The resources in this section were assembled to help the teacher dive more deeply into processes that support GCED curriculum development and implementation: common terminology, curriculum review and development; participatory and transformative pedagogies; positive learner assessment; the whole school approach. Feel free to browse those resources that may assist your own GCED efforts!
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Glossary
IBE-UNESCO, A Resource Pack for Global Citizenship Education, Geneva, 2018
This glossary covers a range of terms related to GCED, transformative pedagogy, and GCED actors.
IBE-UNESCO, Glossary of Curriculum Terminology, 2013
This resource presents terms used in curriculum development in different parts of the world.
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Lesson development and adaptation of lessons
This reading defines inclusive classrooms and presents numerous practical strategies for teachers.
This Annex details how curriculum developed by others can be adapted to meet the needs of your own learners and your classroom conditions.
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3. Curriculum strategies for GCED
IBE-UNESCO, A Resource Pack for Global Citizenship Education, Geneva, 2018
Module 4 “Teaching, Learning and Assessment”, pp. 109-123, 128-135.
These excerpts present reflective questions and strategies for integrating GCED into classroom teaching and the school environment.
IBE-UNESCO, Training Tools for Curriculum Development – A Resource Pack, Geneva, 2013.
Module 3 “Curriculum Design”, pp. 58-81.
This training guide deconstructs the curriculum development process in a practical manner, with a focus on national curriculum.
UNESCO, Education for Peace: Planning for Curriculum Reform, Paris, 2015
“Education for Peace and Conflict Prevention from a Curriculum Perspective”, pp. 30-42.
This resource overviews the national curriculum development process, including the curriculum review process. The section on establishing learning outcomes may be useful for classroom teachers.
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4. Participatory teaching methodologies
IBE-UNESCO, A Resource Pack for Global Citizenship Education, Geneva, 2018
Module 5 “Teaching and Learning Resources – Activity 3”, pp. 152-154, 167-69
These excerpts overview the pedagogical approaches to GCED, with examples of transformative pedagogy.
APCIEU, GCED A Guide for Trainers, Seoul, 2018.
“Pedagogical Principles of GCED”, “Teaching Strategies and Approaches”, pp. 51-59.
These excerpts overview the pedagogical approaches to GCED, with examples from the classroom.
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5.Formative and summative assessments of students
IBE-UNESCO, A Resource Pack for Global Citizenship Education, Geneva, 2018
Module 4 “Teaching, Learning and Assessment”, pp. 124-126, 136-137
These excerpts overview forms of learner assessment and techniques especially appropriate for GCED competences.
IBE-UNESCO, Training Tools for Curriculum Development – A Resource Pack, Geneva, 2013.
Module 8, “Student Assessment and Curriculum Evaluation” pp. 164-181
This reading presents formative and summative assessment techniques that can be used with learners, and curriculum evaluation at the school level.
This reading overviews formative and summative assessment techniques with special attention to learners with different ability levels.
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6.Whole school approach, including school and community partners
ASPnet UNESCO, Getting Climate Ready: A Guide for Schools on Climate Action, Paris, 2016.
IBE-UNESCO, A Resource Pack for Global Citizenship Education, Geneva, 2018 pp. 173-204
This reading presents the whole school approach, different strategies and processes for developing it in your own school to support GCED.
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