• Physical changes
• Sexual health and sexuality
• Role of parent/carer
• Positive relationships

• Bodily autonomy, consent and protection from harm
• Emotional wellbeing and help-seeking behaviour
• Equalities and inclusion
• Gender equality, discrimination and gender-based violence 
• Parenthood and families
• Relationships and friendships
• Sexual health and reproduction

Presented at Scotland's Languages Landscape: Equity in Diversity event on 26/02/21 to mark the end of Languages Week Scotland 2021.

• the benefits of an inclusive classroom and curriculum.
• his  journey to creating an LGBTQ+ inclusive classroom and curriculum, the challenges and successes.
• the challenges with gendered languages.
• entry points for positive representation in our classrooms.
• intersectionality; is the LGBTQ+ experience the same in all cultures?
• common fears that teachers experience when implementing inclusive curriculum and how to proceed.

• challenge gender stereotypes;
• address unconscious bias;
• improve gender balance in subject uptake and learner pathways;
• promote whole-establishment approaches to equality.

These Bolivian skateboarders use Indigenous attire to battle discrimination.  These women athletes are making a statement with their ancestral clothing. (National Geographic website)

1. www.pexels.com
2. https://thenounproject.com
3. https://genderphotos.vice.com/
4. https://affecttheverb.com/collection/
5. https://handdrawngoods.com/freebies 
6. https://www.everydayprojects.org/
7. https://morguefile.com/
8. Age positive image library

The competition ran for the first time just before the COP26 event took place in Scotland in November 2021. The continuing aim of the competition is for young learners, from P1 through to S6, to think and write in a language other than English about the important issues.

• Lisa Panford (St Mary’s University): ALL SIG: Working Together to Mobilise Advancements in Decolonising the Secondary MFL Curriculum 
• Charlotte Ryland (Oxford University) and Stacie Allan (Stephen Spender Trust): Creative Translation for Inclusion: Stephen Spender Trust & Translation Exchange Programmes in Secondary Schools
• Gitanjali Patel (Shadow Heroes/University of Birmingham): Translation as a Critical Pedagogy: Rethinking Inclusivity within Secondary Language Education
• Lucy Jenkins (Cardiff University): International Languages in Secondary Schools in Wales: Why Don’t Learners Choose Languages and How Can Mentoring Provoke Change?

Troy is a deaf actor who communicates using American Sign Language (ASL) and who stars in the Apple+ show 'CODA' which means Children of deaf adults. Click above to hear his full BAFTA acceptance speech.

Watch the BAFTA press conference with Troy and his ASL interpreter here.

Troy's point is supported by Charlottle Little and SfL students at Larbert High School at the screening of the film 'Godzilla vs Kong' at The Filmhouse in Edinburgh during Deaf Awareness Week in May 2022.  See the tweets here.

• How many times do you hear the phrase 'comercio justo' in the song?
• What other Spanish/French/Portuguese words do you hear that you can recognise/work out?
• What Fairtrade products appear in the video?  How many of the Fairtrade items can you name in Spanish/in your home language?
• What instruments do you hear in the song?
• Join in - sing (part of) the chorus or play the rhythm on untuned percussion!

• To bring together relevant developments and ideas from a variety of disciplines and initiatives and make them accessible to schools and teachers.
• To ensure a strong national awareness of the issues as they arise and support national initiatives that pertain to the education of more able pupils.
• To support and model for schools appropriate challenges for more able pupils within an inclusive framework.

• Activities and resources that actively enable multilingual children to use their languages in formal education contexts, and for non-multilingual children to develop language awareness and utilise any growing understanding of modern foreign languages. Activities range in length from about half an hour to ideas that can take several weeks to implement as part of a scheme of work, and all activities include ideas for home/family communication, and making multilingualism and language awareness visible across the school.
• “Stimulus Activities” – images to be used as starters, in form time, or to take the register, to expose children to fun vocabulary from around the world, enable multilingual children to use their languages, and encourage all children to increase language awareness.
• A blog featuring book reviews, interviews, and highlighted activities – this is very much intended to be a community blog, and we would love to feature your school, and children’s results from working on any of our activities!
• A growing set of academic resources'

• Animals native to the Arab world
• Native flora from the Arab world

This hub collects examples of good practice in artistic research and creative assessment in Modern Languages. Our aim is to inspire and encourage fellow researchers and students to rethink creative assessment and artistic practice in our field.

1. Differentiation and diversity
2. What does it mean to teach culture?
3. Grammar: “The art of speaking well”?
4. Target language and (m)other tongue use
5. Making the case for languages – Policy and advocacy

• Information for primary practitioners about teaching language skills and developing learners’ cultural awareness through interdisciplinary learning.
• Activities and resources for supporting interconnected teaching of languages.

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Sign with Fingers and try our little lessons.

Let’s help more people feel included by learning some British Sign Language

Guest for this episode is Kerry Bevan, Programme leader for PGCE secondary languages at Cardiff Metropolitan University in Wales. A practising languages teacher in school, Kerry recently completed her thesis for the National MA Education (Wales) programme researching into perceptions of decolonising the languages curriculum.

In today's discussion, Kerry tells us about the subject-specific issues around a white, Euro-centric approach to languages, and what her research told her about new teachers' perceptions of the problems and potential future advances that could contribute to Wales's ambition to be an anti-racist country. (46 mins)

Chocolate de Paz retrata las experiencias de resistencia de la Comunidad de Paz de San José de Apartadó, a través de un recorrido por los procesos de producción del chocolate orgánico. Desde la semilla hasta el producto, el cacao es el hilo narrativo que nos lleva a través de historias de violencia y resiliencia en las que la Comunidad lucha por mantenerse neutral frente al conflicto armado colombiano.

Esta película ofrece un panorama de esperanza, una evidencia que a pesar de grandes dificultades es posible sembrar paz a través de relaciones humanas y económicas. Nos invita a replantear nuestra relación con la comida, a valorar los esfuerzos de quienes la producen, y a construir puentes entre las víctimas del conflicto armado y otros sectores de la sociedad civil global.

Chocolate of Peace depicts the Peace Community of San José de Apartadó’s experiences of resistance, via a journey through their processes of organic chocolate production. From the seed to the product, the cacao is the narrative thread that takes us through the Community’s stories of violence and resilience, and their fight to remain neutral in the face of the Colombian armed conflict.

This film offers a panorama of hope, proof that despite great difficulties it is possible to sow peace through human and economic relationships. It invites us to rethink our relationship with food, to value the efforts of those who produce it, and to build bridges between the victims of the armed conflict and other sectors of global civil society.

Exploring ecosystems, in English and Spanish.

• Clothing

• Sustainable Foods

• Water and Energy

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Conseillère municipale d'Arras, Eléonore Laloux, porteuse de trisomie 21, est une militante engagée pour l'inclusion depuis plus de 15 ans. À travers son parcours inspirant, elle œuvre pour la visibilité et le respect des personnes en situation de handicap.

Why not watch the trailer first with images only, without sound or subtitles to try and predict:

• who the characters are, the relationships between them

• where the setting is

• what the story might be about

Then try watching the trailer again with sound/subtitles on. What predictions will you change now?

SYNOPSIS: At the edge of Borneo’s vast rainforest, Kéria rescues a baby orangutan found in the palm plantation where her father works. At the same time, her young cousin Selaï seeks refuge with her family, fleeing the conflict that opposes his nomadic people to the logging companies. Kéria, Selaï, and Oshi, the baby orangutan, will fight together to protect the endangered native forest – a fight that also takes Kéria on a journey to uncover the truth about her roots.

SAUVAGES film website with information in English, French and German and materials for teachers about the film and related issues such as deforestation, biodiversity, conservation of Indigenous languages and ways of life.

• Draw deforestation activity

• Young Consum-Actor Kit

• Activity sheet - Biodiversity and great apes

'Decolonial language education...is about transforming how we teach, how we understand the roles of languages and cultures in society, and how we conceptualize nation, society, universities, curricula, and our collective actions toward a more just and equitable world.'

Tap on the image to see the post in full.

Materials developed through an Innovation Fellowship at QMU in which ‘We think about how toys that represent disability may be used in classrooms to help children build friendships with one another.’

Join Yoyo, her planet-loving little brother Kevin and her friends in this exciting, fun quest to save the magic T-shirt…and learn more about what you can do with your old clothes to help save the planet!

瑤瑤只是一個普通的女學生……直到她穿上她的超級動力 T恤 ！然後她成為學校裡最聰明、最快、最酷的孩子！但是，當你還是個成長中的孩子時，即使是最好的衣服到最後也會變得太小，最終媽媽決定必須將 T 恤……扔進垃圾桶！

但這是唯一的解決方案嗎？ 加入瑤瑤 、她熱愛地球的弟弟 Kevin 和她的朋友們，一起參與這個激動人心、有趣的任務，以拯救魔法 T恤 ……並了解更多關於如何處理舊衣服來幫助拯救地球的信息！

You can view list of videos by speakers, by topic, or grammatical features.

The enchanting Peruvian legend of a Kukama god comes alive in this animated film about the creation of the vast, winding rivers of the Amazon.

En la vastedad de la amazonía sin ríos se ve la figura del dios kukama con su arco, unas flechas, una canoa y una tangana. Una a una cada flecha crearan los ríos de la amazonía, que este pueblo de navegantes recorre incansablemente hasta la actualidad. Las voces de los abuelos esta vez toman la forma de dibujos animados y seguirán resonando en los oídos de los niños.

Questions et activités :

• Qu’est-ce qui compose une alimentation saine?

• Pyramide alimentaire

  • Ce film est un excellent moyen d’aborder les rudiments d’une alimentation saine. Demandez aux élèves de dresser la liste de leurs aliments préférés et de voir à quelle catégorie de la pyramide alimentaire ils appartiennent.

• Dîners sains

  • Invitez les élèves à réfléchir à ce qu’ils mangent pour le dîner. Procédez ensuite à une comparaison avec les recommandations sur une alimentation saine présentées dans le film ou par d’autres professionnels de la santé. Faites ressortir en quoi les dîners peuvent être améliorés ou changés pour mieux correspondre à ces directives.

Synopsis et objectifs pédagogiques : Saphir, bleu électrique, turquoise, cobalt, azur, aqua, émeraude : tous ces adjectifs décrivent l’incroyable palette de couleurs des lacs des Rocheuses canadiennes. Ces couleurs révèlent la relation étroite entre la terre et l’eau, et soulignent l’importance des glaciers pour les écosystèmes des lacs de montagne. Perdre le bleu raconte l’histoire des lacs singuliers des Rocheuses et explique l’origine de leur bleu si profond. Le film nous emmène en voyage et nous fait découvrir la rareté du bleu dans la nature (du moins pour ce qui tient dans la main). Il décrit le processus à l’origine du bleu si intense de nos lacs et nous met en garde : nous sommes en train de perdre ce qui rend ces lacs si bleus. Que se passerait-il si nous « perdions le bleu » ? Pouvons-nous et devons-nous essayer de sauver le bleu ?

In 2003, the African leaders signed the Maputo declaration promising to spend at least 10% of their national budget on agriculture. 10 years later, where are their promises? Artists are calling on the African Heads of State to keep their promises. More on www.oxfam.org/grow

En nuestro sitio web puedes encontrar una transcripción del episodio «Contra los biopiratas». Or you can also check this English translation.

With a training webinar on how to use the tool here.