Teacher Resource Centre

This publication is part of a series of teaching-learning modules developed by UNESCO and P&G Whisper India with the goal of integrating period and puberty education in school curricula. The series is structured into five modules that address key intervention areas related to MHHM, including: 1. building a curriculum that understands the biological and social impacts of puberty; 2. guiding teachers on the menstrual hygiene education curriculum; 3. providing teaching-learning materials geared towards addressing the specific needs of girls with disabilities; 4. highlighting the impact of gender inequalities on menstrual health and hygiene for both girls and boys; and 5. addressing nutritional approaches related to menstrual health and hygiene. This teaching-learning module was developed for teachers working in various contexts and with diverse needs and aims to support them in initiating conversations around MHHM and including the subject in school curricula for students across the gender spectrum. The purpose of this module is to provide facilitators with multiple and comprehensive strategies that lead to positive changes in attitudes, behaviours and practices around menstruation. Each chapter contains explanations of the subject at hand, stories, case studies, learning activities, illustrations and tables designed to provide a better understanding of the issues surrounding MHHM. A glossary is also included to ensure that you, the reader, become familiar with different terms related to menstruation.

Ce guide de simulation de négociation climatique, destiné aux enseignants du secondaire, s'appuie sur le référentiel national de compétences climatiques français. Il propose des activités pédagogiques pour comprendre les enjeux climatiques, simuler une COP et agir pour le climat. Adaptable aux différents contextes, il inclut des ressources multimédia et utilise des pédagogies actives comme les jeux de rôle et les débats. Les séances sont conçues pour être flexibles, permettant aux enseignants de choisir celles qui répondent le mieux à leurs besoins tout en maintenant un équilibre entre compréhension et action.

Ce manuel de l’Office for Climate Education (OCE) aide les enseignants à aborder le changement climatique, les océans et la cryosphère avec des élèves de 9 à 15 ans. Il propose des éclairages scientifiques, des plans de cours, des activités et des ressources multimédia. Interdisciplinaire, il inclut des leçons en SVT, sciences sociales, arts visuels et éducation physique, et utilise des méthodes pédagogiques actives comme l’investigation, le jeu de rôles et le débat. Divisé en deux parties, "Comprendre" et "Agir", il permet aux élèves de comprendre les impacts du changement climatique et de participer à des projets concrets pour atténuer ses effets.

In this guide, there are prompts to support exploration of the content and application to the local context. There are also tips to support educators as they make space and time for professional learning within their busy and, often, stressful lives. Finally, this guide offers some advice regarding online, and/or other technological aspects, of this training.

The Quality Holistic Learning Project (QHL), of which this face-to-face workshop is one element, aims to prepare educators to deliver high-quality lessons which support holistic learning for children and youths of diverse backgrounds (refugee, migrant, and/or citizen) within host country, displacement, and crisis contexts. They define quality holistic learning as that which attends to:

• academic, cognitive, and identity development,
• social and emotional learning, and
• mental/psychosocial and physical well-being and which delivers: positive schooling experiences, ● feelings of belonging and safety, growth and development, and equitable outcomes for all learners.

This manual is intended to support the delivery of one full day workshop on the topic of supporting Quality Holistic Learning in crisis contexts through the implementation of asset-based pedagogical tools and activities and through sustaining safe and secure learning spaces. The workshops are the result of the insightful contributions of a committed team of teachers and educators from Kenya, Lebanon, and Niger.

The Quality Holistic Learning Project (QHL), of which this face-to-face workshop is one element, aims to prepare educators to deliver high-quality lessons which support holistic learning for children and youths of diverse backgrounds (refugee, migrant, and/or citizen) within host country, displacement, and crisis contexts. We define quality holistic learning as that which attends to:

• academic, cognitive, and identity development,
• social and emotional learning, and
• mental/psychosocial and physical well-being and which delivers: positive schooling experiences, feelings of belonging and safety, growth and development, and equitable outcomes for all learners.

Este manual ofrece a los docentes el contexto necesario para implementar el aprendizaje socioemocional en el aula. Proporciona una base teórica y se alinea con el currículum nacional chileno. Incluye ejemplos de actividades que pueden desarrollarse en diversas materias y espacios de la vida escolar, abarcando desde la educación primaria hasta la secundaria. El objetivo es facilitar la integración del aprendizaje socioemocional en las prácticas educativas diarias, promoviendo un ambiente escolar más inclusivo y comprensivo. 

This publication has been designed both for new and experienced teachers, as well as other professionals working in non-formal education settings that engage with upper primary and secondary students.  

Purpose: 

1.By using principles of GCED, digital citizenship, and media and information literacy, the guidelines aim to build the capacities of teachers to prepare learners to understand the implications of global and digital transformations on education, and to build opportunities to practice ethical and responsible behaviours in physical and digital environments. They provide guidance on tapping into the positive potential of the digital transformation, including through new access to information, possibilities of connection, and the creation of tailored content.  

2. Build learners’ capacities to think critically about the influences and content that they encounter and engage in creating in physical and digital spaces. 

3. Shape learners’ understanding of global challenges and how they can contribute to the Sustainable Development Goals (SDGs) through globally oriented digital citizenship.

Ce guide invite les enseignants à réfléchir aux inégalités de genre dans les manuels scolaires. Elle présente des bases légales et normatives sur lesquelles s’appuient cette question dans le cadre Français, des chronologies, infographies sur l’égalité de genre et l’élaboration des programmes. On y retrouve différents outils à destination des enseignants pour les accompagner au moment d’aborder ces sujets en classe dans différentes matières, ou plus largement dans la vie scolaire.  

This short guide provides teachers with action-based approaches to address waste and trash management for sustainable development. It contains infographics and factsheets, inspiring initiatives taken by youth all around the world and activities that can be implemented in class or outside, over one day or several class sessions.