Peer Educators toolkit booklet

Enabling your School Council to shine!

A resource for KS2 and 3 students

Skill yourselves up to deliver your Peer Education toolkits!

“It’s got really good ideas” Harry, Year 3, Hilltop Primary

The project “Global Fairness” has been funded with support from the European

Commission. The contents of this action are the sole responsibility of contractor and

can in no way be taken to reflect the views of the European Union

These Toolkits have been put together by Leeds DEC from original material by credited external

sources.

Thanks to the Leeds schools who have helped to trial and perfect the toolkits:

Abbey Grange CE Academy

Allerton CE Primary

Asquith Primary

Bankside Primary

Bramley St Peters CE Primary

Hilltop Primary

Kirkstall St Stephens CE Primary

Manston St James Primary

NWSILC

Prince Henrys Grammar School

Southroyd Primary

Thorner Primary

Westerton Primary

Westgate Primary

“We buy clothes for a lot of money but the amount the worker gets is really small”

Rishy, Southroyd Primary ‘Where did you get your top?’ garment worker toolkit

“I’ve learnt you can do a lot for the environment”

Jacob, Thorner Primary ‘It’s not all rubbish’ waste toolkit

“I learnt how to work together to create a lesson” “I felt useful and needed”

Students from the Global Justice Group at Prince Henry’s Grammar School

Contact us on info@leedsdec.org.uk if you need further support or help or just want to let us know how

you got on! Hannah Langdana, February 2015 www.leedsdec.org.uk

1. Aims

These toolkits have been put together for your school council. The aim is that your

teacher (in charge of the council) will lead these activities with you, if you are in KS

2 or KS3. Afterwards you can lead the same activity with your own class, and then

reflect on how it went, so you can get skilled up as a peer educator!

Why?

The topics covered by the toolkits are closely related to your own life (the clothes

you wear, the food you eat, what you do with your waste.)

It helps you to learn about the effects of our actions on people who live in different

countries who we rely on every day, to produce our food/ clothes, and to learn

about our effect on the earth when we waste resources.

It gives you the opportunity to think about what YOU can do about these issues.

It helps you grow in confidence as a young educator-an important life skill!

2. Learning Objectives- what are you trying to communicate? Here are some

important questions you need to think about and answer before you deliver your

sessions.

You could also ask the questions to the group you are leading, write them down

and then ask them again at the end. You can then compare their answers.

Toolkit A It’s not all rubbish- peer education toolkit on Waste- What do we do with

our rubbish? What will happen to the world if we carry on wasting resources (such

as cans, plastic packaging, mobile phones..)? How can we raise awareness about

the issues?

Toolkit B Fair enough- a peer education toolkit on Fairtrade- Where do our

bananas come from? Are people paid fairly to grow them? What do we mean by a

fair price? What can we do to make sure farmers are treated with respect and paid

fairly?

Toolkit C Where did you get your top? A peer education toolkit on garment

workers- Where are our clothes made? What conditions are they made in? How did

you feel when you were working ‘in the factory?’ (making baseball hats.) How can

we raise awareness of the issues?

3. Checklist

Before you run your session

Be prepared! Get all your resources ready and know what you plan to say. You

could practice in front of the mirror!

Work out timings

Agree who will say what (if you are running it as a group)

While you are running your session

Smile, make eye contact

Speak clearly and project your voice so everyone can hear!

Keep an eye on the clock and stick to time

Tidy up as you go

After your session

Make sure all your resources go back to where they should be

Get feedback about your session so you know what the group learnt and liked and

how you could improve your session. The Balloon questions (below) can help you

as peer educators to reflect on your learning.

Remember, these are just ideas. If you have better ones, change and adapt them!

Evaluation ideas

2 stars and a wish on post it notes ( 2 things that went well, a wish to change

something)

Tell your partner something new you have learnt. The partner shares what you have

said.

Ask the group to ask a question.

Learnt, felt, useful sheet (below. The person is bald on the drawing so you can add

your own hair!)

(ActionAid: 2003: 113 & 106)

Information for teachers.These Peer Education toolkits:

Help children to understand local issues (clothes, food, waste) from a more global perspective. This enhances

children’s Social, Moral, Spiritual and Cultural (SMSC) understanding.

Fit in with United Nations Convention on the Rights of the Child and the Rights and Responsibilities of every

child.

Supports Child Friendly Leeds project. (See What is Global Learning Film

https://www.youtube.com/watch?v=7DX-vnjnAvw to find out more about Children’s Rights locally and

globally through the eyes of pupils at Bankside Primary School, also on our website www.leedsdec.org.uk.)

Provide stimulus for you to write your own Global Learning Charter. What kind of world do you want to live

in and how you want to create it? Invite the School Council to write one in their own words (based on the

example below) and get it approved by the Head and governors.

Global Learning Charter for your School Template

This Global Learning Charter deepens our school’s SMSC provision, enhances our commitment to the

United Nations Convention on the Rights of The Child, contributes towards our work towards being a Child

Friendly city, and supports our work with the Stephen Lawrence Education Standard.

Education and learning should offer pupils the capabilities to create a more just and sustainable world.

We live in an interdependent and globalised world. Collectively we face a range of challenges: inequality

and poverty, climate change, racial and religious intolerance. The future will pose new issues that we

cannot yet predict.

We will meet these challenges through the power and creativity of an engaged school which is open to

learning new ways of thinking and responding to a changing world.

In order to bring about change we need to learn about the global challenges we face, our interdependence

and our power to effect change.

Schools have a crucial role to play in meeting the learning challenges we face as a society.

Whilst the challenges we face are urgent, they are also complex. To generate deep and sustained

engagement pupils must have the capabilities to think deeply and critically for themselves, rather than

being encouraged into the ‘right’ behaviours.

Fostering critical and creative thinking not only prepares children and young people for the work place, it

also allows pupils to develop the knowledge, understanding, and skills to lead and sustain change in our

society and effectively respond to new challenges.

Our school commits to Global Learning through

lessons assemblies community events school council form / golden time activities

………………………………………… ……………………………………… ……………

Head teacher/Principal’s signature School Council Chair’s signature Date