Geen categorie


This makes up the governing body of a local educational institution.

Task A


Task B

Facilitator: stage another discussion.
A win-win?
Plenary reflect on the different experiences.

Evaluating future scenarios

  1. Present to students an unsustainable situation of water use/availability and sanitation. Present three possible improvements to the learners showing impact on related stakeholders
  2. In groups, students think of advantages and disadvantages (possible benefits and/or negative impact) of each option for the various stakeholders.
  3. Groups then decide which option seems best and why, share and defend their choice and present one possible way to reduce and potential disadvantages.
  4. In plenary, discuss the challenges of taking decisions when things are uncertain.

Organise a round table discussion regarding “Health as a Public Good”. Invite doctors, people from insurance, people from public and private sectors, patient associations, students, representatives from vulnerable groups, etc. The discussion is expected to reveal the different aspects and interests of the various parties on the issue.

Split students into groups of 3 or 4. Ask each group of students to draw a large outline or silhouette of a person. Ask them to think about what qualities and characteristics an educated person might have. Students should write these in the silhouette of the person.

Next ask them to draw a big circle around the silhouette of the person to represent the world. Students should now discuss what the qualities and characteristics of a world full of educated people would be and write these down.

Students can also add pictures and symbols to their drawing. Ask groups of students to share their ideas.

With students in pairs, ask them to think about the opportunities that could open up as a result of getting quality education. Ask them to come up with a list of five opportunities to share with the class.

Students discuss different responses to bullying e.g. intervene, just look, leave, report the incident to the school manager. The responses are classified in a table and they are discussed to see what values and beliefs underpin each behaviour and how these behaviours can have a positive or negative impact on students’ life and the school’s wellbeing.


Game-example: Planet Nomads



Features of the game:

Students research in small groups on how education is funded in different countries in the world.

Students share findings and choose a country where education is poorly accessed and then research a way to support a project that is trying to increase participation.

(See Inman ao, Holding on to our values, London South Bank Un. 2012)

Language Treasure Hunt. For students to experience a situation where they cannot find their way because they are unable to speak the language, to empathise with those who are refugees in a new country.
Consider the students in your class. Are there any learners that can speak an additional language to the one used for instruction in school? These could include languages that use a different alphabet. Gather these students together and ask for their help.

Group activity: Students read true stories about people in need from different parts of the world. They are then asked to express their emotions and feelings and discuss why they feel like that. Students are asked to reflect on how people can raise their resilience and deal with the problems they are facing.

Students visit an NGO e.g. for unaccompanied children in a refugee camp or a charity institution and meet vulnerable people. Discuss with them and with the people that support them, the conditions of living in a host country, ways they are supported and practical ways that students can support.

As a follow up, students organise an action (collecting clothes, toys or first needs goods, or other actions) to support the group.



Game-example: Hunger Games

1st Hunger Games Larp in Hungary

Hunger Games in Poland