Workshops and training offered to teachers and other educators
MUNDI develops tailor made workshops/seminars to fit individual educational institutions ' needs. The following list provides examples of training delivered to date. If an organisation/institution is interested in something totally new we can develop this for you but this may involve extra preparation costs.
• Creating and sustaining anti-discriminatory learning environments
• Global Perspectives for Early Years
• Exploring issues of identity, belief and culture
• Addressing values and attitudes through Global Citizenship
• Planning for Global Citizenship across the curriculum
• Support in gaining the International School Award (ISA)
• Introduction to Global Citizenship
• Challenging stereotypes using global citizenship resources
• Developing global citizens through democracy/political literacy/human rights
• Developing global citizens through school linking
MUNDI has a partnership agreement guiding our work within the School of Education , University of Nottingham where we are based and earns visiting lecturer rates when delivering sessions to trainee teachers at Nottingham Trent University .
MUNDI currently has a Service Level Agreement with the Early Years and Childcare Services of Nottinghamshire Children and Young People's Services in terms of providing training for Early Years Practitioners as part of their termly Training and Development Opportunities (TADO) programme.
MUNDI is always exploring new partnerships and new stakeholders to work with such as Further Education (FE), Theatre Groups, Adult Education, Community Groups, Faith Groups and Youth Work.
This training can be School, University and/or Institution based for a full, half day and/or twilight. Workshops we currently offer include:
Developing Global Citizens in the Classroom
An opportunity to try out activities and examine resources which promote the global dimension of citizenship.
Content :
• What is a global dimension?
• Why include a global dimension to Citizenship?
• How to incorporate a global dimension throughout the curriculum – support with planning and implementation
• Practical strategies including teaching and learning styles, resources and support.
• Exemplar activities linked to the National Curriculum.
Developing Global Citizens through Democracy/Political Literacy
A session focusing on participatory learning techniques such as mock UN assemblies as well as the importance of developing and running school councils.
Content :
• Explore international conventions on human rights.
• Investigate ways to teach about government, the EU, the Commonwealth and the United Nations
• Identify participative teaching and learning styles.
• Examine how to develop and run a school council
• Opportunities to find out about materials, resources and support.
• Exemplar activities linked to the National Curriculum.
Developing Global Citizens through School Linking
An opportunity to find out about how school linking provides a context for citizenship in action.
Content :
• Why have a North/South Link?
• Structure of links and ways to involve the wider school community.
• Curriculum opportunities and practical activities.
• School case studies:
Linking Lives – school links with Nottingham and Harare , Zimbabwe .
Hablame – primary school links with Nottingham and Saltillo , Mexico
Developing Global Citizens through Fair and Just Trade
An opportunity to raise awareness of the links between consumerism and producers, manufacturers and farmers around the world and to consider ways to take action to support fair and just trade.
Content :
• Promote awareness of Trade Justice in the School curriculum and in the whole school ethos
• Provide teachers with the knowledge, skills and confidence to trial activities in the classroom
• Discover how to take action to support fair trade
• Find ways to ensure that the just and fair trade message is communicated to the wider school community
• Review resources available for teachers to use
• Exemplar activities around the food we eat and the clothes we wear - linked to the National Curriculum.
Addressing values and attitudes through Global Citizenship
An opportunity to consider what we mean by values and attitudes and to examine two differing practical methodologies to explore values and attitudes through global citizenship issues
Content :
• Explore the key elements of global citizenship
• Examine what we mean by values and attitudes and explore how they are formed
• Review the National Curriculum Statement of Values for the self, relationships, society and the environment
• Become familiar with the methodologies of ‘Philosophy for Children' and ‘Learning about others' as tools to explore values and attitudes through global citizenship issues
• Promote the development of independent and critical thinking
• Promote the development of responsible and accountable reasoning and action
• Review resources available for teachers to use
• Exemplar activities linked to the National Curriculum.
Creating and sustaining anti-discriminatory environments
An opportunity to explore practical ways to create and sustain exciting, stimulating and inspirational anti-discriminatory learning environments in which the contribution of all children, practitioners and parents/carers are valued and where racial, religious, disability and gender stereotypes are challenged.
Content :
• Review legislation, definitions and concepts relating to anti-discriminatory practice;
• Gain skills and confidence to become positive role models and also skills in using other positive role models, such as members of the community and/or visiting artists/musicians, in order to give constructive encouragement to children;
• Opportunities to reflect on values, attitudes and beliefs;
• Gain skills and confidence to challenge discriminatory behaviour;
• Opportunities to explore how the early years environment affects children;
• Experience of using resources and materials that can be used to challenge values, stereotypes and prejudice that underpins exclusion and discrimination.
Exploring culture through artefacts
An opportunity to consider what we mean by culture, learn how to recognise and challenge cultural stereotypes and acknowledge the complexity in the statement in the Early Learning Goals for Knowledge and understanding of the world that by the end of the foundation stage, most children will be able to ‘begin to know about their own cultures and beliefs and those of other people'.
Content :
• Examine what we mean by the term culture - explore culture in terms of shared or individual culture – who shares this culture – how culture is fluid and continuously changing
• Explore ‘other' cultures through artefact boxes
• Begin to explore what we could term ‘our' culture
• Provide teachers with the knowledge, skills and confidence to recognise and challenge cultural stereotypes
• Provide teachers with the knowledge, skills and confidence to enable children in their class to begin to explore their own local culture in terms of their class/school/town
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