• Invite local media, museum, or community educators to mentor pupils or judge final outputs.

• Share finished projects at public exhibitions (libraries, schools, Fairtrade Fortnight, Black History Month).

• Feature selected pupil work on local platforms (Padlet, Wakelet, YouTube, or local press).

Career spotlights:

Include mini-profiles within classroom discussions:

• Museum Curator: preserving and interpreting local history.

• Journalist/Podcaster: storytelling for change.

• Community Educator: connecting learning and action.

Suggested Ground Rules:

1. Everyone has the right to feel safe and heard.
2. We listen without judgement.
3. We challenge ideas, not people.
4. We are mindful of lived experiences.

The Safer, Braver Spaces resource may help with this too: https://www.antiracisted.scot/2nd-3rd-level/safer-braver-spaces

- What have I learned about slavery and its legacies?

- How has my perspective changed?

- What actions can I take to promote fairness and equality?

- Reflective digital journal: quotes, sketches, photos, and questions.

- Optional guest input (e.g. local historian, archivist, community representative).

The aims of the project include, to:

- Deepen understanding of Dundee’s role in global history.

- Foster empathy, reflection, and social awareness.

- Build creative, digital, and collaborative skills aligned with Developing the Young Workforce (DYW).

- Promote learner agency through voice and choice.

- Encourage active citizenship aligned with the UN Sustainable Development Goals (SDGs) and UNCRC.

- Offer opt-out or alternative pathways where appropriate.

- Engage with pastoral care or equalities leads if necessary.

These were chosen more broadly for community learning/education but you may find these useful as additional stimulus as you progress through the project.

• slavery

• racism

• prejudice

• the history of Dundee and its connections to the Transatlantic Slave Trade

Before you start, we've suggested a series of resources and self-reflection tools that we highly recommend all educators look through to ensure they feel equipped, confident and excited to begin the project.

Find them all here on our website: https://oneworldcentre.org.uk/btc/#beforeyoustart

World Fair Trade Day is May 9th, 2026 (or the second Saturday in May each year).

This project has been designed to help you and your learners explore Dundee's past, make connections to the present, and inspire others to action for a fairer future.

To give you some context, it was inspired in the first instance by the Dundee Slavery Trail created by Dr. Erin Farley, Leisure & Culture Dundee, and Matthew Jarron, University of Dundee Museum Services.

Breaking the Chains: Voices for Justice is a Project-Based Learning (PBL) resource that enables learners to explore Dundee’s historical links to the transatlantic slave trade and connect these stories to contemporary issues of injustice, inequality, and global citizenship. It has been designed specifically for Secondary Schools and incorporates links to DYW Skills, the UN's Sustainable Development Goals (SDGs) and the UNCRC.

Through creative digital storytelling (video or podcast), pupils investigate local heritage and translate it into action for a fairer world.

It will be something you can share with your learners too and there are links to it included later in the Pupil Project Workbook.

We have created an interactive version of it, which is one of the documents below that you can share with your learners.

These Guides from Oxfam have helped inform the approach we've taken throughout this project and offer an excellent starting point for all educators. They explain what GCE is (and isn't), and provide a wide range of methodologies that you may like to use throughout the project.

As you would with any lesson, please ensure you have reviewed all content beforehand, explored the Before You Start recommendations, and prepare support for pupils who may find aspects difficult.

• Tells a story from Dundee’s slavery connections.

• Connects past and present injustices.

• Links to one or more SDGs.

• Ends with a clear call to action.

Part | Focus | Key Activities

1 | Exploring Dundee’s Slavery Trail | Fieldwork & reflection journal. Trail reflections.

2 | Understanding stories & contexts | Analyse case studies. Notes on past/present connections.

3 | Skills workshops | Storyboarding, scripting, recording, digital production, Storyboard/script draft

4 | Creation & feedback | Production, editing, peer review. Draft media project.

5 | Exhibition & reflection | Showcase, reflection, evaluation. Final podcast/video & reflection.

(i) the Pupil Project Workbook

(ii) the interactive map

PLUS extra links helping to explain the SDGs (Global Goals), UNCRC and a few other useful documents that will help them with the project.

https://padlet.com/owcbreakingthechains/breaking-the-chains-for-learners

• 1 - Welcome Educators

• 2 - Project Overview

• 3 - Curriculum & Assessment, DYW and Employer Engagement

• 4 - Safeguarding & Inclusion

• 5 - Reflection & Evaluation

• 6 - Further reading & context

Padlets provide a handy way of putting things together and then sharing them with others.

We hope you find this project to be an exciting and invigorating learning journey for you and your learners.

Simple, easy ways of doing this can include Agree-Disagree lines, which you can see demonstrated here: https://www.wosdec.org.uk/methodologies/agree-disagree-lines