#UPROOTED TEACHER GUIDANCE -
The following educational materials have been provided as part of the #Uprooted campaign:
Workshops for Primary and Secondary
Task sheets and PowerPoints
Teachers are free to work through the workshop and teaching guidance materials as they wish. They are presented as options for integration within existing learning programmes rather than creating additional work. However, there is scope for teachers to be creative and embed selected activities within new schemes of work or whole school initiatives. Although particularly suitable for SHPE (Primary) and CSPE (Secondary) teachers, many of the workshops can be incorporated within English and Humanities lessons. Opportunities for cross-curricular involvement are indicated as well as key dates which may be prove useful for school assemblies and enrichment days. Please share these resources with your colleagues and senior leadership teams to enable collaboration and support for your involvement in the #Uprooted campaign.
We welcome your thoughts, ideas and suggestions for further development of teacher resources and/or CPD. Please fill in this evaluation form
For students who are less familiar with the Convention on the Rights of the Child (CRC), there is an essential introductory workshop on Child Rights. The child-friendly poster of the Convention can be displayed prominently in the classroom for ease of reference. During each lesson or series of activities, the relevant articles of the Convention should be referred to in relation to the topic discussed (see Teacher Topic Guidance documents).
Workshop 1 Rights vs. Charity
1. Spread a number of items like, homework vouchers, small sweet packets, pencils, in the middle of the room. The number you offer should be half the number that are in the class.
Ask the children to form a circle around the items. Give the children permission to grab the vouchers and regroup in to a circle.
2. Those who do not have any vouchers are to ask those that do if they can have one. Children are free to decide if they want to share.
Discuss the following questions:
1. Who got to the vouchers first? Were they stronger, faster, bigger? Would children or vulnerable adults find it difficult to get there first? Do they deserve to have all the vouchers because they got to them first? What does this mean for the less able in the group or the vulnerable? Does this happen in the world? Do Irish people take their fair share of the world's resources? Or do we grab more than is fair?
2. How did it feel not to get any vouchers? How did it feel to have to ask someone for a voucher? How did it feel for those who had the vouchers to have the power to decide whether or not your would share. Did you have a right to have that power?
The suggested learning journey starts with an introductory workshop My Story the subsequent workshops move through various stages of the migration journey from Leaving, Journey, Arrival and Residence. The last theme is about finding and raising My Voice.
This organisation enables students to make sense of the refugee and migrant experience before honing in on more complicated concepts. The later themes therefore give opportunity to assess students’ engagement and the retrieval of knowledge gained in earlier sessions. Initial small steps in terms of increasing factual knowledge, participation and self-reflection should hopefully lead to an overall positive outcome - deeper understanding, creativity and personal action.
Time to Go
What to Bring
Where to Go
A variety of workshops have been devised for Primary or Secondary teachers. These are embedded within the Thematic Topics. Some of them form self-contained activities for individual lessons; these contain recommended timings. Other workshops represent a series of activities which might be spread over several sessions or incorporated within longer enrichment days. Timings have not been indicated here to allow teachers to move through activities as appropriate to the length of their timetabled sessions, students’ age and ability. Opportunities to extend learning are possible throughout the workshop materials. The Topic Guidance documents provide additional suggested activities for greater depth and breadth dependent upon teachers’ requirements.
Although some workshops are designated as Primary or Secondary only, teachers will know their groups best in terms of suitable differentiation and they are encouraged to explore all options. Where workshops or individual activities have been designed for both sectors, this is indicated in Topic Guidance documents and Workshop outlines.
Curriculum Content Model and the Development of Deep Learning
A curriculum and learning model has been utilised and adapted to the #Uprooted project to reflect how deep learning can be encouraged. It is based upon a belief in the importance of ‘knowledge’ as a means to increase social justice. This is consistent with Articles 28, 29 and 42 of the Convention on the Rights of the Child. The Child Rights approach to education is centred upon three types of knowledge: knowledge about Child Rights, knowledge through Child Rights and knowledge for Child Rights. Applying this to the #Uprooted topic, curriculum content therefore encompasses knowledge about migration as well as knowledge about how to exercise child rights in relation to the migration issues. Whether a child is Irish, a migrant or a refugee, their understanding of Child Rights and their ability to support themselves or others should be enabled. By adopting a pedagogic approach which encourages personal reflection, discussion and participatory practice, children’s rights will be demonstrated to them during their learning of the curriculum content.
Workshops and suggested teaching activities are grouped within their Thematic Topics and labelled according to their focus or ‘sphere’– global, local or personal. This is linked to curriculum aims for lessons in personal development with consideration of: Myself; Myself and Others; Myself and Wider World. It is important that children are provided with opportunities to reflect upon their own circumstances and to empathise with others. This aim is highlighted throughout all three focus points – global, local and personal. The latter specifically uses the individual stories of the young people who recorded their blogs for UNICEF Ireland. Encouraging personal reflection of general concepts and individual stories is a useful way to introduce any of the thematic topics. It can grab students’ attention. However, without sufficient knowledge of key features of migration on a global and national level, there is a danger that children will not appreciate the significance of the details they hear within the blogs. Therefore, the recommended starting point is to take a global focus, prior to developing learning of the local situation and the personal stories drawn from this Irish context. The curriculum model is cyclical, so the focus of activities can consistently rotate to deepen learning and develop a core body of knowledge and understanding (see Curriculum model diagram, below). This principle can be applied to each Themes Topic separately and individual key issues contained within them. The curriculum model is not intended to be a rigid cycle and many activities will naturally flow between different spheres even if an enquiry approach is taken initially. It visualises the learning progression contained within many existing examples of good practice as a reminder to ensure balance between various key issues and contexts.
general or universal concepts and attitudes
the situation for refugee and migrant children across the world
Stage 2 Local
national and local attitudes and perspectives
the situation for refugee and migrant children living in Ireland and its local communities
Indviduals in Ireland
personal stories of refugees and migrant children living in Ireland
self-reflection: personal feelings, attitudes, hopes, responses
Key Questions and Issues on Migration:
Key issues are indicated within each ‘sphere’ to guide lesson objectives. In many cases, they are parallel issues deepening students learning beyond one level. For example, children can find out more about the work of international aid organisations on a global level before looking at the Irish context. Their developing knowledge ‘about child rights’ will enable them to ‘exercise’ their rights through informed, personal action. Some of the suggested key questions are addressed within the designed Workshops whilst others are purely outlined to facilitate further development. Depth of enquiry for each key issue is optional – it is for guidance only
Conceptualised using Natasha Clyma’s curriculum development diagrammatic model created in 2016, which was inspired by the work of E.D. Hirsch and Michael Young. Adapted and printed here with permission © N. Clyma 2016. All rights reserved.
Meet the participants
The videos have been produced by young people and reflect their personal experiences. They provide a powerful tool for teachers in terms of their content and method. They can provide stimulus for discussion about the issues they raise. They can provide a model for other young refugees and migrants to record their personal stories with the help of their own school community.
The blogs are used within the Workshops and referenced within Topic Guidance material. The Primary Workshops mainly utilise Desmond and Jamalida’s blogs and the Secondary Workshops focus on Natasha and Minahil. However, teachers may wish to incorporate all the individual stories throughout their teaching. There is opportunity to compare and contrast their experiences at the end of the workshop series or prior to the final topic.
Teachers can decide how far the blogs are used for stimulus or in-depth analysis of the issues discussed. Different approaches can be taken dependent on the key issue and learning objective. The same video blog can be listened to several times for a different purpose. Students can be encouraged to feel that they are becoming acquainted with the individuals. Curiosity and the desire to ask questions are positive signs of engagement with the blogs.
This consists of a collection of reflective activities linked to the Workshop series. Students can work through these progressively throughout the teaching programme. It is designed as a discreet booklet for individual learning journeys, which teachers collect back at the end of each session. Although individual Learner Journal tasks can be completed on a selective and individual basis, they are designed to build upon previous activities and to stimulate their thinking further. They are organised to complement the content and progress through the Workshops and recommended key issues outlined in Topic Guidance documents. Additional reflective or knowledge-based tasks can be collated within each individual students’ Learner Journal to personalise their learning further and give scope for teacher-led differentiation activities. Extension work beyond the journal might include, for example, repetition and further creativity with artwork on a larger scale for display.
Within the Learner Journal booklet, the students’ personal reflective record can be viewed by teachers to measure students’ developing knowledge, skills and dispositions. The tasks should not be marked by teachers but they do provide opportunities for unobtrusive formative assessment. At all times, students should be encouraged to complete the tasks individually with sufficient time and quiet moments to be reflective. It is hoped that use of the Learner Journal in classrooms has the potential to be therapeutic and supportive for refugees and displaced children who have experienced emotional trauma. If preferred by an individual child, teachers could arrange for a post-workshop personal tutorial for them to work through or extend the activities with a qualified therapist or support worker. Overall, the aim of the Learner Journal is to provide opportunity for student voice, creativity and planning for action.
The final Themes Topic (Having a Voice) focuses on encouraging individual and collective thought and action. In line with the Child Rights Approach to education and Article 29 of the Convention, students should be supported in finding their own means of expression. There is scope to encourage a variety of small-scale or larger activities as action projects. At all times, positive endorsement and recognition of personal effort, participation and achievement is recommended regardless of any external acknowledgement. However, if appropriate to your school context and students’ personal ambitions, the outcomes of the learning programme could be linked to projects run by external organisations or to accredited summative assessments.
The end of the Learner Journal provides an evaluation exercise which teachers send with their own feedback to UNICEF Ireland.
The teacher evaluation form is at the end of this document.
Inclusion, Safeguarding and Well-being:
As with other topics of a sensitive nature, teachers will need to exercise caution with the way that migration issues are presented to children. The materials included and recommended in the #Uprooted project form the basis from which teachers and facilitators can construct their teaching programme and curriculum resources. Teachers will need to form their own opinions and judge whether specific resources and key questions are suitable for their particular group of students.
Create a safe, classroom environment in which all children feel comfortable to express their opinions and explore a range of ideas. It is useful to all students to see that teachers are willing to facilitate and guide discussion or creatiive outcomes.
Check all audio-visual material you are thinking of using very carefully. Consider whether it needs to be pre-empted by explaining that students might find it upsetting or controversial. However, do not lead them - permit them to find their own voice and way of responding to sensitive issues.
Remember that the decisions you make about the depth and breadth of resources to use will have an impact on whether the students consider the issues seriously and maturely.
Try to ensure that all children have the opportunity to voice their opinions and that some individuals do not dominate the discussion.
Provide opportunities for pair and small group discussion.
Ensure that all class members are present for the teaching of these topics. Do not exclude any refugees and migrants who have limited language and cannot access the discussions fully. Some reading and writing materials can be adapted. The fact that they will see the class discussing migration issues could be very empowering and reassure them they are in a supportive environment.
While facilitating discussion on controversial issues, ensure that it is not one-sided. Provided a balanced account as far as possible and situate discussion of the Convention and government policy within its democratic context. Ask students to think of solutions and to regard a variety of perspectives.
Ensure students do not feel overwhelmed by the problems they study and stress the positive outcomes which have been achieved. A useful way of reminding students is to ask them whether the situation of individual refugees and migrants is better than the situation which they left behind. It is easy to forget that some progress has been made, even if there are limitations.
Remind students that many people and children experience hardship and that we cannot assume they all experience it similarly. Many children and young people demonstrate resilience and determination, whether refugees and migrants or not.
It is important not to forget that some children within the class may be experiencing circumstances which are equally distressing to those of some asylum seekers in Direct Provision. Highlighting the refugee and migrant experience could provoke resentment at other students’ expressions of empathy towards them and feelings that they, themselves, are unsupported.
As far as possible, try to prevent students from posting photos, videos and comments online, particularly if they are under the age of 16. This can be difficult to monitor, especially when students are taking an activist approach. Ensure they are aware that they should not post any image without the consent of others and the school. Equally, there should not be any identifiers such as names or images (such as uniform badges) showing the name of the school. This is for the safety of all students.
Additional Resources for Teachers:
The following list provides useful links to documents, reports, audio-visuals and professional development training materials which may be of use to all teachers and facilitators. It does not represent a comprehensive resource list but provides an entry into the topic of child rights and migration using accessible online materials. Academic literature cited represents a starting-point for those less familiar, but interested in, whole school or departmental curriculum development in relation to teaching about migration, character or moral education and debates about learners’ entitlement to knowledge.
International Organisation for Migration (IOM)
Children's book list (fiction) related to migration and the refugee experience.
Sesame Street to be used for early years education for Syrian refugees (BBC News 20th Dec. 2017)
UNICEF Teaching and Learning about Child Rights: overview; 75 minute online professional training course; links to the Convention and other UN Declarations
Recommended reading includes:
UNICEF Office of Research – Innocenti
Children and Migration: Rights and Resilience research articles, short videos and news updates
Particularly useful videos for teachers’ use only are:
Council of Europe
Materials and information on children and migration including child-friendly materials for educators (Charter for All)
Action Plan on Protecting Refugee and Migrant Children in Europe: (Nicosia, 19 May 2017) Council of Europe: 127 Session of the Committee of Ministers