English - Ukrainian dual language resources to support students who are learning English as an Additional Language. Try some, today!

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Some information about typical daily life in Scottish primary schools.

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An insight into how secondary schools in Scotland typically run.

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Quality, downloadable resources for teaching English as an Additional Language.

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About EAL HUB

Everyone. A. Learner.

Your goal? To give the EAL pupils in your care the best start to learning English and continued support for those more advanced bilingual children. To support children in need of a literacy boost with high quality strategies and interventions.

Ours? To enable EAL and SEN learners to learn in the mainstream classroom as much as possible via structured support and differentiation.

When EAL Hub was developed, its primary focus was EAL children but, over the year, feedback has been very positive from many teachers for use with children with a wide range of additional literacy needs - browse the resources and see what you think!

Popular premium downloads right now!

What level are your EAL learners at?

EAL Pyramid of Need

So what do we offer?

Although our primary focus is EAL Learners, many of our resources are suitable for children with a range of specific literacy needs...

Click Here to View All Resources!

Initial Assessment

Welcome Pack

Vocab Booster Packs

PIVOT Picture Book Packs

General Resources for boosting Literacy

Reading Hero Packs

Picture Resources

Video Resources

Most recently added premium resources!

Wonder

Rooftoppers RH Pack Sub

GMM

Place Perfect

Pugs

Privave Peaceful

Phase 2 phonics pack

Phase 3 Phonics Pack

The Explorer

Koala PIVOT tagpng

man on moon

Family Resource pack

autumn pack

zoo top trumps thumb

UK money

Similes

shopping

pronouns

Mini beast pack

Body Parts

Stick Man with tag

Can You

The WOnder with tag

Edward Tulane

Take a look at our promo video for a taste of what we offer!

We are always looking to form new and exciting partnerships, we'd love to hear from you if you feel we could work together collaboratively!

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EAL HUB - High quality EAL resources, assessment and CPD

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A vast hub of EAL and literacy boosting resources, assessment and support for teachers working with learners of English and children with SEN worldwide. EAL CPD, consultancy, SLE support and training. Inclusive education for all.

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Free language learning resources for schools supporting Ukrainian refugees.

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Languagenut | Digital Language Learning Resources

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Leading Digital Language Learning Resources for Everybody. Engage Students, Reward Progress and See Results. Sign Up For a Free 30 Day Trial.

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Resources to support EAL and Bilingualism

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Resources to support EAL and Bilingualism

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Support, advice and guidance on teaching EAL and promoting bilingualism.

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Bilingual families come in all shapes and sizes, but one thing they all share is the desire to do the best for their children. This area of the SCILT website is aimed at both parents and practitioners. By working as partners, we are able to ensure better academic success and improved social and emotional development.

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Barnardos - Talking to children about war

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Barnardos - Talking to children about war

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Support on how to approach global conflicts like the Ukrainian crisis with learners.

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Use our Newsthink resource to explore the events in Ukraine through a powerful photo and explore how humanitarian crises affect people

Even before the frightening events seen this year, communities in Ukraine were bearing the brunt of eight long years of conflict. Use this teaching resource, based on a picture taken of the International Red Cross working in Poland in February 2022, with young people to explore the impacts conflict and crisis have on people, and discuss our common human values.

If you would like support on how to approach global conflicts like the Ukraine crisis with learners, you can use our resource on exploring conflict in impartial and neutral ways.

Learning objectives

Examine and discuss an image related to a current humanitarian news event

Analyse and identify how people are impacted by this event

Discuss and debate a statement relating to a core value by explaining whether you agree or disagree

How do I use this resource?

Explore events unfolding in Ukraine through the lens of a humanitarian. Use a photo to explore the impacts conflict has on people. Download the PowerPoint above to deliver the activities. Use one, some or all of the activities, as suits you. Each one can be done in ten to fifteen minutes. Embed this activity into your lessons or use it in assembly or tutor time to engage learners with current events and humanitarian news.

Resource overview

Explore the photo of the people at Polish Red Cross rest stations and ask learners to analyse the moment captured using the "see, think, feel" framework.

1. Debate the statements: 'Civilians should never be targeted' and 'all people deserve to be safe'. Do learners agree or disagree? Why?

2. Compare this photo and these events to the Afghanistan crisis using our Newsthink from last year. Ask the question 'all people deserve to be safe" again - do learners still agree? Why?

3. Encourage learners to reflect on their values and opinions in their own time through a reflective journal.

4. Explore what further actions people can take to learn more about this issue, or support the people affected.

Learn more

Widen the discussion by exploring the impact of other recent conflicts, including the experiences of refugees in Afghanistan in 2021.
Newsthink: The Afghanistan crisis

Discussing world news events

This resource can be used to discuss recent events that have been given extensive coverage in the news and on social media. Explore all conflict and its consequences and refugee and migration resources, or try one of these news-related activities:

Supporting resources

Support your learners when discussing difficult topics with our wellbeing resources. These activities help children and young people to build empathy, kindness and resilience skills that can help them cope when faced with challenges.

Don't miss out

Sign up to our mailing list and receive new teaching resources, newsworthy resource packages, and information about educational offline and online products straight to your inbox.

Credits

Photo credit ©Polish Red Cross. This resource was created by the British Red Cross in March 2022.

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teaching resource russia ukraine war 2022

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Ukraine teaching resource | British Red Cross

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Examine and discuss the 2022 Ukraine crisis using a photo based activity. This teaching resources is suitable for secondary school students Key stages 3 and 4.

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How to set subtitles as captions in Powerpoint (Microsoft 365 - accessible through Glow) to provide a real-time translation of speech.

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PowerPoint: use live Subtitles in your presentation by Chris Menard

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How to translate a page in Immersive Reader using Edge

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How to translate a page in Immersive Reader using Edge

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Using the immersive reader function in Microsoft Edge to translate web pages for learners without English.

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How to translate a page in Immersive Reader using Edge

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Department for Education guidance and support in talking to young people about distressing complex, emotive news stories.

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Russia's invasion of Ukraine is distressing and concerning, and we understand children and young people may have questions or be seeking reassurance. We know that schools are well placed to talk to pupils about the images they are seeing and help them navigate the concepts and issues this brings up but we're also aware that it raises issues some schools and teachers may never have encountered before.

Here we share some useful advice and resources for schools and teachers - but they may also be useful for families and young people themselves.

How to talk to young people about distressing complex, emotive news stories

The Educate Against Hate website is a useful resource when dealing with a range of issues relating to conflict, difficult classroom conversations and more. A post by Tom Bigglestone, a former Head of Humanities and now Online Learning Manager at The Economist Educational Foundation, encourages teachers to:

Establish the facts by pointing pupils towards "trusted, reputable sources that explain the what, where, when, why and who". It encourages teachers to challenge incorrect information when they see it and to present evidence for facts and get pupils to do the same

Explore a range of diverse perspectives by considering the different voices within the classroom, showing solidarity with potentially marginalised voices and views and make sure it's not left to a pupil to stand up for a particular minority viewpoint alone

Be comfortable without an answer for everything - and help your pupils feel comfortable with that too - by being clear that in many circumstances there is no one 'right' answer

Encourage students to debate ideas by facilitating discussion and helping pupils know that debate can happen without it becoming personal - by, for example, encouraging pupils to say they disagree with someone's idea, rather than with the person.

Educate against hate also has a range of teaching resources aimed at promoting dialogue in the classroom that can support students to achieve a greater understanding of complex and sensitive topics.

How to spot mis- and disinformation and how to help pupils do the same

Mis- and disinformation are particularly prevalent during times of conflict and the risk posed by misleading narratives and information becomes more severe. Educate Against Hate hosts content produced by Be Internet Citizens, an educational programme developed by the Institute of Strategic Dialogue and YouTube. Covers topics including:

How to identify mis- and disinformation (e.g. conspiracy theories, clickbait, manipulated media);

Exploring fact versus opinion, including how sensational content can be used to drive user engagement;

The benefits and pitfalls of a 'personalised web', including algorithms and filter bubbles;

Understanding unconscious bias and how it influences our worldview;

Analysing 'us vs them' narratives, and how online echo chambers may widen social divides;

Responding effectively to hate speech and forging more inclusive digital communities;

Creating inspiring digital content to champion causes, promote positive messages and support peers.

Educate Against Hate also hosts a one hour lesson plan from the Economist Educational Foundation that explores why conspiracy theories are more common in times of crisis, why people spread them and how they should be debunked.

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Help for teachers and families to talk to pupils about Russia's invasion of Ukraine and how to help them avoid misinformation.

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Russia's invasion of Ukraine is distressing and concerning, and we understand children and young people may have questions or be seeking reassurance. We know that schools are well placed to talk to pupils about the images they are seeing and help them navigate the concepts and issues this brings up but we're also aware that it raises issues some schools and teachers may never have encountered before.

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Adjusting to life in a new country can be an anxious and confusing experience and guidance on the customs and laws of the land is not always easily available. This guide is an example of the good work being done throughout Scotland to eliminate discrimination and to foster inclusivity of all people whether they have been here for years or have just arrived in the last few days.

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Adjusting to life in a new country can be an anxious and confusing experience and guidance on the customs and laws of the land is not always easily available. This guide is an example of the good work being done throughout Scotland to eliminate discrimination and to foster inclusivity of all people whether they have been here for years or have just arrived in the last few days.

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The Association of Ukrainians in Great Britain

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The Association of Ukrainians in Great Britain

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The Association of Ukrainians in Great Britain (AUGB) is the largest representative body for Ukrainians and those of Ukrainian descent in the UK. It exists to develop, promote and support the interests of the Ukrainian community in the UK.

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The Association of Ukrainians in Great Britain (AUGB) is the largest representative body for Ukrainians and those of Ukrainian descent in the UK. It exists to develop, promote and support the interests of the Ukrainian community in the UK.

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association of ukrainians in great britain

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Assertis Limited, Alistair Lees, Jon Richardson, Linus Norton, Jason Paige, Jez Sherwin

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Association of Ukrainians in Great Britain - Home

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The Association of Ukrainians in Great Britain (AUGB) is the largest representative body for Ukrainians and those of Ukrainian descent in the UK. It exists to develop, promote and support the interests of the Ukrainian community in the UK.

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Be Bilingual Leaflets - The EAL Highlands Team

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Be Bilingual Leaflets - The EAL Highlands Team

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These leaflets are published by Aberdeenshire EAL Service and promote bilingualism and the benefits of maintaining and developing home languages. They are published in a number of different languages and aslo have links for further information.

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FREE 'Russian / English' Dual Language Numbers, Animals and Body/Face parts. Early Years/Preschool/EY (EYFS) activities/resources/displays. Ideal bank of ideas/resources if you are a Childminder, Preschool/Nursery Practitioner, Early Years Teacher or Parent of a young child. Printable downloads encompassing: role play, alphabet and phonics/letters and sounds teaching and learning, number lines, maths and literacy games, topic display board banners and borders, writing frames, phase 2 and 3 key word flashcards, colouring sheets, songs, nursery rhymes, fact files, activity ideas for use in Early Years settings and more.

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FREE Russian/English Dual Language printable Early Years/EYFS/Preschool resources/display/activities - Little Owls Resources - FREE

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FREE 'Russian / English' Dual Language Numbers, Animals and Body/Face parts. Early Years/Preschool/EY (EYFS) activities/resources/displays. Ideal bank of ideas/resources if you are a Childminder, Preschool/Nursery Practitioner, Early Years Teacher or Parent of a young child.

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The National Child Traumatic Stress Network

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The National Child Traumatic Stress Network

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Many refugees, especially children, have experienced trauma related to war or persecution that may affect their mental and physical health long after the events have occurred. These traumatic events may occur while the refugees are in their country of origin, during displacement from their country of origin, or in the resettlement process.

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The National Child Traumatic Stress Network

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Many refugees, especially children, have experienced trauma related to war or persecution that may affect their mental and physical health long after the events have occurred.

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Suggested books about refugees and immigration

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Suggested books about refugees and immigration

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Books to explore immigration and refugee experiences with children.

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"A football-themed short story by Blue Peter award winner and Carnegie Medal nominated author Alan Gibbons. This book is set in a dyslexia-friendly format and offers an engaging story that can be enjoyed by those 8 and upwards.

Home Ground will engage those wanting a story about ‘the beautiful game’ but, more than that, is a story of friendship and overcoming prejudice. When Sam introduces two new players to his football team manager, Jordan does not respond well as he struggles to accept the refugees as part of the team, even though the new boys could reverse the team’s fortunes and help them stay in the league.

This is a great book to introduce the importance of being tolerant and accepting others, irrespective of where they’re from. Home Ground is packed full of interesting information about the journeys refugees have undertaken and their reasons, which helps to give context to this story. Children also learn fascinating facts about former refugees who have been successful in top-flight teams both here and abroad."

Nominated by: BooksForTopics Review Panel

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This is a list of favourite children's books that explore the theme of refugees and immigration, as nominated by our community of authors, primary school teachers and librarians.

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EU Education Gateway - support for Ukrainian learners

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EU Education Gateway - support for Ukrainian learners

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You will find here a series of articles and resources to support the integration of young Ukrainian refugees into the education systems of the EU Member States and Erasmus+ countries. This page will be regularly updated with all the newest items. It is also available in Ukrainian: please scroll down for the translation. Ця сторінка доступна українською мовою. Щоб прочитати переклад, прокрутіть сторінку донизу.

Online platforms and resources in Ukrainian

Online educational resources in Ukrainian: schooling in Ukraine under adverse conditions: Since 14 March, schooling has resumed in most regions of Ukraine with the help of distance learning. Ukrainian students both inside and outside the country can access educational online material in Ukrainian.

School education and solidarity in times of crisis

Access to education for displaced children from Ukraine: what are EU countries doing?: Displaced children have the right to access education and receiving countries have an obligation to provide it. How is this organised in practice?

Supporting refugee learners from Ukraine in schools in Europe: The Russian invasion of Ukraine forced many people to flee their home and search for protection in neighbouring European countries. While European countries have already taken many actions to address refugee learners' educational needs, equal attention needs to be paid to their psychosocial needs.

Survey on teaching history from multiple perspectives: George Santayana is credited with the quote 'Those who cannot remember the past are condemned to repeat it' - and, in this regard, history education can strengthen our collective memory by showing contrasting views of historical events. In this survey, we ask about your views on multiperspectivity in history education.

Lessons learnt on history teaching from past wars in Europe: During periods of conflict, such as the war in Ukraine, the question of historical narratives and how they are taught comes under fresh scrutiny. This tutorial will examine how history teachers can negotiate strife and difference to make the subject meaningful for all pupils.

Schools in Europe react to the Russian invasion of Ukraine: Classrooms and school administrations across the continent have mobilised to express solidarity with Ukraine, and teachers have undertaken to answer pupils' questions. This article highlights some commendable ideas and practices.

Protecting education from attack in armed conflict: Even in a conflict or war, upholding the right to education, and refraining from harm to children, education personnel or schools is fundamental. There are several international efforts for protecting education during armed conflict and other emergencies.

Background on the Ukrainian education system since 2016:An educational reform that began in 2016 has brought many changes to Ukraine's education.

Refugee education

Supporting the inclusion of displaced children from Ukraine in education: considerations, key principles and practices for the school year 2022-2023:
This Staff Working Document aims at pooling the currently available collective experience and knowledge and provide information on good practice and practical insights to support EU Member States in the inclusion of displaced children from Ukraine in education. It was written by the Commission services in consultation with the United Nations High Commissioner for Refugees (UNHCR), the United Nations Children's Fund (UNICEF), representatives of ministries of education, stakeholder organisations that met in peer learning events between March and June 2022, and with experts from the Network working on the social dimension of education and training (NESET).

What works in welcoming refugees in European classrooms: An increasing number of European classrooms are welcoming Ukrainian families and their children, meaning more cultural and educational diversity in our schools. The European Toolkit for Schools offers a carefully selected set of resources for teachers, professionals, administrators, families, and policymakers, including effective practices for refugee and migrant inclusive education.

How to provide Early Childhood Education and Care to Ukrainian refugee children: A significant number of newly arrived Ukrainian refugees are small children. How can we welcome them in Early Childhood Education and Care (ECEC) centres across Europe?

Including Ukrainian refugees in secondary school classrooms: what if the pupils just don't speak the language?: Over the past few weeks, around 5 million Ukrainians have crossed the border into the European Union. While Ukraine's Ministry of Education has done a stellar job of setting up online learning for all secondary school pupils, there are still other hurdles to overcome. Mialy Dermish from the SIRIUS Network reflects on social and linguistic inclusion for Ukrainian students and their pathway to educational success.

Supporting the mental health and well-being of refugee pupils through connection and continuity: The experience of war, sudden flight from familiar surroundings, and concern about relatives can have a negative impact on refugee children's mental health and well-being. This will also affect their learning experience. It is therefore important for schools, in particular those currently welcoming a large number of refugees, to become 'refugee-competent'.

How EU Member States find teachers for refugee students: A peer-learning discussion among representatives from EU Education Ministries examined how to find teachers for refugee students. This discussion took place on 4 April 2022, as part of the EU Education Solidarity Group for Ukraine - Working Group Schools.

Recognition of qualifications of Ukrainian school pupils: Recognising qualifications that refugees bring from their country of origin, as well as understanding the education level reached, plays an important role in access to higher education and the labour market.

Compendium of inspiring practices on inclusive and citizenship education: This compendium presents a comprehensive range of inspiring practices aiming to provide ideas and inspiration for policymakers and practitioners who strive to improve the inclusiveness of education and training systems across the EU. It additionally intends to contribute to developing the growing body of evidence on the importance and added value of inclusive education. (2021)

Inclusion of young refugees and migrants through education: The Thematic Fiche on Inclusion of young refugees and migrants through education was produced by the members of the ET 2020 Working Group on Promoting Common Values and Inclusive Education. (2020)

PAESIC resources for teachers and school leaders: PAESIC (acronym for Pedagogical Approaches for Enhanced Social Inclusion in the Classroom) is KA2 Erasmus+ project designated with the purpose of supporting primary school teachers in enhancing social inclusion in the classroom, particularly students of refugee and migrant backgrounds. (2020)

Education Talks: Metrolingualism, superdiversity and European classrooms: Have you ever heard of metrolingualism and superdiversity? And do you know what it takes to teach a multilingual classroom? Expand your knowledge in this interview with Thomas Fritz, head of lernraum.wien, institute for multilingualism, integration and education. (2018)

Migrants in European schools: learning and maintaining languages: Supporting newly arrived migrant children to master the language of schooling alongside maintaining and further developing their personal linguistic repertoire is key for their successful reception and integration, as well as successful teaching. (2018)

Preparing teachers for diversity: the role of Initial Teacher Education: Even though the diversity found in European societies is not a new phenomenon, its nature is rapidly changing. Europe is becoming increasingly diverse due to intra-European mobility, international migration and globalisation. (2017)

Please feel free to browse School Education Gateway for further relevant information using the tag ' migrant students '.

Professional development courses

22 April 2022: Webinar on supporting the mental health and well-being of refugee children in school
6 May 2022: Webinar on welcoming newly arrived refugees in the classroom
13 May 2022: Webinar on teacher training and professional development on inclusive education

23 May - 6 June 2022: Professional development course for teachers on the integration of migrants and refugees in schools

4-20 July 2022: Professional development course for teachers on engaging non-native language speakers in the classroom
14 July 2022: Learning and care for the youngest refugees - a critical priority across Europe
Please feel free to browse the School Education Gateway course catalogue for further course material.

Interact with other teachers

Join eTwinning, the online community for school staff (teachers, headteachers, librarians, etc.) to communicate, collaborate and share. eTwinning supports Ukrainian teachers and students, for example through specific discussion groups on integrating migrants and refugees at school, and by sharing community-driven solidarity and supporting activities for Ukrainian teachers and students.

Integrating migrants and refugees at school: What are the most effective ways to welcome migrants and refugees into their new school environment? As a part of the actions taken by the eTwinning community to offer support to teachers and students, the Featured Group on " Integrating migrants and refugees at school " extended its focus to also reinforce teachers who are supporting refugees. The group aims to support teachers all over Europe who are facing the challenge of ensuring these children's right to education and training and to provide them with a sense of normality, and try to alleviate the trauma of war and displacement.

Освіта та підтримка для українських біженців

Тут зібрано низку статей і ресурсів, спрямованих на сприяння інтеграції українських дітей та молоді серед біженців у системи освіти держав-членів ЄС та країн-членів програми Еразмус+. На цій сторінці регулярно публікуватиметься найновіша актуальна інформація.

Онлайн-платформи та ресурси українською мовою

Освітні онлайн-ресурси українською мовою: шкільне навчання в Україні за складних умов: З 14 березня в більшості регіонів України навчання у школах було відновлено і відбувається в дистанційному режимі. Українські учні як на території країни, так і за її межами мають доступ до навчальних матеріалів українською мовою онлайн.

Шкільна освіта і солідарність у час кризи

Школи в Європі реагують на російське вторгнення в Україну: Класи й керівництво шкіл по всьому континенту мобілізувалися, щоб висловити солідарність з Україною, а вчителі готові відповідати на запитання учнів. Ця стаття висвітлює деякі варті уваги ідеї та практики.

Захист освіти від агресії під час збройного конфлікту: Навіть під час конфліктів і воєн вкрай важливо гарантувати право на освіту, утримуватися від завдання шкоди дітям і освітянам, не руйнувати шкіл. На сьогодні діє кілька міжнародних ініціатив, спрямованих на захист освіти під час збройних конфліктів й інших надзвичайних ситуацій.

Стисло про українську систему освіти з 2016 року: завдяки освітній реформі, започаткованій 2016 року, освіта України зазнала чималих змін.

Освіта для біженців

Програмні вказівки щодо сприяння залученню українських біженців до освітнього процесу: міркування, засадничі принципи та практика: Цей документ було укладено Європейською Комісією на основі консультацій із представниками міністерств освіти та зацікавлених організацій. Його мета полягає в наданні програмних вказівок державам-членам шляхом окреслення засадничих принципів і практик, які могли б допомогти залучити дітей і молодь, що стали біженцями, до навчального процесу на основі попереднього досвіду. Ця перша редакція є "живим" документом, подальші його редакції буде збагачено додатковими прикладами того, як втілити програмну політику на практиці.

Визнання кваліфікацій учнів українських шкіл: У цій статті запропоновано корисні ресурси, що допоможуть державам-членам ЄС забезпечити визнання і розуміння освітніх кваліфікацій біженців або тих, хто втратив доступ до атестатів/документів.

Компендіум успішних практик щодо інклюзивної освіти та громадянського виховання: У цьому компендіумі представлено вичерпний перелік вдалих практик, що можуть послужити джерелом ідей і натхнення для посадовців і практиків, які прагнуть сприяти інклюзивності освітньо-навчальних систем у різних куточках ЄС. Також він стане у пригоді в роботі з дедалі ширшим фактажем щодо важливості та додаткової цінності інклюзивної освіти. (2021).

Інклюзія молодих біженців і мігрантів через освіту: Тематичний матеріал щодо інклюзії молодих біженців і мігрантів через освіту було підготовлено членами Робочої групи щодо популяризації спільних цінностей та інклюзивної освіти ET 2020.

Ресурси PAESIC для вчителів і керівництва шкіл: PAESIC (абревіатура: педагогічні підходи для сприяння соціальній інклюзії в класі) - це проєкт KA2 Erasmus+, що має на меті допомагати вчителям початкових класів покращувати соціальну інклюзію в класі, особливо для учнів-біженців і мігрантів. (2020).

Розмови про освіту: Метролінгвізм, суперрізноманітність і європейські класи: Чи чули Ви коли-небудь про метролінгвізм і суперрізноманітність? А чи знаєте, як викладати в багатомовному класі? Збагатіть свої знання завдяки цьому інтерв'ю з Томасом Фріцем, керівником інституту багатомовності, інтеграції та освіти lernraum.wien (2018).

Мігранти в європейських школах: вивчення та збереження мов: Підтримка новоприбулих дітей-мігрантів в опануванні мови навчання, а також заохочування їх зберігати та надалі розвивати особистий мовний репертуар - вирішальний чинник для їх вдалого прийняття та інтеграції, а також успішного навчання (2018).

Підготовка вчителів до різноманітності: роль початкової фахової освіти вчителів: Хоч різноманітність у європейських суспільствах - явище не нове, але її природа стрімко змінюється. Через внутрішньоєвропейську мобільність, міжнародну міграцію і глобалізацію Європа стає дедалі різноманітнішою (2017). Запрошуємо переглянути додаткову інформацію на європейській платформі шкільної освіти "School Education Gateway", використовуючи тег " студенти-мігранти" ( migrant students).

Курси підвищення кваліфікації

Квітень 2022 р.: Вебінар з питань інтеграції новоприбулих біженців у школах.

Травень 2022 р.: Курси підвищення кваліфікації вчителів щодо інтеграції новоприбулих біженців у школах.

Липень 2022 р.: Вебінар з питань дошкільної освіти та догляду і щодо біженців.

Вересень 2022 р.: Курси підвищення кваліфікації вчителів щодо залучення до навчального процесу учнів, для яких мова викладання не є рідною. Додаткові матеріали можна переглянути в каталозі курсу на європейській платформі шкільної освіти "School Education Gateway".

Взаємодія з іншими вчителями

Приєднайтеся до онлайн-спільноти для працівників шкіл (вчителів, завучів, бібліотекарів тощо) eTwinning для спілкування, співпраці та обміну інформацією. eTwinning підтримує українських вчителів та учнів, зокрема створюючи спеціальні дискусійні групи щодо інтеграції мігрантів і біженців у школі, а також шляхом спільної солідарності на рівні громад і підтримки заходів для українських вчителів та учнів.

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Education and support for Ukrainian refugees

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You will find here a series of articles and resources to support the integration of young Ukrainian refugees into the education systems of the EU Member States and Erasmus+ countries. This page will be regularly updated with all the newest items. It is also available in Ukrainian: please scroll down for the translation.

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Automatic speech recognition and text-to-speech translation of 101 languages and dialects, including Ukrainian.

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Fife Council: Supporting Discussions about Ukraine

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Fife Council: Supporting Discussions about Ukraine

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Due to the ongoing situation in Ukraine many children and young people may have a variety of questions or display some anxieties. The following resources may be helpful for parents, carers, teachers and school staff in support children and young people at this time.

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Sway: Create and share interactive reports, presentations, personal stories, and more.

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Sway is an easy-to-use digital storytelling app for creating interactive reports, presentations, personal stories and more. Its built-in design engine helps you create professional designs in minutes. With Sway, your images, text, videos, and other multimedia all flow together in a way that enhances…

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Save The Children: how to talk to children about war

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Save The Children: how to talk to children about war

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Children are always the most vulnerable in every conflict.

Their lives are at risk. So is their mental health and the potential for long-term trauma.

But perpetual social media, news and conversations between adults mean that other children around the world - those not close by or directly affected by it - are also very aware of the crisis.

Many are frightened and don't know what to expect.

They have questions.

So, to help parents, family and care-givers navigate the overwhelming task of responding to children's fears and worries, Ane Lemche, a psychologist and child counsellor at Save the Children, has shared five tips on how to talk to kids about hard things such as war:

1. Make time and listen

Give children the space to talk when they want to - even if you're in the middle of something else.

Encourage them to tell you what they know, how they feel and to ask you questions.

2. Tailor the conversation to the child

Older children will need more details while younger ones may be satisfied just by understanding that sometimes countries fight.

Be informed, keep calm and answer questions honestly. Begin with simple information - too much detail may overwhelm and cause anxiety.

3. Validate their feelings

Speak to the child about how they feel. It is important that children feel supported in the conversation. They should not feel judged or have their concerns dismissed.

When children have the chance to have an open and honest conversation about things upsetting them, they can feel relieved.

4. Reassure them

Remind them that this is not their problem to solve. Adults all over the world are working hard to fix this.

They shouldn't feel guilty playing, seeing their friends and doing the things that make them feel happy.

5. Give them a practical way to help

For example, they could start fundraisers, write letters to local decision-makers or create drawings for peace.

Children who have the opportunity to help can feel like they are part of the solution instead of feeling helpless.

Donate to our Emergency Fund now

Our Emergency Fund is a special reserve of money that allows us to respond quickly and help children survive emergencies like the Gaza-Israel Crisis.

In times of crisis, Save the Children is among the first organisations to deliver lifesaving support for children and their families. The Emergency Fund enables us to do this.

Please give what you can today.

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How to talk to children about war | Save the Children UK

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Children around the world have questions. Psychologist and child counsellor shares five tips on how to talk to children about war.

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We want to give a child an opportunity to be heard with the help of a video.

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Голоси дітей

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Video Storytelling
"When they shoot, I run home. I think they can hit our apartment," Arseniy says.
Read more Video Storytelling
Before the war, boy used to play "fray" with his friends. They had toy guns and played outside for the whole vacation.
Read more Video Storytelling
He lives in the frontline town Svitlodarsk in Eastern Ukraine.
Read more

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Video Storytelling "When they shoot, I run home. I think they can hit our apartment," Arseniy says. Read more Video Storytelling Before the war, boy used to play "fray" with his friends. They had toy guns and played outside for the whole vacation. Read more Video Storytelling He lives in the frontline town Svitlodarsk in Eastern Ukraine.

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Using PowerPoint live to support Ukrainian students in our classrooms.

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We ask what form trauma and ACEs can take and what impact this can have on young people and their education, including the particular impacts we often see at secondary level.

We discuss the signs to look-out for that a student is living with trauma and the key tenets of effective support, including how to build strong relationships and trust, how to create safe spaces, and how to "be curious" about students.

We talk about behaviour as a form of communication: how to handle incidents and meltdowns, how to be curious about the causes of behaviour, and how to engage with students who are on "high-alert" or battling with "fight-flight-freeze-fawn" - and why "connection before correction" is crucial.

We discuss the four domains of safety, child-centred planning, as well as attendance and emotionally based school avoidance and the importance of predictable and reliable routines.

This episode is hosted by Pete Henshaw, the editor of SecEd, and our guests are:

Dr Pooky Knightsmith is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by a PhD in child and adolescent mental health and her own lived experience of PTSD, anorexia, self-harm, anxiety and depression.

Steven Russell is the founder of Elements SEMH Support. As a child, he lived with nine foster families, was placed into two children's homes and attended five schools. This experience has led him to create Elements: https://elementssupport.com/

To hear other SecEd podcasts, or to subscribe for free to new editions, search for 'The SecEd Podcast' in your podcast streaming application of choice. Or visit www.sec-ed.co.uk/podcasts

For details about The SecEd Podcast, or to suggest future topics, email editor Pete Henshaw at editor@sec-ed.co.uk

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The SecEd Podcast: Trauma & adverse childhood experiences

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We ask what form trauma and ACEs can take and what impact this can have on young people and their education, including the particular impacts we often see at secondary level.

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CELCIS - Supporting child refugees and their families

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CELCIS - Supporting child refugees and their families

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This resource brings together advice, guidance, information and training to help people in Scotland working with and supporting children and families in a professional, voluntary or personal capacity, and across Europe.

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Millions of children have been displaced in and from Ukraine due to the war. Their right to care and protection at this time is critical. Everyone can help in the humanitarian response to the needs of children and families. There is much that can be learned from what children and adults have shared of their experiences of war, conflict and emergencies caused by natural disasters, and from international guidance which addresses needs as well as rights of children and adults in emergencies including conflict.

This resource is designed to help people in Scotland working with and supporting children and families in professional, voluntary or personal capacity, and across Europe. This focuses on child protection and safeguarding, supporting mental and physical wellbeing including trauma, and the needs of children who require care.

Here you will find, all in one place, information, resources, organisations, guidance and the international frameworks to understand the rights of children and what needs to be considered when supporting children in care and children who have been displaced from the war and have been separated from their families and may have arrived in the UK on their own.

Two icons are used to identify the type of information which may be of most use to you.

Information for those who work or care for children and families

Information for everyone

Resources on nurturing and protecting children and young people following trauma.
Transforming Psychological Trauma: A Knowledge and Skills Framework for the Scottish Workforce
Guidance on delivering quality, evidence-based trauma informed or trauma specific services to people affected by traumatic events.
The National Trauma Training Programme
Training to support all sectors of the workforce to embed and sustain trauma informed practice.

Resources on supporting the mental health needs asylum seeking and refugee children.
Mental Health and Psychosocial Support for Refugees, Asylum Seekers and Migrants on the Move in Europe
Advice and guidance on protecting and supporting the mental health and wellbeing of refugees, asylum-seekers and migrants.

CELCIS

Safe Spaces, Thriving Children: Embedding Trauma-Informed Practices into Alternative Care Settings.

Practice guidance on understanding trauma and addressing the needs of children and young people affected by it through trauma-informed care practices.
Conflict and War
Advice and resources on discussing war and conflict with children and young people.

Resources for teachers on helping children and young people to challenge assumptions about migrants, asylum seekers and refugees, and to develop mutual respect, empathy and understanding.
Resources supporting Ukrainian children's right to education
Guidance for parents, children and teachers on current web resources and portals to enable Ukrainian children to continue their education if they have been displaced.
'Being me' through adversity and trauma
Resources for professionals and families to help develop an understanding of adverse and traumatic experiences in childhood and understand their impact.

Multi-lingual resources - including in English and Ukrainian - for parents and families about talking to children and young people about potentially traumatic events.

Anna Freud Centre

Advice, guidance and resources for parents and carers supporting a child or young person who may be struggling with poor mental health.
Caring for children through conflict and displacement
Advice and guidance for parents who have lived through war and trauma on how they can help themselves feel better, and how they can help their children in difficult times.
How to talk to children about conflict and war
Guidance for parents on talking to children about conflict and war.
When the news is scary, you still have power
Advice for children and young people on what can be done to help make sense of what is happening in Ukraine.

Resources on child protection, and related areas, for those working to ensure that the lives of babies, children and young people are protected from abuse, harm and neglect.
Super Sponsor Scheme and Homes for Ukraine: guidance for local authorities
Guidance for local authorities on the Scottish Government's Super Sponsorship Scheme and Scotland's responsibilities under the UK Government's Homes for Ukraine scheme.
Guidance for protecting displaced and refugee children in and outside of Ukraine
Guidance on how to help keep children displaced by the war in Ukraine safe from trafficking and other forms of exploitation and abuse.
In search of safety: children and the refugee crisis in Europe
Resources for teachers to help primary and secondary pupils make sense of the current refugee and migrant crisis in Europe, within a children's rights framework.

Resources to support those working with refugees from Ukraine.

Guidance on how to report a missing Ukrainian child as well as resources to support missing children and their families fleeing Ukraine.

Advice and guidance on who to contact if you are worried about a child.

​ Scottish Government
Getting to Scotland: information for displaced people from Ukraine
Advice, guidance and resources for displaced people from Ukraine who would like to travel to Scotland.
If you think you need advocacy support or independent legal advice, the following organisations can help:
Just Right Scotland

Just Right Scotland's Ukraine Advice Scotland provides free, confidential legal advice and information to Ukrainians and their families on legal routes for seeking safety in Scotland. Call free on 0800 995 6045 on Tuesday from 2pm - 5pm, or Thursday from 10am - 1pm, or email ukraine@justrightscotland.org.uk.

Child Clanlaw

Anyone, of any age, anywhere in Scotland, can call Clan Childlaw with a question about children's rights and about how the law and legal systems in Scotland work for children and young people. You can call free on 0808 129 0522 , Monday to Friday from 9am to 5pm.

Scottish Child Law Centre

If you are under 21 and want to talk to someone about how the law affects you, the Scottish Child Law Centre advice line is open Monday to Friday 9.30am - 4pm. A dedicated Youth Hour for children and young people takes place every Tuesday and Thursday between 12 - 1pm. Call free on: 0800 328 8970 (from landlines) or 0300 330 1421 (from mobiles).

Critical Considerations for Movement of Children During a Humanitarian Crisis
Guidance for service providers who are working with children, families, and separated children in response to the current humanitarian situation in Ukraine and surrounding countries.
Working with the unaccompanied child
Guidance on practices and working methods on the reception and protection of unaccompanied children in Europe.

This Resolution outlines States' commitments to provide care and protection, and access to services and support for children without parental care, including children who are refugees, migrants, unaccompanied or separated from their families. Of particular relevance are paragraphs 9, 12, 13, 14, 37, 38, 39.

This General Comment provides guidance which outlines the appropriate measures that should be taken by States to ensure compliance with the obligations under the Convention on the Rights of the Child to fully protect the rights of children in the context of international migration

This Resolution considers how the international community should best respond to large movements of refugees and migrants, as well as the needs and circumstances of children. Of particular relevance are paragraphs 29, 32, 33, 59, 70, 81 and 82; and Annex I, paragraphs 5 (a) (b) (e); para 6 (b) (c).

These international standards provide guidance to States on the implementation of the Convention on the Rights of the Child, with specific reference to children in care, or children who are at risk of losing parental care.

This handbook supports the implementation of the Guidelines for the Alternative Care of Children through connection with national policy and direct practice. Chapter 11 addresses care provision abroad and in emergency situations.

This General Comment outlines the challenges faced by States in ensuring the rights of unaccompanied and separated children are upheld, and provides guidance on the protection, care and treatment of unaccompanied and separated children.

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Supporting child refugees and their families :: Celcis

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This resource is designed to help people in Scotland working with and supporting children and families in professional, voluntary or personal capacity, and across Europe. This focuses on child protection and safeguarding, supporting mental and physical wellbeing including trauma, and the needs of children who require care.

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Ukraine Admissions to Higher Education and Recognition of Foreign Credentials Student Life International Cooperation and Exchanges Uniwersytet (University) Akademia (Academy) Instytut (Institute) Konservatoria (Conservatoire) Koledge (College) Atestat/Matriculation School Certificate Dyplom Molodshogo Spetsialista Dyplom Bakalavra Dyplom Spetsialista Dyplom Magistra Internatura Kandydat Nauk Doktor Nauk STRUCTURE OF EDUCATION SYSTEM All children aged from 7 to 15 years' old attend nine-year compulsory school.

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Council of Europe -“Education in time of crisis”

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Council of Europe -“Education in time of crisis”

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The Council of Europe has developed a number of tools to facilitate the integration of migrants and refugees through language learning, recognition of qualifications or training. You can also learn more about initiatives implemented in other member states of the Council of Europe.

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In anticipation of the immediate and short-term impact of such inflow of refugees and, in particular, young adults and children, the Education Department of the Council of Europe, in close consultation with the member states and their intergovernmental committee on education (CDEDU), put together a number of tools that can be immediately applied by the educators and educational authorities to comfort the refugee youth and children from trauma, make them feel welcome in classrooms and help their rapid integration into the hosting schools and communities.

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Educational resources in Ukrainian and in English 

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Educational resources in Ukrainian and in English 

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The Office of the Ukrainian Parliament Commissioner for Human Rights has prepared an information guide to provide Ukrainian children with the opportunity to continue their education. It includes links to educational resources in Ukrainian and in English to facilitate the continuous education process for the displaced children of Ukraine. Countries that accept children from Ukraine are encouraged to share this information guide on their official websites:

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Skip to Content

Avenue de l'Europe
F-67075 Strasbourg Cedex
Tel. +33 (0)3 88 41 20 00
www.coe.int

Ukraine

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Augmenter la taille du texte

Imprimer la page

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The Office of the Ukrainian Parliament Commissioner for Human Rights has prepared an information guide for parents, children and teachers on current web resources and portals that provide Ukrainian children with the opportunity to continue the educational process even if they have been displaced as a result of the military aggression from the Russian Federation.

The information guide with links to educational resources is available in Ukrainian and in English, and can be shared by the national and international education institutions to facilitate the continuous education process for the displaced children of Ukraine.

Countries that accept children from Ukraine are encouraged to share this information guide on their official websites.

Website of The Office of the Ukrainian Parliament Commissioner for Human Rights
Educational Resources for Ukrainian Children (English translation) Educational Resources for Ukrainian Children (Ukrainian)

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Resources supporting Ukrainian children's right to education

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Skip to Content Avenue de l'Europe F-67075 Strasbourg Cedex Tel. +33 (0)3 88 41 20 00 www.coe.int Ukraine Diminuer la taille du texte Augmenter la taille du texte Imprimer la page Imprimer en PDF The Office of the Ukrainian Parliament Commissioner for Human Rights has prepared an information guide for parents, children and teachers on current web resources and portals that provide Ukrainian children with the opportunity to continue the educational process even if they have been displaced as a result of the military aggression from the Russian Federation.

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TEAMS (Teaching That Matters For Migrant Students)

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TEAMS (Teaching That Matters For Migrant Students)

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Preliminary findings and key messages from the TEAMS project into treating migrant integration into schools as a norm of diversity of modern teaching.

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Teaching that Matters for Migrant Students

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Author: Dr Nataša Pantić

Recent estimates from the United Nations (UN) suggest that over 15 percent of the world's 260 million migrants are children and young people. In 2020, more than 17,500 child refugees and migrants arrived in Europe (UNICEF, 2020). Since then, the Russian invasion of Ukraine in February 2022 has initiated the biggest inflow of migrants since the Second World War. At the time or writing, an estimated three million people have fled Ukraine within three weeks and there is no end to this crisis in sight. The vast majority of Ukrainian refugees are women and children, many of school age. This new wave of refugees exacerbates an already accelerated rise in the number of migrants globally as people continue to move for economic reasons or to escape natural disasters and conflict.

Consequently, the social and cultural makeup of school-age populations is changing rapidly, creating challenges for schools and teachers in national education systems that were designed to meet the needs of local populations. The current crisis highlights the urgent need to consider how education systems can accommodate the increasing diversity of student populations as a common feature of modern educational systems and schooling rather than a situational crisis or problem of migration.

Integration has been defined as a process by which migrants become accepted in a society, that places obligations on host societies to provide access to the labour market and different kinds of services, including education (IOM, 2011). Schools are an important arena for integration as they are among the first places where newly arrived migrant children and families mix with local populations. Schools are important sites for learning local languages and cultural norms as well as forming relationships and new friendships. They also provide key contact points for other support services, and education itself increases the chances for participation in the labour market.

The capacity of schools to support migrant children is significant for their social integration as well as educational outcomes. Teachers are key for creating opportunities for academic learning, enhancing a sense of belonging and social participation in the life of the school [1]. However, this can pose challenges for schools and teachers as they seek to include migrant students who are adapting to a new language, curriculum and education system. Migrant students may also be coping with loneliness and confusion as they encounter unfamiliar cultural norms and expectations. Some may also be dealing with trauma and loss as a result of the circumstances of leaving their home countries. Clearly, it is essential that educators and other school staff help migrant students navigate the receiving school systems, and work with families, colleagues and other professionals to address the risks of exclusion, underachievement or other forms of marginalisation facing some migrant students. Building relationships between educators and migrant students, their families and members of the community is thought to provide key resources for crossing lingual and cultural barriers and creating an inclusive learning environment [2]. The unprecedented number of migrant students now enrolling is schools around the world, but particularly in Europe, highlights the need to focus on collaboration with key stakeholders to share expertise and resources in support of all learners.

In so doing, it is important to acknowledge that the contexts of school systems can inadvertently create barriers to integration due to assumptions about student populations that are embedded in the institutional structures and cultures, which shape what teachers see as possible within their practice [3]. Teachers often express a commitment to education for all students, but they also report not feeling prepared for the challenges of cultural and linguistic diversity in their classrooms [4]. This can lead to a view of supporting migrant students as an additional demand on teachers rather than as an integral part of teaching. Whether teachers feel capable of supporting all students including migrant students largely depends on the support systems available to them, and critically on the pedagogical choices teachers make as they use them. This is why it is important to understand collaborative practices within the institutional contexts in which they are embedded.

The characteristics of receiving school systems have been shown to be a strong predictor of migrant students' learning, regardless of cultural background or prior education [5]. However, national education systems designed to serve local populations do not account for diversity as a norm. This has the unintended consequence of putting migrant students at risk of marginalisation if they are viewed or treated differently to local students. Thus, the increasing presence of migrant students in today's schools can present challenges to teachers. Understanding how teachers and other staff use their agency to implement, but also adapt, or challenge institutional structures not designed to accommodate diversity is key for devising policy solutions that support teachers in responding to the presence of migrant students in their schools as a resource for learning rather than as a problem. Teaching that Matters for Migrant Students (TEAMS), a project supported by NordForsk, addresses the challenge of facilitating migrant integration as an integral part of teaching in today's schools.

TEAMS employs social network analysis and fieldwork across seven school sites in Scotland (3), Finland (2) and Sweden (2) to examine how teachers interact with students, their families, school colleagues, specialists (e.g. language specialists) and other support services. Understanding how teachers use the resources embedded in their professional networks helps us identify the conditions that facilitate individual and collective ways of working that support migrant integration in schools.

At the level of the teacher, the project focuses on teachers' relational agency - a capacity to work flexibly with others, such as school counsellors, social workers or mental health professionals [6] to respond to all students' needs in a holistic and coordinated manner [7]. This is essential for removing barriers to migrant students' learning and meaningful participation, creating opportunities for socialising with non-migrant peers, and developing a sense of belonging in their school communities [8], [9], [10]. TEAMS interprets teachers' practices using a theoretical lens of inclusive pedagogy - an approach that emphasises the importance of taking responsibility for all students and the role of staff collaboration in enabling this [11], [12]. This approach replaces a focus on singular identities (e.g. migrants) and the problem of integration for particular types of individuals and groups, with ways of thinking about differences as an ordinary aspect of human diversity. We consider how teachers incorporate support for migrant students into their regular practices, rather than providing specific targeted interventions only for migrant students.

At the school level we examine migrants' integration with regard to the levels of social cohesion within school communities. Responses at school level are central for our analysis as they directly affect students and mediate other influences [13]. Research shows that networks in which learning support specialists (e.g., teaching assistants, special educators, language support specialists) are well-connected with classroom teachers produce more inclusive learning environments [14]. TEAMS seeks to understand how teachers' professional collaboration in social networks shape their collective responses as they make sense of different policies that affect migrant students. Social networks represent the pattern of relationships that shape day-to-day interactions. Understanding teachers' relational practices at school level is important because human relationships and collaborations are at the heart of responding to diversity in education.

Finally, TEAMS explores how practices at school and teacher levels are shaped by national and institutional policy contexts to create conditions for cohesive migrant integration. The aim is to advance knowledge about the enactment of practices that empower teachers to exercise agency in responding to unique needs of each and every student, and identify policies that support this.

We have currently collected 2 out of 3 waves of data. Our preliminary analysis is beginning to show how the social and pedagogical actions teachers take to include migrant students are shaped by the social structure of schools, and to highlight how policies shape school staff networks and practices for migrant integration.

Across our sites, teachers' collaboration networks for migrant support partly reflect the institutional and policy arrangements in the three countries. In Scotland newly-arrived migrant students are immersed directly in mainstream educational provision, supported by the English as an Additional Language services (EAL), where language specialists cover multiple schools within local authorities as well as multiple languages. In Sweden and Finland there is some preparatory instruction in the early stages, as well as teaching in the migrants' own language, although this is not compulsory. Teacher collaboration networks that support migrant students vary in each site to different degrees but commonly indicate a tendency of teachers to interact with support staff they perceive to have responsibility for migrant students. The extent to which their interactions enhance or hinder inclusion in education and the social integration of migrant students is examined with fieldwork data.

Preliminary data from Scottish school networks reflects the centrality of actors such as specialists who support learners for whom English is an additional language or other specialists, such as personal guidance teachers and Support for Learning (SfL) leaders. Scottish school networks also reflect hierarchal structures with more management roles than in the other two settings, while policy documents explicitly endorse teacher agency. The Finnish school networks show a great deal of similarity between their teacher communities that reflect the high levels of autonomy Finnish teachers have in their pedagogical decisions. Class teachers work with special educators who offer support in their classrooms. In Sweden, the two school sites present different examples of teachers' collaboration networks for migrant support. In both sites, collaboration seems to be a strong feature of teachers' daily work, consistent with the policies of institutional support for various forms of collaboration around pupil support. In one school with a small number of migrant pupils, the interactions of teachers and other actors are primarily directed towards those who are seen to be key for supporting migrant students as per their official roles. In the other school, where the majority of students have migrant backgrounds, social networks reflect teacher-teacher interactions around migrant support as well as those with school leaders and administrators. These interactions focus on student support for a wide range of needs within and beyond the school community.

Complementary qualitative data from interviews with key stakeholders helps us to understand how teachers navigate the institutional structures in order to both implement and adapt procedures that they perceive as enablers or barriers for migrant integration. Across all sites we have found many instances of teachers and other school staff exercising agency to support migrant students' integration regardless of the policy arrangements. Across sites, the data begins to illustrate how different forms of collaboration can facilitate or become a barrier to integration for migrant students.

For example, data about teachers' interactions with support specialists illustrates inclusive forms of collaboration, where teachers and other school staff members actively take responsibility for supporting migrant students, whether this is a prescribed part of their role or not. They reach out to colleagues to establish a coordinated approach to supporting migrant students among all others in ways that include them in what is ordinarily available to all students, while recognising different needs as a common feature of student diversity.

These teachers reported seeking specialist support as a resource for themselves to help them better understand students' experiences related to their cultural heritage so that they could incorporate such knowledge in various subject teaching. In this way concern for the specific needs of migrant students becomes a resource for all students.

In other forms of collaboration, teachers defer to specialists who are seen as responsible for supporting migrant students. In these collaborations, teachers "pass on" the challenges that they face in supporting migrant learners, based on a view that they cannot support migrant students due to language or other barriers. This is especially the case where the focus of student support is predominantly on learning achievements. There is a general sense that migrant students are seen to be needing some kind of extra support, but the nature of specialised support and how the policies that regulate it are enacted needs further analysis.

Emerging qualitative data from students participating in the TEAMS project underscores the important role that teachers play in migrant students' learning and overall school experiences. There is some evidence that migrant integration may play out differently for students of different backgrounds, as attitudes towards different groups seem to vary to some extent.

The next stage of our analysis will examine the impact of teachers' network practices on migrant' students integration outcomes, including a student engagement survey that captures experiences of different groups of migrant students compared to their non-migrant peers. The data collected from school staff and students will then be analysed in relation to the policies that structure practice in order to examine the pattern of variations in pedagogical practices and student integration experiences across the three countries.

Our preliminary findings are consistent with other research and support some key messages for practice, policy and future research.

Overall, to advance migrant integration within wider efforts to develop practices that are generally more inclusive for everyone, it is critical that we shift our gaze away from seeing migrants as a problem towards accepting diversity as a normal, common feature of modern schools. This has profound implications for teacher development, but also for creating the conditions for collaborative practices and cultures. The inclusive pedagogical approach that framed our analysis suggests that, if learners have anything in common, it is the fact that each and every student is unique, and teachers will routinely encounter diversity among learners as an ordinary aspect of school life.

Teachers can be supported to take diversity into account. Emerging TEAMS data is identifying instances of more or less inclusive forms of collaboration depending on how rather than whether teachers work with each other and with other actors such as support staff, to take responsibility for migrant students' education. Instances of inclusive collaborations corroborate the findings of previous ethnographic research that showed how some teachers have found authentic inclusive ways of helping migrant students navigate the formal structures of schooling to address intersecting barriers such as poverty, racial prejudice, and peer discrimination (1). Knowing students seems to be key for understanding their perspective and removing barriers to learning and participation.

Teachers and schools play an important role in facilitating the kinds of the human relationships that create an atmosphere in which all young people are listened to, included and valued. However, the potential to build and sustain such relationships in schools appears to be constrained by the narrow focus on academic achievement and language barriers in some contexts. Creating conditions that enable teachers to develop inclusive forms of collaboration with each other and with other professionals, requires structural changes in educational infrastructures and flexibility to use their professional knowledge and agency to seek creative solutions to challenges associated with teaching diverse groups of learners. Our preliminary findings suggest that policies and practices that support teacher autonomy and collaboration more generally facilitate networks of holistic student support for migrants as for other students.

Migration trends will continue for years to come, highlighting the importance of schools as an important arena for shaping migrants' integration. Current debates about how best to deploy resources: through targeted approaches that address the needs of migrant students, or developing inclusive approaches that support migrant students in the mainstream provision, reflect uncertainty about 'what works'. Some policy analysis [15] suggests that universal and 'loosely targeted' educational mechanisms aimed at supporting all students could be seen as more inclusive and beneficial for migrant integration than more targeted approaches. TEAMS is generating empirical evidence of the impact of both universal and targeted approaches in Finland, Sweden and Scotland that illustrates how they shape teachers' networks and practices for migrant support. The three country contexts provide a range of targeted support such as preparatory classes in Finland, support within mainstream provision in Scotland and examples of both kinds of arrangements in the Swedish system, where some schools opt for immersion in mainstream classes, and in others migrant students spend at least part of their time in school in separate classes with other migrant students.

The TEAMS project's design with at least two schools in each country allows us to examine the collaboration and relational practices at individual and school community levels, relative to the broader education policy and immigration contexts (e.g. different support systems in the UK and Nordic countries). So far we have identified instances of more or less inclusive forms of collaboration at teacher and school levels.

The next stage of the analysis will examine how these forms of collaboration facilitate (or impede) teachers' and schools' capacity to enhance migrant integration outcomes, including academic success, cross-cultural socialisation and a sense of belonging to the school community. This will enable us to interrogate claims that teachers can act as agents of change in their school communities. Considering the urgent need to support the integration of migrant students in Europe (and internationally), additional research could be designed to inform policy solutions that create conditions for schools and teachers to facilitate educational inclusion and migrant integration in host countries. To examine how teachers' relational practices are shaped by national and institutional policies future research should include a purposeful sampling of education systems that reflect a range of targeted and universal approaches as well as intersections between education and other policies of immigration within the broader social welfare regimes.

[1] Lund, A. & Trondman, M. (2017). Dropping out/dropping back in: Matters that make learning matter. Queensland Review, 24, 57-74.
[2] Moskal, M. (2014). Polish migrant youth in Scottish schools: Conflicted identity and family capital. Journal of Youth Studies, 17(2), 279-291.
[3] Vongalis‐Macrow, A. (2007). I, Teacher: Re‐territorialization of teachers' multi‐faceted agency in globalized education. British Journal of Sociology of Education, 28(4), 425-439.
[4] Florian, L., & Pantić, N. (2017). Teacher education for changing demographics of schooling. Dordrecht: Springer.
[5] Organization for Economic Cooperation and Development [OECD]. (2015). Helping immigrant students to succeed at school - and beyond. Paris: OECD.
[6] Edwards, A. (2009). Improving inter-professional collaborations: Multi-agency working for children's wellbeing. London: Routledge.
[7] Pantić, N., Galey, S., Florian, L., Joksimović, S., Viry, G., Gašević, D., Knutes Nyqvist, H., & Kyritsi, K. (2021). Making sense of teacher agency for change with social and epistemic network analysis. Journal of Educational Change. doi: 10.1007/s10833-021-09413-7
[8] Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of peer relationships in student academic and extracurricular engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 387-401). Springer Science + Business Media. doi: 10.1007/978-1-4614-2018-7_18
[9] Smyth, G., McBride, G., Paton, G., & Sheridan, N. (2010). Social capital and refugee children: Does it help their integration and education in Scottish schools? Diskurs Kindheits und Jugenforschung, 5(2), 145-158.
[10] Sinkkonen, H.-M., & Kyttala, M. (2014). Experiences of Finnish teachers working with immigrant students. European Journal of Special Needs Education, 29(2), 167-183.
[11] Florian, L., Black-Hawkins, K., & Rouse, M. (2017). Achievement and inclusion in schools. Abingdon, Oxon: Routledge.
[12] Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828.
[13] Ainscow, M., & Miles, S. (2011). Responding to diversity in schools. London: Routledge.
[14] Youngs, P., Jones, N., & Low, M. (2011). How beginning special and elementary school teachers negotiate role expectations across professional resources. Teachers College Record, 113(7), 1506-154.
[15] Public Policy and Management Institute (PPMI). (2013, January). Study on educational support for newly arrived migrant children. Luxembourg: Publications Office of the European Union.

Note

This blog is based on an article Dr Nataša Pantić was asked to contribute to the report to the Nordic Council of Ministers that presents knowledge and information from the projects that the receivers can build upon when preparing to meet the new refugees and other immigrants following the Russia's invasion of Ukraine.

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Migrant integration: Treating diversity as a norm in modern schooling systems - Teaching that Matters for Migrant Students

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The vast majority of Ukrainian refugees are women and children, many of school age. This new wave of refugees exacerbates an already accelerated rise in the number of migrants globally as people continue to move for economic reasons or to escape natural disasters and conflict.

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Newsround have gathered together their news reports relating to the conflict in Ukraine.

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The home of news and fun facts for kids. Find out what is going on, with stories, pictures and videos. Try a quiz or one of our free games.

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Newsround also have a page of advice if children are upset by what they hear or read in the news.

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If you are upset by the news, it's important to know that you are not the only one and it's OK to have those feelings.

You can rely on Newsround to tell you the important facts about a story - but some things you hear might be scary or make you feel worried.

This section gives you some tips about what to do if you are feeling sad about what you've seen, heard or read.

What to do if you're upset by the news

Sometimes things that happen in the world can make us sad, anxious or confused.

It's important to remember that upsetting stories are in the news because they are rare - they don't happen very often.

But what can we do when the news makes us feel this way?

If the news has upset you, talk to an adult you trust about it. It's important to share what is troubling you.

It's normal to feel upset

It's important to remember that being sad, worried or angry about awful things that happen in the world around you is okay and perfectly normal.

You won't be the only one who feels that way.

Adults get sad and confused too, so there is nothing wrong with feeling like this.

Do things that make you happy

Doing things that make you happy can help you to feel better.

Watch your favourite film, take your dog for a walk or read some of your favourite book.

Try to balance the news you read. If you read a sad story, then try and read a happy one before you go to bed

If being worried is making it more difficult to sleep or if you are having nightmares, it's really important to speak to an adult about this too.

Here are some things you can do if you are having worried thoughts when you go to bed:

Remember things that make you happy and think about these as you're going to bed, so your head is full of positive thoughts

Surround yourself with nice things by your bed - perhaps a happy photo that makes you smile - so this is the last thing you see before you sleep

If you have bad dreams, talk about it or even try drawing it. This will help you to confront your fear

Keep things with you that make you feel secure - even if it is your old teddy bear that you keep hidden from your mates!

Don't forget - terrible things are on the news because they are rare and do not happen very often.

Although people are spending a lot of time talking about it, it is still very unlikely that events like this will affect you or your family.

The most important thing is that if you are feeling upset, don't keep what's troubling you about the news to yourself.

Talk to an adult about the issue in the news that is worrying you.

That can help you to understand what is upsetting you, and help those feelings of sadness, anger or confusion to go away.

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If you are upset by the news, here is some advice to help you.

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Schools of Sanctuary - speaking with children about the war in Ukraine

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Schools of Sanctuary - speaking with children about the war in Ukraine

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Some advice from Schools of Sanctuary, drawing on a variety of articles and resources, to help children navigate the news they’ve been seeing and how they feel about it.

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Guidance and Resources for Parents, Carers and Teachers

Over the past week we have all seen headlines and news articles about the conflict in Ukraine, leaving many of us - including children - anxious about what's happening, how it's affecting so many people and what this could mean for the future. Drawing on a variety of articles and resources, in this post we share some advice for helping your child navigate the news they've been seeing and how they feel about it. In short, clarity, reassurance and compassion (both for how your child is feeling and for the Ukrainians affected by conflict) are key.

Let the Child Lead the Conversation

Children will respond differently to this news - some may be particularly anxious, some may be simply curious and others may not be aware. These reactions are also likely to vary by age and so the way in which we speak with children should be shaped by what's appropriate for their age. For this reason, let the child lead the conversation and try not to start the conversation when emotional yourself or before they are ready - this might feed their own anxieties.

Work from what your child already knows, making sure the information they have heard is correct and has come from a reliable source. This is particularly important given the proliferation of misinformation on apps like Tiktok and Instagram where many children and young people access news. If they are keen to learn more, then help direct them to reliable child-friendly sources of information. As you might expect though, it is not helpful to show them graphic images, share distressing stories and give overly complex explanations which might exacerbate their concerns.

Be clear that the child's response and feelings are valid and a natural reaction to the things they've heard. Be careful not to dismiss their concern and allow them to talk about it as much, or as little, as they wish.

It is often helpful to explain that many situations like this have happened before and have been resolved. To help give context for older children, we can also explain that unfortunately other conflicts will happen in their lifetime and are already happening in other parts of the world. Ultimately, when talking with children, parents, carers, teachers and other responsible adults should make it clear that it is not the child's responsibility to resolve this conflict and that there are many people working to help the people affected and bring an end to the war.

Having said that, helping children get involved in a practical way with supporting people affected by the conflict can help them feel like they have some agency and thereby help reduce their anxiety. They could contribute to fundraisers or donation drives for people fleeing the conflict, send letters to local decision-makers asking them to do all they can to bring an end to the conflict and help people seeking safety find sanctuary in the UK, create drawings calling for peace or plant a sunflower garden (the sunflower is the national flower of Ukraine) showing solidarity with Ukrainians.

Other Resources

This advice has been shaped with help from the following articles and resources which we would encourage you to have a look through the better equip yourself for these conversations with the children in your care:
Newsround - A range of resources and videos to help children better understand what's happening in Ukraine
BBC Ros Atkins - A Three Minute Video Explainer (For Secondary-Age Students)
The Metro - How to talk to children about what's happening in Ukraine and World War Three anxiety
The Choices Programme - The Ukraine Crisis (Lesson plan and resources aimed at older secondary age students).
Save the Children - How to Talk with Children about Ukraine New York Times - How to Talk to Kids about Ukraine The Guardian - 'A delicate balance': experts' tips on dealing with Ukraine anxiety in children

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Speaking with Children about the War in Ukraine

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Over the past week we have all seen headlines and news articles about the conflict in Ukraine, leaving many of us - including children - anxious about what's happening, how it's affecting so many people and what this could mean for the future.

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The UNHCR website has a wide range of resources and animations suitable for Primary and Secondary Schools. These explain and explore terms refugees, migration and asylum generally.

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News Literacy Project - vetting the news

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News Literacy Project - vetting the news

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From The News Literacy Project, here are tips to share with learners on how to critically assess news sources.

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Is it legit? Five steps for vetting a news source

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Many sources compete for attention online, including partisan blogs and bogus sites posing as legitimate news organizations. It can be tough to know what information to trust. So what does "credibility" look like, and how can you recognize it?

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Trauma Informed Schools UK has produced a resources to help speak to children about events in Ukraine.

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World Refugee Day takes place on 20th June each year.

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World Refugee Day is an international day to honour refugees. The event falls each year on June 20 and celebrates people forced to flee their home country to escape conflict or persecution.

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Separated Child - personal stories of unaccompanied refugee children

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Separated Child - personal stories of unaccompanied refugee children

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Separatedchild.org have some personal stories from refugee children who arrived in the UK unaccompanied.

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Kamran's survival is as remarkable as his experience tragic. The account of his journey highlights many of the issues around the age assessment of children who are seeking asylum in the UK. Although he was only a child, the authorities treated Kamran as an adult, detained him for long periods and very nearly deported him, before they finally recognised him as a minor.

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Child refugee stories - The Separated Child Foundation

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A collection of child refugee stories and voices from separated children who had to flee their homeland because of war, terror, or persecution.

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Belfast Trust - supporting your child with the war in Ukraine

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Belfast Trust - supporting your child with the war in Ukraine

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A comprehensive presentation of advice on talking to children about the war in Ukraine.

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BHSCT - Coping with the War in Ukraine - 1

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First News Education - background to the war in Ukraine

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First News Education - background to the war in Ukraine

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Background information from First News Education about the war in Ukraine.

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Russia said it wanted Ukraine to "demilitarise" (remove the armed forces). But western leaders say the real reason is that Russia didn't want Ukraine to join NATO (the North Atlantic Treaty Organisation). NATO is a group of countries that have agreed to protect each other. Russian president Vladimir Putin thinks that, if Ukraine joins, it will give the USA and its allies too much power right next to the Russian border. Russia also demanded NATO removes all troops from Bulgaria and Romania.

NATO members and other countries are against the invasion of Ukraine. They argue that Ukraine should be free to do what it wants and that Russia shouldn't interfere. Western leaders say if Ukraine wants to join NATO, it should be free to do so.

Are other world leaders trying to end the war?

Yes, but they haven't got involved directly in fighting. They are worried about the war getting bigger if other countries get drawn into the fighting. But they have been supporting Ukraine by supplying weapons and tanks. Ukraine's leader Volodymyr Zelensky has also asked NATO countries to supply fighter aircraft to help him win the war against Russia.

Ukraine sits between Russia and the central European countries of Romania, Slovakia and Poland. To the north is Belarus. From 1919 until 1991, Ukraine was part of the Soviet Union (also known as the Union of Soviet Socialist Republics - USSR). This was a giant country formed after the Russian Revolution in 1917. In total, it was made up of 15 states. All of them became separate countries when the Soviet Union collapsed in 1991. These former Soviet states include Lithuania, Latvia, Estonia and Kazakhstan.

Russia was the biggest power inside the Soviet Union. Many Russians lived and worked in other Soviet countries. There are still large Russian communities in many of these countries, including Ukraine.
What was the Cold War?
The Soviet Union was very powerful. After the Second World War, another global conflict began, known as the Cold War. But this wasn't a normal war. The main countries involved didn't fight each other, but there was always tension because both sides feared the other would try to invade them or, worse, launch a nuclear war and wipe them out.

The Cold War saw the Soviet Union and many eastern European countries, like Poland and Hungary, pitted against NATO which included the USA, Canada, UK, and other western European countries, like France and West Germany. The Cold War ended in 1991, when the Soviet Union collapsed.
But isn't NATO still in existence?
Yes, very much so. Although it was set up at the start of the Cold War, NATO didn't break up when the conflict ended. In fact, it has expanded.

In 2004, former Soviet states Estonia, Latvia and Lithuania joined NATO. Russia was not happy about this. It meant that an organisation that it considered an enemy now had troops on its eastern border. The decision to allow former Soviet states to join NATO also upset Russia because, back in 1990 and 1991, many western leaders assured the Russians they would not look to expand NATO eastward.
What happened to Ukraine after the Cold War?
Since independence after the collapse of the Soviet Union, Ukraine has mostly been quite friendly towards Russia. But some Ukrainians want to be closer to the European Union and to join NATO. When an uprising in early 2014 forced the pro- Russian president of Ukraine to quit, it seemed the country might change direction and become very pro-Western. Putin acted fast, and sent in Russian soldiers to take control of Crimea. This region of southern Ukraine used to be part of Russia. It remains under Russian control today.

Russia also sent its troops to support pro-Russian rebel fighters in their war against Ukrainian government forces in the eastern part of Ukraine. This conflict, which began in 2014, is ongoing. There are many Russian speakers in eastern Ukraine who prefer to be close to Russia, not the West. But western leaders say that is no excuse for Russia to wade in and support a war.

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Our award-winning journalists are impartial and unbiased and will help you explain what is happening in Ukraine in an age-appropriate way.

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Amnesty International - resources for primary children

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Amnesty International - resources for primary children

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Amnesty International’s educational resources on refugees and asylum seekers, accessible and appropriate for primary learners.

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Empower students to defend the rights of refugees with the following education resources.
Seeking Safety
This activity pack is designed to approach the issue of asylum in a way that is accessible, and appropriate to primary school children. The pack focuses on asylum, approaching the issue from global and UK perspectives and encourages students to draw parallels with their own lives.
A Time to Flee
A one hour lesson to understand why people become asylum seekers and the difficulties they face on arrival in another country for use with young people aged 11-16.
Football Welcomes
This resource, for 7-14 year olds, has been designed to support teachers to encourage discussion about refugee rights and to celebrate the contribution that people of refugee backgrounds have made to the UK, especially to football.
Respect my rights, Respect my dignity. Module 4: Refugees' and migrants' rights are human rights
This resource is a tool for anyone, anywhere, who would like to learn more about refugees' and migrants' rights and get involved in their community or country to advocate for these rights. In particular teachers, young people, activists, human rights defenders and people on the move can use this module to educate and empower their communities to welcome refugees and migrants. Welcoming refugees and migrants includes ensuring that their human rights are respected and protected. While this resource covers the basics of refugees' and migrants' rights, additional resources are included at the end of each section, for those who want to learn more.
The Rights of Refugees
This 3-hour course launched on World Refugee Day in 2023. Enroll now to explore topics such as the legal framework for refugee protection, the impact of displacement on health and well-being, and the role of civil society in defending refugee rights. By the end of the course, you will have gained a comprehensive understanding of refugee rights and the challenges faced by displaced populations around the world. You will have the tools and knowledge necessary to advocate for the rights of refugees and to become effective allies and advocates for displaced populations.

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Education resources on refugee and asylum issues

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We are Amnesty International UK. We are ordinary people from across the world standing up for humanity and human rights.

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NHS - guide to accessing services (Ukrainian)

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NHS - guide to accessing services (Ukrainian)

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A guide to accessing NHS Scotland Services in Ukrainian.

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This leaflet gives information about NHS Scotland Services for displaced persons from Ukraine in Ukrainian.

A guide to NHS Scotland Services for displaced persons from Ukraine

Contact us in Ukrainian

You can contact our health information team using Language Line (0800 22 44 88). You'll have a three-way conversation with the call handler to get the advice you need.

Find out more about Language Line.

Source: NHS 24

Last updated:
06 April 2022

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A guide to NHS Scotland Services for displaced persons from Ukraine - Ukrainian

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This leaflet gives information about NHS Scotland Services for displaced persons from Ukraine in Ukrainian. You can contact our health information team using Language Line (0800 22 44 88). You'll have a three-way conversation with the call handler to get the advice you need. Find out more about Language Line.

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NHS - guide to accessing services (Russian)

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NHS - guide to accessing services (Russian)

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A guide to accessing NHS Scotland Services in Russian.

# data[].attributes.attachment_link.readable_text
This leaflet gives information about NHS Scotland Services for displaced persons from Ukraine in Russian.

A guide to NHS Scotland Services for displaced persons from Ukraine

Contact us in Russian

You can contact our health information team using Language Line (0800 22 44 88). You'll have a three-way conversation with the call handler to get the advice you need.

Find out more about Language Line.

Source: NHS 24

Last updated:
06 April 2022

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A guide to NHS Scotland Services for displaced persons from Ukraine - Russian

# data[].attributes.attachment_link.description
This leaflet gives information about NHS Scotland Services for displaced persons from Ukraine in Russian. You can contact our health information team using Language Line (0800 22 44 88). You'll have a three-way conversation with the call handler to get the advice you need. Find out more about Language Line.

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Tourism video launched in 2018 showing the beauty, diversity and history of Ukraine.

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A country profile including facts about Ukraine.

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Global Grasshopper’s tourist guide to the 15 best places to visit in the Ukraine, to bring the beauty of Ukraine to life.

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Global Grasshopper - travel inspiration for the road less travelled

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Ukraine is one of the most under-touristed locations in Europe and it most likely has to do with the lack of information in English. However, this doesn't mean there aren't plenty of gorgeous places to explore in Ukraine.

From tranquil nature to charming cities, here are 15 of the best and most beautiful places to visit in Ukraine for tourists of all backgrounds...

1. Lviv - the largest city in western Ukraine and one of the most stunning places to visit in the country

At the top of most travel guides to Ukraine is Lviv, the cultural capital of the country. Located in the west just an hours drive from the Polish border, Lviv has a charming and storied history.

From being founded by Daniel, King of Rus, to being conquered by Poland, the Mongol Horde, Austria, the Soviet Union, and finally part of an independent Ukraine, there is so much history to see.

While there are plenty of museums and parks to take in, my favorite thing is to simply head to a cafe around Rynok square, enjoy a coffee or beer, and enjoy a lazy day in the center.

2. Kyiv - the beautiful capital of Ukraine and a must-see destination

Opposite to Lviv is Kyiv, the actual capital of the country and this is one of the best places to visit in Ukraine. With a history dating back to Kievan Rus you can imagine that the birthplace of Slavic culture is worth a visit.

While much of the city was de-beautified during the Soviet Union, there are still plenty of beautiful places worth your time.

If you like churches check out St. Sophias and St. Michaels for their beautiful colors and architecture. And don't forget the cave monastery of Pechersk Lavra, one of the most religiously important sites in Europe.

Spend your day walking through the many well-kept parks or along the river. If you're looking for a bustling city then Kyiv is an excellent choice.

3. Dzharylhach Island - the largest uninhabited island in the country and a Ukraine beauty spot

Located in the Kherson region of Ukraine, Dzharylhach is an uninhabited island in the black sea. While it is increasing in popularity with Ukrainians, it is still quite unknown to foreign tourists. Well, it isn't the easiest place to get to.

There are a few ferries a day going to Dzharylhach from the mainland and if you want to stay overnight you have to camp. The water is crystal clear and you will often see dolphins playing around close to the shore.

Don't forget to try the famous stingray borsch at the beach hut before you leave!

A video showing the beauty of Dzharylhach Island...

4. Vorokhta - an urban-type settlement and one of the best places to visit in Ukraine

This small village in the Carpathians is famous for its dual viaducts. Of course, the historical one is no longer in use, but it is a beautiful piece of architecture that you can see.

Not to mention the views of the surrounding mountains and rolling green hills.

From Vorokhta there's plenty of activities for you to do, like white water rafting or going to hike Hoverla, the tallest mountain in Ukraine.

5. Zhovkva - one of the most interesting small historical towns in Ukraine

This cute little city is just a half hours drive from Lviv, and being able to take public transportation makes this a great day trip option for long term tourists.

Famous for its castle, Zhovka also has a beautiful main square with plenty of shops and fountains.

The city used to be a shtetl before WWII so you can even see the ruins of the old Jewish synagogue. The city has been trying to raise money for its restoration so hopefully that will get done before you visit.

6. Bakota - a historic submerged settlement of the Rus Kingdom

Bakota is a super popular camping spot for Ukrainians during the summer. It is a reservoir that actually covers a submerged town.

Back in the Soviet Union they wanted to divert the Bug river and thus had to relocate an entire town to an area nearby.

You can take a boat to the cliffs where there is a famous cave monastery (founded by the same founder of Pechersk Lavra in Kyiv). Or spend your days hanging with friends along the shore, drinking horilka, and eating non-stop.

7. The Pink Lake - a unique and beautiful lake to explore in Ukraine

Now, Ukraine has a few pink lakes, but the best in my opinion is the one located on Arabatska Strilka. A long isthmus nearby Crimea, but located in the Kherson region, this is a popular beach destination for Ukrainians. However, a visit to Henichesk Lake should be on everyone's list.

The bright pink color comes from an algae attracted to the high salt content of the lake.

In fact, there's so much salt you can actually buy buckets full as souvenirs! Well, we just scraped some up off the ground and took it with us. Easily one of the most beautiful places to visit in Ukraine.

8. Hoverla Mountain - the highest mountain in Ukraine

The tallest mountain in Ukraine is called Hoverla, and it's located in the Carpathian mountains. It is 2061 meters tall and can easily be scaled in a few hours. I recommend going right before spring when there is still snow at the top; it makes for a great bit of sledding!

A traditional pastime at the top is to pop a bottle of champagne (well, seeing as this is Ukraine most likely a bottle of overly sweet sparkling wine) and toast to the climb.

If you are lucky and the sky is clear you can see many of the other tall peaks and all the way down to the lush valley below.

9. Kamianets-Podilsky - known for its well-preserved Old Town and Kamianets-Podilskyi Castle

A city surrounded by a national park, Kamyanets-Podilsk is famous for its castle. I know Ukraine has lots of castles, but this one is extra beautiful.

Located on a cliff overlooking a valley, the castle has been looking over the city for nearly 800 years. It's definitely a must-visit place for people looking to visit someplace outside of the Big Three Tourist cities.

10. Odesa - is a pretty port city on the Black Sea

Odesa is the most popular beach city in Ukraine but it actually has plenty of beautiful architecture as well. Now called the pearl of the black sea, the land was originally an ancient Greek settlement over two thousand years ago.

If the city looks French there's a reason for that too. The most famous governor of the city, Duc de Richlieu helped modernize the city.

Having fled from France during the French Revolution, he joined Catherine the Great's army and was awarded the governorship of Odesa as a reward.

One of the must-see places in the city is the famous Odesa opera theater. Located in the historic center, the theater constantly makes lists of the most beautiful theaters in Europe, and it's definitely a gem of the city.

11. Kherson Cliffs - a popular natural beauty spot in Ukraine

Located just an hour's drive from Kherson city center, next to a village called Stanisla, lay one of the coolest geological formations in Ukraine. While it was once home to a large settlement of Scythians, today the cliffs are a famous sunset point for locals and tourists alike.

Some people call it the grand canyon of Ukraine, and while I don't think it's nearly as impressive as the one in America, it is still quite cool to see.

A popular tradition when visiting the cliffs is to write a wish on a piece of paper, stuff it into a seashell, and throw it into the sea. A stunning Ukraine beauty spot to explore!

12. Chernivtsi - one of the hidden gems of Western Ukraine

This cute city is located quite close to the Romanian border and has the largest diaspora of Romanians in Ukraine. Of course, this region used to belong to them at one point so there is quite a lot of history there.

Today the city is a popular stop for local tourists, but one thing worth visiting for anyone is the university. The main building is built in the Eclecticism style and there are very affordable guided tours you can buy to learn all about the history of the school.

13. Bukovel - a popular ski- and spa-resort surrounded by beautiful Ukraine landscapes

Bukovel is a must-visit place if you are coming to Ukraine for winter sports. There are six different ski slopes and the town at the bottom is cozy and charming...if a bit touristy. With buildings resembling alpine chalets this is a great place to visit in winter.

However, this is also a beautiful mountain town to visit in summer as well. There is a large lake great for water sports that is surrounded by mountain peaks.

To get to Bukovel you can go by public transportation from Ivano-Frankivsk with busses leaving multiple times an hour. Try to stay at a cabin with a balcony so you can admire the beautiful mountain while sipping on a tasty mulled wine.

14. Mukachevo - an attractive city to visit in Ukraine which is home to an imposing castle

Mukachevo is another city that is located in western Ukraine. This one used to belong to both Czechoslovakia and Hungary, and the architecture shows.

The main point of interest here is Palanok Castle, a 14th-century castle located atop a volcanic hill.

Aside from the beautiful buildings in the old town, there are quite a few beautiful religious buildings like the Dormiton cathedral. Like Zhovkva, Mukachevo was also a shtetl so the majority of residents before WWII were Jewish.

15. Uzhhorod - a historic city founded in the 8th or 9th century

Located in the same region as Mukachevo is Uzhhorod, a city best visited in Spring. Why? Because they have a famous cherry blossom festival that is worth a visit.

Like most cities in Ukraine, Uzhhorod also has a castle which is worth a visit. I would also suggest taking a walk down Korzo street. This street is in the historical center and is lined with beautiful pastel-colored buildings and unique architecture.

The old synagogue has been turned into the building for their Philharmonic Orchestra and it looks so lovely it is also worth a visit.

We also have posts on...

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Top 15 Most Beautiful Places To Visit In Ukraine - GlobalGrasshopper

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Ukraine is one of the most under-touristed locations in Europe and it most likely has to do with the lack of information in English. However, this doesn't

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Supporting the (linguistic) integration of refugees from Ukraine 

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Supporting the (linguistic) integration of refugees from Ukraine 

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These dedicated webpages support the linguistic integration of refugees from Ukraine. In particular, the range of PDF guides will be useful for teachers. New resources and other relevant information will be added as they become available.

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The Council of Europe has developed a set of tools to support member states in their efforts to respond to the challenges faced by those who are providing language support to children arriving from Ukraine as the children adjust to their new environment and their new schools. Some of these tools have been written recently with this purpose in mind. Others are adapted from the Toolkit for adults which was developed as part of the Council of Europe's Linguistic Integration of Adult Migrants (LIAM) project, This is available on this website.

These tools have been created and selected as being especially useful in the early stages of language support with newly arriving refugee children. They are designed to assist organisations, teachers and volunteers who are providing language support for refugee children arriving from Ukraine with no knowledge, or very little knowledge, of the language of the new country. These nine tools have now also been translated into the languages of the neighbouring countries receiving the largest numbers of fugitives from the war in Ukraine: Hungarian, Polish, Romanian, Slovak/Czech.

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european centre for modern languages (ecml)

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centre européen pour les langues vivantes (celv)

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ECML/CELV > Resources > Supporting the linguistic integration of refugees from the Ukraine

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European Centre for Modern Languages (ECML), Centre européen pour les langues vivantes (CELV)

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An excerpt from the book, Ukrainian, one day at a time, published to raise money for the Disasters Emergency Committee. Please access this accompanying YouTube video for help with pronunciation. For access to the accompanying video for the full book, click on this YouTube link.

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Aberdeen City EAL Service have collated information and resources to help those who have arrived from Ukraine and those supporting them. Information continues to be added. This website includes resources, helpful information, links to English classes online and in the Aberdeen area, and CLPL opportunities.

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This website is a collation of information and resources to help those who have arrived from Ukraine and those supporting them. Click the headings along the top (or at the left if using a mobile phone) for further information and resources. The website is currently under construction so please keep checking back for more updates.

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This website is a collation of information and resources to help those who have arrived from Ukraine and those supporting them. Click the headings along the top (or at the left if using a mobile phone) for further information and resources. The website is currently under construction so please

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The Bell Foundation - Welcoming Ukrainian Arrivals

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The Bell Foundation - Welcoming Ukrainian Arrivals

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The Bell Foundation’s session on “Welcoming Ukrainian Arrivals” was held on 12th May 2022 and forms part of a series of seminars on this topic. These can be accessed from the Bell Foundation's youtube channel.

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Ukrainian educational and language resources

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Ukrainian educational and language resources

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A compilation of educational and language resources, as well as books and audiobooks, for Ukrainian families and educators.

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Association of Ukrainians in Great Britain - google drive

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Association of Ukrainians in Great Britain - google drive

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The Association of Ukrainians in Great Britain (AUGB) are frequently updating this google drive of files containing contacts in Scotland, information about English courses, medical services guides, etc. all in Ukrainian language

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You are using an old version of Chrome which will soon be unsupported. Upgrade Google Chrome

Діяльність спілки Українців у Великобританії Глазго

Знижки та безкоштовні товари та послуги

Інформація від служби соціального забезпечення Шотландії

Курси Англійскоі мови / English Lessons

!!!До кого звернутись по допомогу у Глазго.pdf

!!!Офіційний довідник від Уряду Великобританії.pdf

Important Information for Displaced People from Ukraine.xlsx

NNS яз звернутися за допомогою з перекладачем

Довідник від організації Червоний Крест

Довідник з Шотландських законів.pdf

Організації що допомагають

Принципи роботи фармації.pdf

Путівник медичних послуг.pdf

Торгівля людьми та їх експлуатація

Турбота про дітей під час конфліктів та вимушеної міграції

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Корисні Документи

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AUGB - links for sponsors and displaced persons

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AUGB - links for sponsors and displaced persons

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Also on the AUGB website, there is a page of useful links for sponsors and displaced persons.

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Useful Links for Sponsors and Displaced Persons

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Sponsoring UkrainianS TO THE UK GUIDANCE FOR UkrainianS in the UK GUIDANCE FOR UkrainianS wISHING to come to the UK USEFUL LINKS

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Feniks is a grass-roots charitable organisation set up in 2007 to support Central Eastern European community in Edinburgh and Scotland. They can provide culturally sensitive psychological support, amongst other services.

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Counselling, Personal Development and Support Services Ltd

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Regardless of the pandemic, Feniks continues delivering all its services. With the joint effort of our staff and the volunteers, all our projects have moved online and over the phone.

We provide:

* Counselling in Polish and English for the Central Eastern European Community - if you would like to refer a client, please email referrals@feniks.org.uk

* SMART Recovery group in Polish

* Active 50+ for people over 50 in Polish

* Toddler Group in Polish

* Leith Conversation Cafés in English

* Support in the application to the EU Settlement Scheme in Polish, English and Spanish

For any other enquiries or if you would like to refer your client, please email: info@feniks.org.uk or call 07510 122 425. The office is open Monday - Thursday 10:00 - 17:00.

Stay Safe!

**********

Feniks is a grass-roots charitable organisation set up in 2007 to support Central Eastern European community in Edinburgh and Scotland. We provide culturally sensitive psychological support (therapy, group therapy and self-development workshops), cultural awareness training and community development projects, such as Leith Conversation Cafés and Mother and Toddler Group. We regularly run projects supporting Polish victims of domestic abuse.

Our aim is to address health inequalities faced by CEE immigrants in Scotland and tackle mental health stigma and discrimination. We also provide support for the most vulnerable members of the community in the application to the EU Settlement Scheme.

See the project section for more details.

Clients interested in therapy can self-refer themselves. We also accept referrals from the organisations, please email referrals@feniks.org.uk.

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Feniks - Counselling, Personal Development and Support Services Ltd.

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Regardless of the pandemic, Feniks continues delivering all its services. With the joint effort of our staff and the volunteers, all our projects have moved online and over the phone.

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The Bell Foundation - welcoming refugee and asylum seeking learners

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The Bell Foundation - welcoming refugee and asylum seeking learners

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Explore our policy recommendations for breaking down language barriers
in schools, adult education, and the criminal justice system.

View our policy work

Below are useful resources for schools welcoming newly arrived learners who speak English as an Additional Language (EAL).

Guidance for schools: written guidance

The Bell Foundation provides evidence-informed guidance to school staff about supporting provision for learners who use English as an Additional Language (EAL). Below is a selection of the most relevant documents to support schools in understanding and meeting the needs of refugee and asylum seeking children. Further guidance documents can be found on this website.

Guidance for schools: recorded webinars

To supplement the guidance pieces available on this website, there are also recordings of a number of webinars which provide further examples and useful discussions on the most impactful ways to ensure that a school can meet the needs of new arrivals.

Guidance for schools: assessment

New arrivals may have had some experience of learning English, particularly where their parents are fluent in English. Once children are settled, informal, task-based assessment provides a useful guide to the levels and types of support the learner will need to be able to develop their English language skills. A best-fit judgement of a pupil's English proficiency level can be arrived at by using an evidence-informed assessment framework, such as The Bell Foundation's EAL Assessment Framework for Schools.

Teaching strategies

The ' Great Ideas ' pages are a collection of different strategies that teachers can use in their classrooms to support learners who use EAL. Each Great Ideas page gives examples of how to use the strategies in class and links to example resources. Many of the pages also include short video overviews. Below, we have selected the most useful Great Ideas pages to help teachers support newly arrived children who are new to English.

Teaching resources

These resources showcase the Great Ideas strategies above: they support the acquisition of listening, speaking, reading and viewing and writing skills for learners who are new to English or at the early acquisition stage of English language proficiency. Each of the resources below promotes English language acquisition while being tightly linked to the English school curriculum. Each resource set includes teaching notes with ideas for using the resources in a lesson. To access and download the 150+ free resources and tools please register for a free account.

Training opportunities

The Bell Foundation offers a comprehensive programme of online courses and free expert panel webinars. To stay up to date with training opportunities, visit the events page and/or register for our newsletter.

Providing impactful evidence-informed CPD for all levels of school staff, from trainees to senior leaders, will help schools meet the linguistic and academic needs of their diverse, multilingual classrooms. Information on our upcoming courses can be found at the bottom of this page.

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Welcoming Refugee and Asylum Seeking Learners - The Bell Foundation

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Welcoming Refugee and Asylum Seeking Learners Below are useful resources for schools welcoming newly arrived learners who speak English as an Additional Language (EAL). Welcoming Refugee and Asylum Seeking Learners Download a pdf of the information and links on this page Guidance for schools: written guidance The Bell Foundation provides evidence-informed guidance to school staff ...

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Picture books organised under different headings, including 'Comforting stories for children in a time of war' and 'Bedtime stories for young children'.

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Освіторія Медіа

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Поки Україна мужньо відбиває атаки російської армії, найбільше страждають діти. Якщо ви в укриттях, бомбосховищах чи в евакуації, психологи радять читати дітям книжки. Книжки заспокоюють, заколисують, знижують тривожність. Видавництво Ранок, Видавництво Старого Лева, Bookchef, Братське, Рідна мова, Богдан, Крокус, Гамазин виклали у вільний доступ дитячі книжки для читання, щоб підтримати дітей у найскладніші часи. Ми зібрали їх для вас.

"Читайте повільно, розмірено, заохочуйте колективні читання у групах, залучайте голоси дорослих різного віку та старших дітей", - радять експерти з читання Barabooka.

***
Ангелику мій, охоронцю мій!
Завжди біля мене стій.
Рано, ввечір, вдень, вночі
будь мені до помочі:
свічечкою присвіти,
а крилами захистaи.

***
Дорогий Боже, на добраніч! Дякуємо за сьогодні. Бережи нашу нічку і наш сон, будь ласка. Нехай мама з татом, і сестричка з братиком, і дідусь із бабусею, і я спимо міцно й спокійно, і наберемося багато сил, щоби завтра радіти. Амінь.

Надійка Гербіш

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Книжка заспокоює: що почитати дитині, поки триває війна

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Зібрали дитячі книжки у вільному доступі. Книжки заспокоюють. Читайте добрі історії, поки триває війна.

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Gain free access to a range of e-books in a variety of languages, including Ukrainian, to support learning and reading for fun.

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We use our own and third party cookies to personalize the web, analyze our services based on your browsing habits. You can get more information and set your preferences by clicking on settings. You can also check our cookies policy external_link.

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We use our own and third party cookies to personalize the web, analyze our services based on your browsing habits. You can get more information and set your preferences by clicking on settings. You can also check our cookies policy external_link.

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The Bell Foundation -  integrating students using EAL into mainstream lessons 

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The Bell Foundation -  integrating students using EAL into mainstream lessons 

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Below is a link to a document which provides an overview of the social, academic and linguistic benefits of integrating students who use English as an Additional Language (EAL) into mainstream lessons, together with key considerations around the implementation of out-of-class interventions. The information will be particularly useful in supporting leadership teams, including staff who lead on EAL, in making informed decisions around the provision for learners who use English as an Additional Language.

Upcoming courses and webinars

Date

13 September 2022

Time

9:00am

Price

£43-£65

Type

Online course

Date

20 September 2022

Time

9:00am

Price

£43-£65

Type

Online course

Date

1 November 2022

Time

9:00am

Price

£43-£65

Type

Online course

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Integrating Students using EAL into Mainstream Lessons - The Bell Foundation

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Integrating Students using EAL into Mainstream Lessons Below is a link to a document which provides an overview of the social, academic and linguistic benefits of integrating students who use English as an Additional Language (EAL) into mainstream lessons, together with key considerations around the implementation of out-of-class interventions.

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This article describes the layout of the Ukrainian education system from elementary through to doctorate level.

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Olesya Friedman and Stefan Trines, Research Editor, WENR

Ukraine is a post-Soviet Eastern European country of 42 million people bordering Belarus, Poland, Slovakia, Hungary, Romania, Moldova, and Russia. Ukraine remains deeply torn by the ongoing conflict between its government and pro-Russian separatists in its eastern regions. Ever since the dissolution of the Soviet Union and the declaration of Ukraine's independence in August 1991, Ukraine has struggled amid high levels of corruption and political instability to maintain social cohesion and establish better public institutions. Conflicts over the future direction of the country spilled over into the Ukrainian revolutions of 2004 (the Orange Revolution) and 2013-2014 (the Revolution of Dignity, also known as the Euromaidan Revolution). Popular dissatisfaction with the current state of affairs was also on display in the recent 2019 presidential elections. Ukrainian voters elected an independent political novice as their president, the comedian Volodymyr Zelensky, by a landslide-a margin that was widely interpreted as a rebuke of the country's political establishment.

The Ukrainian education system has a long tradition, but its reputation has suffered lately from increased quality problems, many of which are the result of former Soviet rule and the rapid social transformation that took place after the collapse of Communism. As international educator Svetlana Filiatreau described it, "Ukraine's economic crisis of the 1990's led to a decline in the financing of education, including research and development.... [It] has had a tremendous negative impact on the educational system of Ukraine leading to the mass immigration of educated people ... and the marketization of higher education. These factors, combined with the increasing levels of corruption in Ukrainian society, Soviet-style higher education, and lack of transparency mechanisms in Ukrainian higher education at all levels, have led to skyrocketing corruption in higher education, [and] declining quality ....".

In response to such problems, Ukrainian authorities have in recent years adopted a series of ambitious reforms to increase transparency, accountability, and integrity, including a new law on higher education in July 2014 that seeks to increase the autonomy of universities. However, the reforms have proven mostly unpopular and have failed to convince many Ukrainians that education policies are heading in the right direction. Merely 20 percent of Ukrainians surveyed in 2019 supported the reforms. Other opinion polls also revealed great dissatisfaction with the quality of education among the Ukrainian populace. This dissatisfaction and the armed conflict in eastern Ukraine have contributed to growing outbound student flows in recent years.

Challenges and Problems in Education

Several serious problems hinder Ukraine's education sector. They include academic corruption, population loss, the lack of university autonomy, dated facilities, and armed conflict.

Academic Corruption

Even though rampant government corruption was one of the main causes of the Euromaidan Revolution, the level of and tolerance for corruption in Ukraine remains high, according to the anti-corruption watchdog organization Transparency International, which considers corruption a systemic problem in Ukraine, ranking the country 120th out of 180 countries on its 2018 Corruption Perceptions Index. Of the Ukrainians surveyed by Transparency International shortly after the Euromaidan Revolution, about one-third viewed bribery as an acceptable way of resolving problems with government agencies. Likewise, 44 percent of respondents in a 2017 survey by the I. Kucheriv Democratic Initiatives Foundation and the Ukrainian Sociology Service believed that corruption had increased since 2014, while only 4 percent believed it had decreased. Forty-four percent of respondents thought corruption was the biggest problem in the country, while an additional 35 percent considered it one of the most serious problems. A sizable share of respondents-39 percent-were doubtful that it was possible to overcome corruption in Ukraine at all. In 2015 the Guardian newspaper called Ukraine "the most corrupt nation in Europe."

As in several other post-Communist countries, Ukraine's education system is among the sectors most affected by corruption. Its manifestations range from bribery in admissions to examinations fraud, the misallocation of funds, extortion, ghost teachers, and dissertation plagiarism. While corruption is believed to be most rampant and quickly spreading in tertiary education, particularly in the competitive medical universities, the Organization for Economic Cooperation and Development recently detailed similarly endemic problems in the Ukrainian school system, from preschool to upper-secondary levels. The effects are a loss of educational quality, the "leakage" of critical resources, and low public trust in the system. Externally, corruption and quality problems affect the international reputation of Ukrainian education. Alarmed by frequent reports of corruption in Ukrainian medical schools, Saudi Arabia, for example, no longer automatically recognizes Ukrainian medical degrees.

Demographic Decline and a Shrinking Education System

Alongside other Eastern European nations, Ukraine has one of the fastest shrinking populations in the world. Measuring the size of Ukraine's population is complicated because of the 2014 Russian annexation of the Crimea and the loss of control over the eastern Donbas region's oblasts of Donetsk and Luhansk, but even before these developments the number of people in the country declined by 6.7 million between 1993 and 2013. Low birth rates, high mortality rates, large-scale outmigration, and other causes contributed to the decline. The UN projects that Ukraine's population will decrease by another unprecedented 18 percent until 2050, from 44.2 million in 2017 to merely 36.4 million.

The effect on the education system has been huge. According to UNESCO statistics, the number of tertiary students in the country dropped from about 2.85 million in 2008 to 1.67 million in 2017-a decrease of more than 41 percent that has led to the closure of hundreds of higher education institutions (HEIs). The total number, including universities and other types of HEIs, declined from more than 1,000 in 1996 to 661 in the 2017/18 academic year, per government data. Given the current demographic trends, more closures are likely. In the school system, population decline and outmigration from villages and small cities recently caused the government to create community " hub schools " to pool resources and combine pupils from different schools.

Dated Curricula, Lack of University Autonomy, and Other Problems

Ukraine is among the most educated societies in the world with a tertiary gross enrollment ratio (GER) of 83 percent (2014, UNESCO). Yet, many view the country's academic institutions as inflexible and out of touch with labor market demands and societal needs. In this view, Ukrainian society has an unhealthy obsession with theoretical university education at the expense of more employment-geared education and training. Youth unemployment is high ( 19.6 percent among 15- to 24-year-olds in 2018) and far above unemployment rates of the general working-age population.

Other problems stem from the legacy of the highly centralized, rigid system of the former Soviet Union. For example, Ukrainian universities generally lack autonomy and initiative. While there have been heightened attempts to increase flexibility, widen autonomy, internationalize education, and make curricula more employment-relevant in recent years, the implementation of the 2014 higher education law, which is designed to increase university autonomy, has thus far been sluggish. Prominent critics like Sergiy Kvit, Ukraine's former education minister and current director of its National Agency for Quality Assurance in Higher Education, have lamented that the reforms have failed to produce adequate changes, most notably in terms of financial autonomy of public universities. State universities remain dependent on the government in a variety of crucial areas, including salaries for university staff, funding of research, and infrastructure development.

External observers have noted that parts of the infrastructure at Ukrainian schools is inadequate and that teacher morale is low. Satu Kahkonen, the World Bank Country Director for Belarus, Moldova, and Ukraine, noted in a recent article that "While visiting schools in Ukraine, especially village schools, it is hard to believe that the state spends 6 percent of GDP on education-one of the highest rates of public spending on education in the world. Ukrainian schools often lack adequate facilities, modern equipment or quality textbooks." One of the problems, according to Kahkonen, is that the number of students has declined much faster than the number of schools and teachers. As a result, Ukraine has very low student-to-teacher ratios but a system that is very expensive to maintain and ultimately unsustainable.

Overall, the international competitiveness of Ukraine's education system appears to have declined in recent years. While the country ranked 25th in the 2012 ranking of national higher education systems by the Universitas 21 network of research universities, it dropped to position 38 in the same ranking in 2019.

The Impact of War

The annexation of Crimea and the war in Ukraine's eastern territories have had a devastating impact on economic and political life in Ukraine, as well as its education system. According to UNICEF, 10,000 people had been killed and 1.5 million displaced by 2017. About 700 educational facilities had been damaged or shuttered, and some 220,000 children were in urgent need of safe schools. There were 143 HEIs located in the annexed or occupied territories (36 in Crimea and the city of Sevastopol, and 107 in rebel-controlled parts of the Donbas region in the east). These territories were also home to 140 research institutions, representing more than 12 percent of all Ukrainian research institutions and accounting for 31 percent of all tertiary enrollments. As of 2015, only 16 universities and 10 research institutions had successfully moved out of the conflict zones. Ukraine has thus lost a significant part of its educational and scientific resources and has yet to fully resolve the problem of migrants, including students, teachers, and administrative staff, from the annexed and occupied territories.

The first university to set up operations in exile was the Donetsk National University, but only a tiny fraction of its 18,000 students are continuing their education on the new campus in central Ukraine. Ukraine's Ministry of Education does not recognize diplomas issued by universities that remain in the disputed areas, but students often have the option of attending the exiled universities in online distance education mode. In fact, another exiled university, the prestigious Luhansk Taras Shevchenko National University, has become the leading online learning institution in Ukraine.

Outbound Student Mobility

The war also had an apparent impact on student mobility patterns in Ukraine. While outbound student mobility has grown strongly in the country in general in recent years, it has accelerated even further since the conflict began in 2014. After doubling from 25,432 to 49,966 between 2007 and 2014, the number of degree-seeking Ukrainian students abroad has since spiked by another 54 percent to 77,219 in 2017, as per UNESCO. According to estimates by the Ukrainian think tank CEDOS, the number of outbound students further peaked to 83,000 in the 2017/18 academic year. The outbound mobility ratio, that is, the percentage of students enrolled abroad amongst all Ukrainian students, tripled since 2012 and stood at 4.6 percent in 2017 (UNESCO).

The swelling student outflows primarily go to neighboring countries. The number of Ukrainian degree students in Poland more than quadrupled between 2012 and 2016, from 6,110 to 29,253 students, making Poland the top destination for mobile students from Ukraine. Enrollments in Russia have also surged drastically and more than doubled within just a few years, from 10,702 in 2012 to 22,440 in 2016.

The Czech Republic, Italy, and the United States are the next most popular destination countries for degree-seeking students, according to UNESCO, although the total number of Ukrainian students in these countries is comparatively small-less than 7,000 students combined. Data gathered by CEDOS paint a slightly different picture in that Germany and Canada were the third- and fourth-largest destination countries with 9,638 and 3,245 students, respectively, in the 2016/17 academic year.

It is remarkable the extent to which Ukrainian students have shaped and come to dominate the international student population in key destination countries. More than half of all the international students in Poland, for instance, now come from Ukraine. In Bulgaria, Ukrainian students make up more than 30 percent of the international student body, language barriers notwithstanding.

Poland is an attractive destination for Ukrainian students not only because of its geographic proximity. The country affords Ukrainians an opportunity to pursue high-quality education, often at lower costs of study and living than in Ukraine-an important criterion since the majority of Ukrainian international students are self-funded. Poland also faces a shortage of skilled workers and seeks to retain Ukrainian students in the country after they graduate. Furthermore, Poland suffers from a similar demographic decline as Ukraine, which means that many Polish universities are assertively recruiting in Ukraine to compensate for the loss of domestic students. Study programs in Poland are increasingly offered in English, especially at the graduate level. Finally, the chance to earn a European qualification in an EU member state is a considerable lure for Ukrainian students, since it widens potential employment opportunities within the larger EU. It is highly common for Ukrainian international students to not return home after graduation-a trend that worsens Ukraine's brain drain.

Trends in the U.S. and Canada

The number of Ukrainian students in the U.S. has grown in recent years but remains small when compared with other sending countries. According to the Institute of International Education's Open Doors data, 1,928 Ukrainian students studied in the U.S. in 2017/18 compared with 1,490 in 2012/13 (an increase of 29 percent). A plurality of Ukrainian students (49 percent) are enrolled in undergraduate programs, while 33 percent study in graduate programs, 12 percent undertake Optional Practical Training, and 6 percent attend non-degree programs. In Canada, the number of Ukrainian students has been rising sharply amid the country's surging popularity as an international study destination in recent years. The total number of Ukrainian students in the country, as reported by the Canadian government, spiked by 420 percent over the past decade, from 525 in 2008 to 2,730 in 2018.

Inbound Student Mobility

Despite the fact that Ukraine is a relatively small country without world-renowned universities featured in the top positions of international university rankings, it is an international study destination of considerable importance. According to the Ukrainian State Center for International Education, there were 75,605 students from 154 countries studying in Ukraine in 2018. That's an increase of 41 percent over 2011 when there were just 53,664 international students enrolled at Ukrainian HEIs. This increase reflects the growing popularity of Ukraine as a study destination for students from Asia and Africa, particularly among medical students. While the share of student enrollments from most other post-Soviet countries has recently leveled off, the number of students from countries like India or Morocco has surged over the past years, so that India is currently by far the largest sending country with nearly 15,000 students.

Eight out of ten of the most popular universities among international students are medical institutions, reflecting the fact that the inflow of Asian and African students is to a large extent driven by students pursuing medical studies. Medical education in India, for instance, is very expensive and admission into medical schools is highly competitive, so that Indian students are increasingly branching out to less expensive countries like China or Ukraine. Interest in a comparatively high-quality yet low-cost medical education has also made Ukraine a popular destination in English-speaking African countries like Nigeria and Ghana, where Ukraine is currently the third most popular study destination worldwide. Visa requirements and costs of living in Ukraine are often lower for African students than in most Western destinations, although there have been reports of racial violence. Other problems stemming from the mounting influx of international students are an increase in corruption at Ukrainian medical schools and growing incidents of extortion of international students.

In Brief: The Education System of Ukraine

Ukraine's education system, like that of the other post-Soviet countries, has been shaped by more than 70 years of Soviet rule. However, Ukraine has enacted numerous reforms since the collapse of the Soviet Union in 1991, including the introduction of private education. In 2005, Ukraine signed on to the European Bologna reforms. Whereas the standard university degree under the old Soviet system was a long single-cycle degree, the Bologna two-cycle structure has now been implemented across the board, except in professional disciplines like medicine and veterinary medicine. The European Credit Transfer and Accumulation System, grading scale, and other aspects of the Bologna reforms have been adopted as well.

Administration of the Education System, Language of Instruction, and Academic Calendar

Ukraine has a centralized education system overseen by the Ministry of Education and Science (MOES) in Kyiv. The State Inspectorate of Educational Institutions of Ukraine, under the auspices of the MOES, is responsible for matters like quality assurance, curriculum development, teaching methodology, examinations in the school system, and vocational education; whereas the National Agency for Quality Assurance in Higher Education (NAQAHE) is the designated regulatory authority in tertiary education. Originally established by law in 2014, the NAQAHE is a new organization that did not start to fully operate until 2019. Meant to revamp quality assurance in higher education, it consists of representatives from the MOES, European organizations, student associations, and academic institutions. It is responsible for the accreditation of universities and academic programs, the approval of dissertation committees, and other matters related to academic quality.

Given the inter-ethnic conflicts in Ukraine and the fact that sizable parts of the Ukrainian population speak Russian or other minority languages like Romanian or Hungarian as their native tongue, language policies in education are a highly controversial, politically charged issue in Ukraine. Recent legislation from 2017 strengthened the status of Ukrainian as the country's main language by reducing the role of minority languages in secondary education, making Ukrainian the mandatory official language in government, and imposing minimum quotas for the use of the Ukrainian language in TV, film, and print publications. While the law guarantees the right of all Ukrainian citizens to choose their language of instruction in preschool and elementary education-as long as they also study enough Ukrainian to successfully integrate into Ukrainian society-it mandates that education from the fifth grade onward be taught exclusively in Ukrainian, except for designated "special lessons."

The law was heavily criticized by Russia, other countries, and human rights groups, but passed in the Ukrainian parliament with 278 to 38 votes. In higher education, Ukrainian is the most common language of instruction. However, Russian was the academic language during the Soviet era, and Russian-taught programs also exist. English-medium higher education is becoming increasingly popular, particularly in programs geared toward international students, but it is still nascent compared with how common it is in other European countries.

Ukraine's academic calendar usually runs from September to June.

Elementary Education

Since 2018, Ukrainian school education has been extended from 11 to 12 years. It now includes four years of elementary education, five years of middle school education, and three years of upper secondary (specialized) education. The changes will be implemented in the three levels in 2018, 2022, and 2027, respectively, beginning with the elementary stage. Education is provided free of charge at public schools, and is compulsory through grade 12 under the new system. However, pupils who started studying under the old system can still leave school after 11 years.

Elementary education starts at the age of six and is four years in length. The cycle is further subdivided into two phases: A basic phase 1 (grades one and two) that focuses on adaptation to school through play, while phase 2 (grades three and four) focuses on developing responsibility and independence. Children are admitted to school based on their place of residence. Each school serves a specific geographic area and guarantees seats for all school-age children residing in the area. There are no separate entrance examinations.

The curriculum includes reading, writing, mathematics, physical education, nature, art, and music. Not all courses at this level are graded, but grade four concludes with a state examination that measures performance in Ukrainian (or another native language), reading, and mathematics.

Basic Secondary Education (Middle School)

Basic secondary education lasts five years (grades five to nine) and is open to all pupils who successfully completed elementary education. The general core curriculum includes subjects like Ukrainian language and literature, foreign language, history, mathematics, biology, chemistry, physics, physical education, music, and art. Assessment and promotion are primarily based on examinations. At the end of ninth grade, students sit for final state exams. Those who pass are awarded a "certificate of completion of basic secondary education" ( svidotstvo pro bazovu zagal'nu serednyu osvitu). The grading scale used at all levels of schooling is the 12-point scale shown below.

Upper-Secondary Education (Specialized Secondary Education)

All graduates of basic secondary education are eligible to enroll in upper-secondary school. Under the new regulations that will be in place by 2027, upper-secondary education will be three years in length (grades 9 to 12) instead of two years (grades 9 to 11). This will align the Ukrainian system with the 12-year systems found in most of the world.

Both the old and new systems introduce curricular specializations at the upper-secondary level. However, the new system will be designed to allow students greater flexibility in choosing their electives. Students will be able to choose between academic and professional tracks studied at either academic or professional lyceums. Within these tracks, students study a general academic core curriculum in addition to specializing in academic or vocational fields. While studies in the academic track are designed to prepare students for further university education, the professional streams prepare students for employment as well as admission to higher education. It should be noted, however, that not all schools offer specialization tracks. and that many students presently attend general secondary programs.

As of 2019, all graduates who pass the final state examinations receive a "certificate of completed general secondary education" ( svidotstvo pro zdobuttia povnoi zagalnoi serednoi osvity), a credential formerly also called the "certificate of completed secondary education" ( atestat pro zagal'nu serednyu osvitu). The certificate lists a large number of subjects that span the entire curriculum, as well as three state examination subjects (Ukrainian language and literature, mathematics or history of Ukraine, and one subject of choice). In addition, students are required to sit for standardized tests that are externally assessed by the Ukrainian Center for Educational Quality Assessment. These standardized tests are used for university admissions (see below).

More than 99 percent of upper-secondary school students are enrolled in public schools, per UNESCO. Private education does not play a significant role in the Ukrainian school system. In 2013 the completion rate exceeded 95 percent, and more than 80 percent of graduates enrolled in higher education programs. There were 591,448 upper-secondary students in Ukraine in 2017 (sharply down from 909,924 in 2012, according to UNESCO).

Technical and Vocational Education and Training (TVET)

TVET programs are offered at both the secondary and post-secondary level in Ukraine. Their basic structure was inherited from the Soviet Union. The sector has declined rapidly in recent years because of population loss, low regard for TVET, rural-urban migration, and the dilapidated infrastructure and equipment of many technical and vocational colleges. The number of TVET students decreased from about 389,000 in 2013 to 285,000 in 2016/17, resulting in the closure of many TVET colleges, the number of which dropped from 983 in 2013 to 792 in 2016/17.

There are three levels of TVET qualifications in Ukraine. Level 1 qualifications are earned after short-term training programs of up to one-year's duration that are designed to quickly impart specific practical skills. These programs don't have formal academic admission requirements; they are open to anyone within the appropriate age range. The programs conclude with a vocational competence examination and the awarding of the title, Qualified Worker ( dyplom kvalifikovanogo robitnyka). TVET programs at all levels are regulated and approved by the MOES, but curricula are usually designed by training providers in collaboration with industry. Training may be provided by schools and colleges associated with central or local government institutions, private businesses, or industry associations. Programs may be offered in a variety of forms, including part-time, distance education, or apprenticeship-type on-the-job training.

Level 2 TVET programs require at least the Certificate of Completion of Basic Secondary Education for admission. Program length varies from one and a half to three years based on the prior education of students and the type of program. Programs entered after grade nine are typically three years in length, including a general education component, but holders of the Certificate of Completed General Secondary Education can study in shorter, accelerated programs without the general education component. Like level 1 graduates, level 2 graduates are granted the title of Qualified Worker. However, the level 2 qualification not only entitles holders to employment in their field of specialization, it provides access to tertiary education as well.

Level 3 programs are post-secondary, higher level TVET courses of study usually offered by colleges and vocational schools ( koledzh, uchylyshche) or universities, and lead to the awarding of a Diploma of Junior Specialist ( dyplom molodshoho spetsialista), or more recently, the "Junior Bachelor" ( molodshyi bakalavr). The Certificate of Completed General Secondary Education is generally required for admission. Fields like nursing, allied health, agriculture, teaching, or engineering technology, to name some examples, are offered. The programs typically last two, sometimes three or four years. Some can be entered on the basis of the Certificate of Completion of Basic Secondary Education. These programs include a general secondary education component and last three and a half years at minimum. Depending on the institution and course of study, Junior Specialist graduates may be exempted from one to two years of study in bachelor's degree programs.

Current reform initiatives to revive the TVET sector and supply the Ukrainian economy with critically needed skilled workers include the introduction of a work-based dual training system similar to Germany's or Switzerland's. Model programs that consist of 30 percent theoretical instruction and 70 percent practical training have recently been introduced and are expected to become increasingly common in the years ahead.

The Situation in Crimea
Five years after the annexation of Crimea, Ukrainian schools have been purged from the region, according to The Ukrainian government does not recognize Russian high school credentials awarded to students in Crimea, nor academic credentials awarded by HEIs that operate in the occupied Donetsk and Luhansk regions. Students in these regions need to sit for the Certificate of Complete General Secondary Education exams in government-approved schools on Ukrainian-controlled territory if they want to attend Ukrainian universities. The WES Gateway Program in Canada assists displaced persons educated in Ukraine (and other countries affected by crisis) with the validation and assessment of their academic credentials. Ukrainian human rights groups. Education there is now de facto overseen by the Russian Ministry of Education and Science through the Russian-controlled Crimean education ministry. The language of instruction in schools is Russian; Crimean high school graduates can sit for the Russian Unified State Examination and seek admission to Russian HEIs in the same way as Russian students. The Russian occupying authorities also closed existing HEIs and created a new university under Russian control, the Crimean Federal University. Taurida National University, an institution with a student body of 76,000 before the annexation, reopened in exile in Kyiv. As of 2018 it had 5,000 students, many of whom had fled the occupied areas.
Academic Institutions, Accreditation, and Quality Assurance
There have been several important reforms in Ukrainian higher education in recent years, some of them driven by prolonged student protests against proposed fiscal changes, such as the removal of tuition caps at public HEIs and the reduction of government-funded university seats. In September 2017, the Ukrainian parliament passed the latest revision of the law on higher education, which increased student participation in university governance, tied financial aid to cost of living increases, improved financial transparency at HEIs, imposed term limits for university presidents and deans, and promoted greater academic autonomy. The revisions reduced both teacher workload and credit requirements for students; and reinforced academic integrity by introducing stiffer penalties for plagiarism and requiring HEIs to publish scientific papers online. They also restructured public university funding in a way that incentivizes universities to compete for the best students.
All academic institutions in Ukraine must have a license by the government in order to operate. In addition, institutions must be accredited by the State Accreditation Commission of the MOES to award state-recognized degrees and diplomas. There are presently four different levels of accreditation (as outlined below). It should be noted, however, that the entire quality assurance and accreditation system is currently undergoing major reforms. In the near future, accreditation will be granted by the new NAQAHE. The four different levels of accreditation will no longer be used. Instead, HEIs will be classified into four different categories, depending on the programs they offer and their level of specialization: universities, institutes, specialized academies, and colleges (which offer only undergraduate programs).

Under the current system, new HEIs must first submit their study programs for assessment by the State Accreditation Commission. Accreditation decisions are based on the evaluation of institutional self-assessments and criteria like adequate curricula, infrastructure, finances, staffing, research activities, and program structures. Program accreditation is granted for 10 years. HEIs can apply for institutional accreditation once 75 percent of their programs are accredited. Institutional accreditation is then granted for periods of five years. A register of Ukrainian HEIs and their levels of accreditation can be found on the website of the Ukrainian ENIC.

Under the current classification system, Ukrainian HEIs are categorized as follows:

Universities are multidisciplinary research institutions, public or private. They are further subdivided into "classical universities" and "specialized universities." Classical universities offer graduate programs "in at least eight areas of study, as well as doctors of philosophy and doctors of science in at least 12 research fields." As their name implies, specialized universities have a slightly narrower academic focus. They offer graduate programs "in at least four areas of study," as well as PhD programs "in at least eight research fields."

Institutes and academies are specialized HEIs accredited at level III or IV that offer graduate and doctoral programs in specific disciplines. They can be part of universities. Conservatories, likewise, are specialized HEIs with level III or level IV accreditation that offer advanced programs in artistic fields.

Colleges and technical schools are either stand-alone institutions accredited at level II, or part of larger HEIs accredited at level III or IV. They offer mostly applied first-cycle programs (Junior Bachelor/Specialist or Bachelor).

Most academic institutions in Ukraine are public. As of the 2014/15 academic year, there were 520 public and 144 private HEIs, with the latter enrolling only 9.2 percent of all students; 387 HEIs were accredited at levels I and II, whereas 277 held level III or IV accreditation. A majority of students (85 percent) were enrolled at the larger, multi-faculty level III or IV accredited institutions.

Ukrainian universities are not very well represented in international rankings. There are only four Ukrainian universities in the 2019 Times Higher Education World University Rankings, all of them ranked at position 1001+1: Ivan Franko National University of Lviv, Lviv Polytechnic National University, Taras Shevchenko National University of Kyiv, and the V.N. Karazin Kharkiv National University. The 2019 QS World University Rankings features six Ukrainian universities-V.N. Karazin Kharkiv National University is the highest ranked in 491st place. The 2018 Academic Ranking of World Universities (also known as the Shanghai Ranking) did not include any Ukrainian universities.

Current Reforms in Higher Education

Another feature of the new legislation was the official adoption of the Bologna reforms in Ukraine. The law finalized the transition to the ECTS credit system and ended the old Soviet-style Diploma of Specialist and Diploma of Junior Specialist programs. As in all Bologna-compliant countries, 60 ECTS credit units are defined as one year of full-time study. Degree certificates are accompanied by the European diploma supplement, and current academic transcripts commonly express student performance in ECTS letter grades, although transcripts often also include a 0-100 numerical scale (and sometimes the old 1 to 5 numerical scale).

The Higher Education Degree Structure

Ukraine's 2014 law on higher education sets forth the degree structure outlined below. The last year that students could be admitted into Junior Specialist and Specialist programs was 2016, so this structure will soon be universal throughout Ukraine. One of the main changes is that the old Specialist programs, which were a legacy of the Soviet system and usually lasted five or five and a half years, have been split into two cycles. Instead of long single-tier programs, studies are now organized in an Anglo-Saxon style Bachelor and Master structure.

Junior Bachelor (Molodshyi Bakalavr)

The Junior Bachelor is a first-cycle, short-term program requiring 90 to 120 ECTS credits. While it is meant to replace the Junior Specialist, the Junior Bachelor is different in that the Certificate of Completed General Secondary Education or a completed Junior Specialist Diploma is the mandatory minimum admission requirement according to legislation, whereas some Junior Specialist programs could be entered after nine years of school.

Bachelor programs take three or four years (180-240 ECTS) to complete after upper-secondary school, with four years being more common. Holders of the Junior Bachelor or the Diploma of Junior Specialist may be exempt from part of the study requirements, depending on the institution and program. Programs generally require few general education courses; they commonly conclude with a final state examination and, in some cases, a thesis or graduation project.
Editor's note: Individuals seeking an evaluation report that requires verified documents from Ukrainian institutions may not be able to obtain them through traditional means. Those who are affected may be eligible for the WES Gateway Program in the United States or Canada. The program enables assessment of the educational credentials of individuals who have been displaced as a result of adverse circumstances in their country and have limited proof of their academic achievements. Visit our Important WES Notices page to learn more.
Admission into master's programs requires a Bachelor or Diploma of Specialist at minimum, but individual HEIs may also demand entrance examinations or interviews. Programs are up to two years in length (90 to 120 ECTS) and conclude with the defense of a master's thesis and state examinations.

Doctor of Philosophy/Art and Doctor of Science

There are two types of doctoral-level qualifications in Ukraine that build upon each other and are placed at levels 9 and 10 of the Ukrainian qualifications framework, respectively. Until recently, these credentials were called Candidate of Sciences ( Kandydat Nauk) and Doctor of Sciences ( Doktor Nauk). Today, the Candidate of Sciences is called the Doctor of Philosophy (PhD) or Doctor of Art. Admission into this program, which lasts three years at minimum, requires a master's degree or a Diploma of Specialist. It includes a mandatory course work component of 30 to 60 ECTS credits, research, and the defense of a dissertation. The Doctor of Sciences is a pure research qualification that requires additional research and the defense of another dissertation. This prestigious credential is the highest qualification in Ukraine and a requirement for full professorship at Ukrainian universities. Only a limited number of Candidates of Science complete it.

Professional Degrees in Medical Fields

As in other European countries, professional degrees in medicine, dentistry, pharmacy, and veterinary medicine have been excluded from the Bologna reforms in Ukraine and continue to be offered as long, single-tier programs. Medical programs are six years in length (360 ECTS), whereas dentistry, pharmacy, and veterinary medicine are typically five years (300 ECTS). These qualifications are pegged at the same level as the master's degree in the Ukrainian qualifications framework.

Medical programs lead to the award of the Doctor of Medicine (also referred to as Specialist until recently). After completion of the six-year general program, graduates must complete a mandatory clinical internship one to three years long in a medical specialty before they can practice. Physicians who have practiced for at least three years after completing the internship can then undertake further clinical residency training in their specialty or train in additional specialties. The clinical residency program lasts two to four years (120 to 240 ECTS). Study programs in dentistry are structured similarly.

Teacher Education

The degree requirements for teachers in Ukraine depend on the level of education. Preschool and elementary school teachers can teach with a Junior Bachelor from a pedagogical college. Secondary school teachers, on the other hand, must have a Bachelor from a university or university-level institution (institutes, academies). Bachelor programs for teachers are typically four years in length (three years for holders of a diploma of Junior Specialist); curricula include a teaching practicum. As of 2016, there were 40 pedagogical colleges and 66 university-level HEIs offering teacher training programs in Ukraine.

WES Documentation Requirements
The views and opinions expressed in this article are those of the author(s) and do not necessarily reflect the official policy or position of World Education Services (WES).
Secondary Education

Certificate of Secondary Education (for example, svidotstvo pro zdobuttia povnoi zagalnoi serednoi osvity)-verified with an apostille through the Information and Image Center (ENIC Ukraine) under the Ministry of Education and Science

Precise word-for-word English translation

Higher Education

Degree Certificate and Academic Transcript-verified with an apostille through the Information and Image Center (ENIC Ukraine) under the Ministry of Education and Science

Precise word-for-word English translations of all documents not issued in English

Sample Documents

Click here for a PDF file of the academic documents referred to below.

Certificate of Completed General Secondary Education

Diploma of Junior Specialist

Bachelor

Diploma of Specialist (Medicine)

Master

Candidate of Science

Doctor of Science

1. Zhilyaev I.B., Kovtunets V.V., and Siomkin M.V. Higher Education in Ukraine: Its Current State and Problems, 2015, retrieved from http://education-ua.org/ua/analytics/467-vishcha-osvita-ukrajini-stan-ta-problemi#files

2. When comparing international student numbers, it is important to note that numbers provided by different agencies and governments vary because of differences in data capture methodology, definitions of "international student," and types of mobility captured (credit, degree, and so on). The data of UNESCO Institute Statistics provide a good point of reference for comparison since they are compiled according to one standard method. It should be pointed out, however, that the data include only students enrolled in tertiary degree programs. They do not include students on shorter study abroad exchanges, or those enrolled at the secondary level or in short-term language training programs, for instance.

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Olesya Friedman and Stefan Trines, Research Editor, WENR Ukraine is a post-Soviet Eastern European country of 42 million people bordering Belarus, Poland, Slovakia, Hungary, Romania, Moldova, and Russia. Ukraine remains deeply torn by the ongoing conflict between its government and pro-Russian separatists in its eastern regions.

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UNHCR Teaching About Refugees 2021 - Stress and Trauma Guidebook

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UNHCR Teaching About Refugees 2021 - Stress and Trauma Guidebook

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This guidebook describes some of the common behaviours stressed or traumatized children may display and offers some ideas for activities that may help relieve stress or trauma in the classroom.

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This guidebook describes some of the common behaviours stressed or traumatized children may display and offers some ideas for activities that may help relieve stress or trauma in the classroom.

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United Nations High Commissioner for Refugees

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UNHCR Teaching About Refugees 2021 - Stress and Trauma Guidebook

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This guidebook describes some of the common behaviours stressed or traumatized children may display and offers some ideas for activities that may help relieve stress or trauma in the classroom.

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UNHCR Teaching About Refugees 2021 - Guide for Teachers

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UNHCR Teaching About Refugees 2021 - Guide for Teachers

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This webinar explores practical ways in which secondary teachers and teaching assistants can create a learning environment for refugees which is academically, linguistically and socially inclusive. It considers strategies, many of which require minimal preparation, that will ensure that new arrivals, including those who are new to English, can meaningfully participate in and make contributions to all aspects of school life; both social and academic.

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Guides, factsheets and toolkits to help you understand your rights in Scotland.

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A Housing Practitioners' Guide to Integrating Asylum Seekers & Refugees 2021

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Family Integration Practice Guide

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Factsheets, Guides, Toolkits​ - Scottish Refugee Council

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A self-reflection book to help Ukrainian refugee children to reflect on their life in Ukraine and their journey since the war started. Available in English, Ukrainian and Russian.

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My Life Journey Book | Lifebook for Youth

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My Life Journey Book is an activity book for children from #Ukraine. In this book they can write down their experiences of the journey, their memories of Ukraine and their hope for the future. Mylifejourneybook stimulates the resilience of children by making them aware of their strengths and sources of support.

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Beacon House has freely available resources in English, Ukrainian and Russian so that knowledge about the repair of trauma and adversity is in the hands of those who need it.

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Beacon House is passionate about developing freely available resources so that knowledge about the repair of trauma and adversity is in the hands of those who need it. Please feel free to use our resources in your home or work setting.
All we ask is that you credit our team for the information and design using this credit: Image or information courtesy of Beacon House Therapeutic Services & Trauma Team | 2022 | www.beaconhouse.org.uk
As a specialist trauma service, our resources are written using a 'trauma lens' and offer information, ideas and strategies from this perspective. We know that there are other perspectives and overlapping experiences, meaning that 'one size doesn't fit all'. We are working to be as inclusive as possible and alongside this acknowledge that not everything we produce will be relevant for everyone.

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Beacon House is passionate about developing freely available resources so that knowledge about the repair of trauma and adversity is in the hands of those who need it. Please feel free to use our resources in your home or work setting.

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Ukraine - Language, Culture and Etiquette

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Ukraine - Language, Culture and Etiquette

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Welcome to our guide Ukraine.

Perfect for anyone researching the people, society, manners and business culture!

What will you Learn?
You will gain an understanding of a number of key areas including: National symbols and colours on display on an apartment block in Kiev. Photo by Marjan Blan | @marjanblan on Unsplash
Facts and Statistics

Location: Eastern Europe, bordering the Black Sea, between , , and Moldova in the west and in the east

Capital: Kyiv (Kiev)

Climate: temperate continental; Mediterranean only on the southern Crimean coast; precipitation disproportionately distributed, highest in west and north, lesser in east and southeast; winters vary from cool along the Black Sea to cold farther inland; summers are warm across the greater part of the country, hot in the south

Population: 44 million (2019 est.)

Ethnic Make-up: Ukrainian 77.8%, Russian 17.3%, Belarusian 0.6%, Moldovan 0.5%, Crimean Tatar 0.5%, Bulgarian 0.4%, Hungarian 0.3%, Romanian 0.3%, Polish 0.3%, Jewish 0.2%, other 1.8%

Religions: Ukrainian Orthodox - Kyiv Patriarchate 19%, Orthodox (no particular jurisdiction) 16%, Ukrainian Orthodox - Moscow Patriarchate 9%, Ukrainian Greek Catholic 6%, Ukrainian Autocephalous Orthodox 1.7%, Protestant, Jewish, none 38%

Language in Ukraine
Ukrainian is the official state language; it is a language of the East Slavic subgroup of the Slavic languages. The language shares some vocabulary with the languages of the neighbouring Slavic nations, most notably with Belarusian, Polish, Russian and Slovak.
The Ukrainian language traces its origins to the Old East Slavic language of early medieval state of Kievan Rus'. In its earlier stages it was called Ruthenian. The language has persisted despite several periods of bans and/or discouragement throughout centuries as it has always nevertheless maintained a sufficient base among the people of Ukraine, its folklore songs, itinerant musicians, and prominent authors.
The infamous Pripyat sign at the entrance to the Chernobyl site near the town of Pripyat. Photo by Gabriella Clare Marino on Unsplash
Ukrainian Society and Culture

The People

Ukrainians are of Slavic origin. About 75% of the population is ethnic Ukrainian. The largest minority group is the Russians at about 20%. Belarussians, Bulgarians, Poles, Hungarians and Romanians make up the other major minority groups.

Religion

Approximately 40% of the population in the Ukraine describe themselves as atheist. Of those that do adhere to some form of religion, 37% belong to one of the three major orthodox denominations present in the country. There are also a significant and growing number of Jews, Protestants and Muslims.

Despite the large numbers describing themselves are atheist, Ukrainians are extremely superstitious. If you do something that they believe can cause harm such as sitting on stone steps, someone will undoubtedly tell you that you risk doing great harm to yourself as a result of your actions. Superstitions are derived from folk wisdom in rural communities.

Fatalistic

Ukrainians live in a country where everyday life is often unpredictable and unstable and they have learned to adapt to constantly changing rules and laws. The influences of the Russian Orthodox Church plus a long history of turbulent economic times, unstable governments, and adverse climatic conditions produce a rather fatalistic approach towards life.

Generosity

Ukrainians are extremely generous and hospitable. All social occasions include food. Visitors are always offered something to eat as well as a beverage. It is considered the height of rudeness to eat in front of another person and not offer them something.
A group of friends enjoying some downtime in the park. Photo taken in Lviv by Roman Holoschchuk on Unsplash
Etiquette and Manners in Ukraine

Meeting and Greeting

The typical greeting is a warm, firm handshake, maintaining direct eye contact, and repeating your name.

When female friends meet, they kiss on the cheek three times, starting with the left and then alternating, while close male friends may pat each other on the back and hug.

Ukrainian names are comprised of:

First name, which is the person's given name.

Middle name, which is a patronymic or a version of the father's first name formed by adding "-vich" or "-ovich" for a male and "-avna", "-ovna", or "ivna" for a female. The son of

Alexi would have a patronymic of Alexivich while the daughter's patronymic would be Alexivina.

Last name, which is the family or surname.

In formal situations, people use all three names.

Friends and close acquaintances may refer to each other by their first name and patronymic.

Gift Giving Etiquette

Ukrainians exchange gifts with family and close friends on birthdays and the Orthodox Christmas.

Name days' (birth date of the saint after whom a person was named) are also celebrated rather than birthdays by some.

Gifts need not be expensive. It is the act of giving the gift that is important, since it symbolises friendship.

If you are invited to a Ukrainian's home for a meal it is polite to bring something; cake, flowers, or a bottle of imported liquor.

Flowers should only be given in odd numbers and avoid yellow flowers.

Gifts are generally not opened when received.

Dining Etiquette

Table manners are generally casual.

The more formal the occasion, the stricter the protocol.

When in doubt, watch what others are doing and emulate their behaviour.

Table manners are Continental, i.e. hold the fork in the left hand and the knife in the right while eating.

Do not begin eating until the host invites you to start.

Always keep your hands visible when eating. Keep your wrists resting on the edge of the table.

The oldest or most honoured guest is served first.

Try everything. Refusing a dish is considered very rude.

You will often be urged to take second helpings.

Toasting is part of the culture and generally occurs whenever three or more people share a meal.

Ukrainians are suspicious of people who do not drink. Having said that, it is better to offer a medical condition as an excuse rather than starting to drink and failing to keep pace with your Ukrainian counterparts.

A common toast is "za vashe zdorovya", which means "to your health".

The host gives the first toast, usually to the guest of honor, who may return the toast later in the meal.

Most toasts are given with vodka. You need not finish the glass, but you must take a sip.

Do not clink your glass with others during a toast if you are not drinking an alcoholic beverage.

Glasses are filled no more than two-thirds full.

Never refill your own glass.

Do not pour wine backhanded.

An open bottle must be finished.

Empty bottles are not left on the table. They are immediately removed.

A young lady enjoying a warm evening outside in Odessa. Photo by Julia Smorochinskaya on Unsplash
Business Culture and Etiquette

Meeting and Greeting

Ukrainian businesspeople are generally less formal than in many other countries.

Shake hands with everyone upon arriving and leaving.

Handshakes are quite firm.

Maintain eye contact during the greeting.

It is common to repeat your name while shaking hands.

Academic and professional titles are commonly used with the surname.

If someone does not have an academic or professional title, use the honorific "Pan" for a man and "Pani" for a woman with the surname.

Most business colleagues refer to each other by first name and patronymic. (Middle name which is a version of the father's first name formed by adding "-vich" or "-ovich" for a

male and "-avna", "-ovna", or "ivna" for a female.)

When using someone's complete name, including the patronymic, the honorific title is not used.

The way someone is addressed often depends upon the situation. Titles and surnames are used in meetings and may give way to first names or diminutives in social situations.

Business cards are exchanged without ritual.

Have one side of your business card translated into Ukrainian.

Include advanced university degrees on your business card.

Present your card so the Ukrainian side faces the recipient.

If someone does not have a business card, note the information in your appointment book or portfolio.

Communication Style

Although direct communication is valued in the Ukraine, there is also an emphasis placed on delivering information in a sensitive manner. Often, the level of the relationship will determine how direct someone is. Obviously the newer a relationship, the more cautious people will be. Once a relationship has developed, people will then feel more comfortable speaking frankly.

Business Meetings

Meeting schedules are not very rigid in the Ukraine. There may be an agenda, but it serves as a guideline for the discussion and acts as a springboard to other related business ideas. As relationships are highly important in this culture, there may be some time in the meeting devoted to non-business discussions. Engage in small talk and wait for the other party to change the subject to business.

Management

Read our guide to Ukrainian Management Culture for more detailed information on this topic.

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Ukraine - Language, Culture, Customs and Etiquette

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You will gain an understanding of a number of key areas including: National symbols and colours on display on an apartment block in Kiev.

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Ukrainian Language Pack from LingoBox Languages

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Ukrainian Language Pack from LingoBox Languages

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LingoBox Learning has an interactive Ukrainian Language Pack with audio files for pronunciation, to help Ukrainians to learn English, and also to help English speakers to learn Ukrainian.

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This book has been produced by Lingobox Learning to support Ukrainian children and young people, their families and their schools with both English and Ukrainian language.

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The Refugee Phrase Book has an open collection of useful words and phrases to the most common immediate needs for refugees who have just arrived.

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The refugee phrasebook is created in a set of google doc sheets, with the help of volunteers from Berlin and all over the world. Everyone is free to adapt, print and distribute the phrases to support refugees.

We are currently adding new translations and print versions to support language orientation for ukrainian refugees. You can find the most current versions here:
Print versions

short version (PDFs on Google Drive)

includes phrases for general orientation

PDFs with Ukrainian-English-German, -Polish, -Slovakian

phrasebook for helpers (PDFs on Google Drive)

includes phrases for helpers

PDFs with Ukrainian-English-German, -Polish, -Slovakian

medical phrasebook (PDFs on Google Drive)

translated medical questionnaire

intended for use with medical professionals only - it helps refugees to describe symptoms

PDFs with Ukrainian-English-German, -Polish, -Slovakian

Source Tables (all translations - for reuse and custom versions)

Main phrases and phrases for helpers - Google Sheets (work in progress)

contains Ukrainian, English, German, Polish

Romanian, Russian, Slovak, Hungarian still to be upgraded (translators welcome)

other languages available in hidden columns

please make a copy of the sheets before editing

Medical phrases - Google Sheets

ontains Ukrainian, English, German, Polish

Romanian, Russian, Slovak, Hungarian still to be upgraded (translators welcome)

other languages in hidden columns

please make a copy of the sheets before editing

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The refugee phrasebook is created in a set of google doc sheets, with the help of volunteers from Berlin and all over the world. Everyone is free to adapt, print and distribute the phrases to support refugees. We are currently adding new translations and print versions to support language orientation for ukrainian refugees.

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course: esol on-line learning & revision materials

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ESOL on-line learning & revision materials

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How to retrieve your username Reset your password How to enable pop-ups How to exit course correctly How to enter an enrolment key How to create an account

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Ukrainian Lessons: Inspiring Resources for Learning Ukrainian Language

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Looking for the best way how to learn Ukrainian? Check out our quality materials for learning Ukrainian, such as podcasts and books.

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https://read.bookcreator.com/dMIRye5a4zdKKrPBlweegAAsDGG3/lcWpvjAGTk-nktctXZvVnA

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This book has been produced by Lingobox Learning to support Ukrainian children and young people, their families and their schools with both English and Ukrainian language.

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Download PDF here: https://media.lonelyplanet.com/ebook/ukrainian-phrasebook-5-for-shop.pdf

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In a continued effort to aid Ukrainian refugees and supporters during this time, we've made our Ukrainian phrasebook free to download for those assisting with aid or just interested in learning more about Ukraine and its language. If you need it or know someone who does, download it at no charge.

Click below.

Download Instructions
Desktop:
Once you have clicked on the link click the download icon (appears as a downward arrow in the top right hand corner) and then save to your preferred folder.
Mobile:
Once you have clicked on the link click the download icon on your device. Then, send to your preferred ebook reading app.

Need help? Submit your inquiry here: https://shop.lonelyplanet.com/order-info

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Free Ukrainian Phrasebook - Lonely Planet US

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In a continued effort to aid Ukrainian refugees and supporters during this time, we've made our Ukrainian phrasebook free to download for those assisting with aid or just interested in learning more about Ukraine and its language. If you need it or know someone who does, download it at no charge.

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This wakelet, set up by Fiona Normansell of South Ayrshire, has a collection of EAL resources for primary and secondary pupils. The focus is on Ukrainian pupils but many of the sites here can be used for all EAL pupils.

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A compilation of resources to use in classrooms for primary and secondary pupils. This focus is on Ukrainian pupils but many of the sites here can be used for all EAL pupils.

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The Goethe Institut’s “Kinder Uni” has a range of videos and courses across different subjects that are available in different languages, including Ukrainian. The default language is English so the target language has to be chosen from the drop-down menu below the Goethe Institut logo each time you sign in. Great resource to support language learning in a range of languages!

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Free online resources for Ukrainians settling in the UK and Ireland

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free online resources for ukrainians settling in the uk and ireland

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Free online resources for Ukrainians settling in the UK and Ireland

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From free courses in the English language to articles on mental health and wellbeing, here are some free online resources from The Open University.

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Free online resources for Ukrainians settling in the UK and Ireland

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free online resources for ukrainians settling in the uk and ireland

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Free online resources for Ukrainians settling in the UK and Ireland

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From free courses in the English language to articles on mental health and wellbeing, here are some free online resources from The Open University.