CITY WEST HOTEL, DUBLIN - 1ST FEBRUARY, 2018 - WORLDWISE GLOBAL SCHOOLS
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WorldWise Global Schools
Teacher Capacity Building Event
Report
1st February, 2018
City West Hotel, Dublin
1
Introduction:
On 1st February 2018, WorldWise Global Schools ran its annual Development Education Training
event for teachers in City West Hotel, Dublin. All schools in receipt of WWGS funding were invited to
attend. The event bought together 128 participants including 97 teachers from 90 post-primary
schools all over Ireland and Uganda to explore and deepen their engagement with Global
Citizenship Education (GCE).
9.00–9.30am Registration: Tea and Coffee on Arrival
9.30-9.45am Introduction to the day
10.00-11.00 Workshop Option 1
11.00-11.15 Tea/coffee
11.15-12.15 Workshop Option 2
12.15- 12.40 Global Citizenship Fair; a flavour of the citizenship resources for post-
primary schools that organisations provide
12.40-1.20 Lunch
1.20–2.00 Panel Discussion: ‘Global Citizenship and the Junior Cycle’
2.00-3.00 Subject Global Café (Tea/Coffee provided)
3.00–3.30 Evaluation and Close
Overview:
The main aim of the training was to equip teachers with knowledge and skills to assist them to
deepen the engagement of Global Citizenship Education (GCE) in their school. The day began with
a teachers participating in two preselected workshops of their choice. The themes covered were:
GCE and Wellbeing in JC; Taking Action; the Global Passport; GCE methodologies, Tackling
controversial issues in the classroom; and exploring ‘How the World Works!’ The afternoon
consisted of a Development Education fair, where teachers had the opportunity to meet with NGOs
that work in the sector to gain information and resources for integrating GCE in their schools.
Following which, there was a fantastic panel discussion exploring Global Citizenship and the Junior
Cycle. Speakers from the JCT, ACCS and NCCA outlined the value of GCE for the Junior Cycle
and how it can help teachers with the new Junior Cycle Subject areas and the Wellbeing framework.
Afternoon subject specific workshops followed where teachers came together from the same subject
area to explore resources and activities they can use with their classes. The event closed with
update on the key dates, an overview of how to start their grant reporting and a WWGS update by
the new WWGS Programme Director Rita Walsh. Participants completed the Self Assessment Tool
(SAT) for the day – the results of which showed that day was very valuable in terms of learning and
support. Detailed analysis of the SAT results is provided at the end of this report.
2
Introduction to WWGS Teacher Training
Lizzy Noone, Project Officer (East)
Lizzy opened the event, welcoming participants and introducing them to the agenda and aims of the
day. As well as the many schools represented, she welcomed: members of the JCT teams, Irish Aid,
Concern, Trocaire, Amnesty, 80:20, Debt & Development Coalition Ireland, Global Action Plan,
Poetry Ireland, Latin American Solidarity Committee, Young Social Innovators, St Louis Network,
Association of Community & Comprehensive Schools and the National Council of Curriculum &
Assessment. Lizzy also welcomed the Irish Embassy in Uganda who sponsor the Teachers Making
a Difference Programme, which recognises the most creative and innovative teachers working in
difficult environments. For the first time, the five winning five teachers from Uganda visited Ireland
and attended the conference.
The following WWGS key dates were also highlighted for the diary:
Global Passport deadline – 28th February
Grant Call opens – 14th March
Annual Conference – 24th April in Galway
Workshops
A range of six workshops ran concurrently in the morning session on a range of GCE topics. A short
overview of each of the workshops had been sent to teachers prior to arriving at the event with an
section detailing who the workshop might be suitable for e.g. starter / established, passport/ non-
passport holding school. Teachers pre-selected two of the six workshops to attend on the day
Workshop 1: Aishling McGrath
Education Officer, WWGS
Aishling looked at the opportunities for Global Citizenship Education in Wellbeing at Junior Cycle
and explored the many ways GCE is aligned to the Wellbeing indicators. The workshop examined
some modules that could be introduced in schools as part of their Wellbeing programme.
Please click on the link for resources from the Wellbeing Workshop
Workshop 2: Taking Action
Deirdre Walsh, Amnesty
This workshop explored the theory of action and change and how
teachers can engage students in taking action for change.
Utilizing a variety of methodologies, participants explored how you
can build give students a menu of possible meaningful actions.
For workshop materials click on: Taking Action Workshop
3
Workshop 3: A Whole School Approach to GCE/ DE (Global Passport)
Laura Cahill, WWGS Programme Officer
Laura ran two different workshops on the Global Passport. The first was
for teachers who were new to GCE/DE and the Global Passport; the
second was for teachers who already had a Global Passport but wished
to improve on key stamps. Utilizing a variety of creative methodologies
in each, teachers reviewed the GCE currently being undertaken in their
school; and in the final part of the workshop, teachers selected one or
two stamps which they hoped to improve in the coming year and
explored how to do this using the WWGS supporting resources.
For workshop materials go to Global Passport Workshop
Workshop 4: Active Learning Methodologies
Stephen Farley, Trócaire
Stephen facilitated an energetic and interactive workshop on active GCE methodologies that
teachers can use in the classroom and apply to their own subject areas. Utilising images and video
clips of global justice issues, Stephen invited participants to find the links to their subject areas. Five
activity stations were then set up where participants were given the opportunity to road test a range
of DE activities and discuss their applicability within the classroom. These included: Movement,
Solution Tree, Card Source, Information Processing and Photos.
For workshop materials go to Methodologies Workshop
Workshop 5: Tackling Controversial Issues in the Classroom
Conor Harrison, Independent
Conor’s workshop explored the practical approaches teachers can use
to facilitate students engagement in GCE issues, which in some way
may be controversial. He explored which can manage these moments
in the classroom in a way, which are both safe for student and teacher.
For workshop materials Controversial Issues Workshop
Workshop 6: How the World Works
Deirdre Kelly, Debt and Development Coalition Ireland (DDCI)
This workshop was centered on the DDCI resource ‘How the World Works 2’. Through interactive
and engaging activities, Deirdre facilitated teachers to explore how to engage students on the root
causes of poverty, inequality and injustice. Moving past the discussing the consequences of poverty,
Deirdre explored how you can engage students on the structural changes that are necessary in
order to create real change.
You can find workshop materials at How the World Works Workshop
4
Resource Fair
Teachers participated in an NGO GCE Resource Fair after lunch, which saw them linking in with
GCE practitioners to gain relevant resources and insights. A great cross-section of organisations
were represented, including Young Social innovators (YSI), A Partnership with Africa (APA),
DevelopmentEducation.ie, Global Action Plan (APA) as well as representation by Irish Aid.
Please see a list of exhibitors and facilitators at the end of this report and feel free to get in touch
with any of the exhibitors from the day if you have any further questions or would like them to run
workshops in your school or participate in their programmes.
Afternoon Panel Discussion: ‘Global Citizenship and the Junior
Cycle’
Michael Doorly, Concern PHOTO
With the new Junior Cycle subject specifications and the
introduction of Wellbeing Framework, this panel discussion
explored the importance of Global Citizenship Education and the
opportunities for GCE in Junior Cycle. Michael Doorly, head of
Active Citizenship in Concern chaired the discussions with each
panellist having an opportunity to answer a number of key
questions relevant to their role and experience.
Each speaker gave comprehensive responses. Below outlines a short synopsis of their responses’:
5
Aoife Rush, National Council for Curriculum and Assessment (NCCA)
Aoife works with the NCCA on curriculum and assessment development
across junior cycle and senior cycle. Prior to that she worked as an Education
Officer in Trócaire in the Development Education unit. She is a qualified and
experienced teacher of business and modern languages at post primary.
QUESTIONS
1) In a nutshell can you summarise the opportunities for Global Citizenship/Development Education
in the new framework for Junior Cycle.
Aoife emphasised that there is no ‘nutshell’ when it comes for opportunities for GCE/DE in
the new JC as the opportunities are far reaching.
2) Many of the new Statements of Learning reflect the importance of creating global citizens. Why
do you think this is so strong in the new framework?
Aoife talked about the role of educators to give students the tools necessary to live in our
society today. She outlined that the statements of learning reflect the world we live in and the
information students need to learn to be well in it.
3) Sustainability features as a cross cutting theme in many of the new subject specifications, such
as Science and Home Economics. What does this mean for young people in Junior Cycle?
In essence Aoife reflected that it means that students can learn the practicalities of living
sustainably.
4) In what ways can teachers engage with the NCCA?
It was explained that the NCCA website and curriculumonline.ie are updated regularly with
consultations on subject areas. The website also outlines very clearly information on each
subject area which all can access and use.
David King, Junior Cycle for Teachers (JCT)
David is the Team Leader Science at Junior Cycle for Teachers. He is a former
science teacher.
QUESTIONS
1) There is a new initiative for JC teachers, STE(A)M in JC, can you tell us
more about this and in particular how it links to GCE?
David oultined their vision as to provide Junior Cycle teachers with rich
STE(A)M CPD experiences in keeping with national and international
best standards. He explored how this provision will allow for interdisciplinary responses to
societal challenges in subject-specific and cross-curricular contexts.
6
With the element of sustainability running through Science, Geography and Home
Economics, WWGS and Global Citizenship have a clear role in helping to build the capacity
of teachers.
2) As the team leader for science and a science teacher, how do you feel teachers are reacting to
the sustainability element in Science?
David explained that as it is a new curriculum, the reaction is varied. He advised any Science
teacher to attend the elective CPD that they are rolling out.
3) How can teachers engage with the JCT?
JCT STE(A)M run elective workshops throughout the year for Science, Home Economics and
Geography teachers. David advised teachers to follow JCT Science on Twitter for updates
and resources.
Áine O’Sullivan, Association of Community and Comprehensive Schools (ACCS)
Áine O’Sullivan, is former Principal of Ashbourne Community School has
been appointed as Assistant General Secretary of ACCS since September
2017
QUESTIONS
1) In terms of school leadership and management, how can teachers/WWGS convey the importance
of GCE for schools?
By showing the benefits of engaging the students in Global Citizenship Education and
showing your own passion and enthusiasm of it.
2) Do you feel that management bodies such as the ACCS play a role in promoting GCE?
ACCS ran a Global Citizenship Education workshop with principals at their conference in
November having a huge influence on the principals whom attended. They now have a better
understanding of what it means. By encouraging principals to speak about the Global Citizenship
programme in your school you can influence other schools but also give validation to your own
school’s activities.
3) What advice would you give to school leaders in embedding GCE in Junior Cycle and indeed in
any aspect of school life?
Listen to your teachers; give them the space and opportunity to roll it out particularly with
other staff members. Integrate it into schemes of work and subject planning.
4) What advice would you give to teachers in embedding GCE in Junior Cycle and indeed in getting
the support from school leadership and management
The Junior Cycle has many GCE components already so it’s about building your own
capacity in these areas and demonstrating this to school leadership.
7
Mella Cusack, Junior Cycle for Teachers (JCT)
Mella has many years' experience in curriculum design, including writing the NCCA's 100-hour
CSPE short course and the WorldWise Doing DE series. She is a JCT Associate (CSPE and
Wellbeing), and is currently working with the NCCA on a study of ESD curriculum opportunities from
early childhood to senior cycle. Mella coordinates a EU funded project called 'Get up and Goals!’
which focuses on teacher CPD and curriculum development in support of student action around the
Global Goals for Sustainable Development.
QUESTIONS
1) WWGS has developed a series of curriculum guidelines for teachers. You have been involved in
the development of these guides. How do you feel these should these be used by teachers?
What is the value of these for teachers in navigating GCE in JC
Mella explained that the guides are very much aimed to support teachers to teach their
subject through a global justice lens. They show how GCE can be embedded into the JC.
Linking to statements of learning, each resource connects to a number of strands and
subsequent learning outcomes. Mella emphasised that these are not a replacement for
books, rather a starting point for teachers, to get ideas, to see the connections and to support
building a complementarity of exercises to help them meet the requirements of the subject
specifications. Mella announced that History and Geography are currently in the pipeline so
teachers can expect them by the end of the school year.
2) You have been involved in developing the CSPE course. What are the opportunities for GCE
here?
Mella outlined that there are a number of opportunities within CSPE, particularly as CSPE
itself very much naturally aligns itself to the knowledge and values of GCE/ DE. Mella went
on to give a short overview of the changes in the new course including the increase in hours.
3) What are the opportunities for exploring GCE as part of Wellbeing in JC
The new CSPE short course includes strands:
1. Democracy
2. Global Citizenship
3. Rights and Responsibilities
By 2020, all schools must have a minimum of 400 wellbeing hours at Junior Cycle level so a
school can increase the number of CSPE hours or use additional hours to roll out modules or
short courses related to Global Citizenship.
4) How can teachers get involved with the ‘Get Up and Goals’ initiative?
Contact mella.cusack@gmail.com for details
8
Derek Maher, Teacher (Holy Family Community School)
Derek is a maths and science teacher at Holy Family Community School in Dublin.
His school is a special passport holder. He has been exploring GCE for a few
years now and also sits of the WWGS teacher advisory group.
QUESTIONS
1) How do you plan for GCE in your classroom? Any advice for teachers in planning for GCE in
their classroom/subject areas?
Derek outlined that for them it started small and based on the interest of two teachers. They
had seen an advertisement for the WWGS grant and, both being naturally interested in
Global Justice issues, were immediately excited to build it into their classrooms. They picked
a few topics and ensured that they took a cross curricular approach. They went on to develop
a DE committee of interested teachers within the school and engaged with the Global
Passport programme, which helped them build DE into other areas of school life.
2) Is there planning at subject department level?
Derek explained how GCE has grown naturally in the school and how now the principal has
made Development Education a set part of each subject department’s planning.
3) Can you notice a difference in your students as a result of GCE in your school?
Derek said that he has found that the development of a whole school approach to DE has
helped ensure that every student is aware. It does bring about a feeling in the school of
respect and fairness for everyone.
4) Any other thoughts or tips for schools in exploring GCE in JC or indeed in any aspect of school
life?
Derek called on teachers to ‘just go for it’! Start where you can, find the other teachers who
are interested and go to the principal and deputy principals with your ideas.
Subject Global Cafe: ‘Global Citizenship and the Junior Cycle’
Aishling McGrath, WWGS
The final workshop of the day facilitated
participants within their own subject areas.
Each table was labeled a different subject
with packs of subject specific
materials/activities. In their subject groups,
participants worked through the material as
outlined in the instructions and filled in a
post – discussion template. P
Teachers had the opportunity to share ideas about how they were integrating GCE into their subject
areas, what resources they were using and tips for engaging students in the range of topics.
9
Evaluation and Close
Lizzy, James, Laura & Rita WWGS
Lizzy introduced the final closing session
and thanked all for attending. Laura gave a
few reminders about upcoming dates
including the Global Passport Deadline
(28th Feb) and Annual Conference (24th
April). It was reiterated that we really wish
to have more young people included in the
running of the conference. A list of possible P
student led activities was read out, and teachers were asked to get in touch if they had any
interested students.
James Dolan went through how the report will work online this year. The final report for
this year’s programme must be in by the 18th of May. The Grant Call 2018/19 will open
on the 14th of March and the deadline is the 9th of May. The application is an online
form.
Finally teachers were provided with their Self Assessment Tools (SATs) to provide
valuable feedback to us on the day. Rita Walsh, the new Programme Director of WWGS
closed, thanking all for attending.
10List of organisations in attendance:
Role at
Organisation Name Conference Email
80:20 Tony Daly Resource Fair tony@developmenteducation.ie
ACCS Áine O'Sullivan Panelist aosullivan@accs.ie
Amnesty Deirdre Walsh Facilitator dwalsh@amnesty.ie
Brigit's Garden Hedda Dick Resource Fair hedda@brigitsgarden.ie
Concern Lauren Wright Resource Fair Lauren.wright@concern.net
MC of panel
Concern Michael Doorly discussion michael.doorly@concern.net
Debt & Development
Coalition Ireland Deirdre Kelly Facilitator deirdre@debtireland.org
Eco-UNESCO Susie Spratt Resource Fair youth@ecounesco.ie
Global Action Plan Julia Haimlinger Resource Fair julia@globalactionplan.ie
Holy Family
Community School Derek Maher Panelist Contact School
Independent Conor Harrison Facilitator conorjmharrison@gmail.com
Irish Aid Tessa Cornally Resource Fair Tessa.Cornally@dfa.ie
JCT CSPE Mella Cusack Panelist mella.cusack@gmail.com
JCT STEAM David King Panelist David.King@jct.ie
Ámal Abordán
LASC Bernal Resource Fair education@lasc.ie
NCCA Aoife Rush Panelist aoife.rush@ncca.ie
NYCI Valerie Duffy Resource Fair valerie@nyci.ie
Poetry Ireland Jane O'Hanlon Resource Fair janeohanlon@poetryireland.ie
SEAI Aoife Cannon Resource Fair aoife.cannon@seai.ie
Trocaire Stephen Farley Facilitator Stephen.Farley@trocaire.org
YSI Edel Gallagher Resource Fair edel.gallagher@youngsocialinnovators.ie
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