All Resources

In this article from 2019, Steven Farr shares two experiences: a dinner with a Navajo family describing their love for a school he found wanting and a classroom visit with a Navajo teacher who challenges his suggesting that her students be prepared f

ClimeTime presents project portraits and success stories showing the work that ClimeTime does focusing on climate science and phenomena-based learning. Note: it is focused on the United States.

Det här är en kort animerade video gjort av UNHCR som definierar termen "migranter." Den här videon kan vara en använbar förberedelse för en lektion och det kan också användas under lektioner för att få liv i detta ämne för eleverna.

Over 60 games that can be used by teachers to reinforce social-emotional learning competencies. These games help reinforce the 5 SEL competencies – brain building, emotion regulation, positive social skills, conflict resolution, and perseverance.

Bildungscent EV regards schools as central places of societal transformation towards more sustainability in the sense of the 17 Sustainable Development Goals. The site offers a material library (in German), including knowledge & impulse cards for...

Cette courte vidéo d’animation du HCR revient sur le parcours des réfugiés à la suite de leur déplacement. Elle peut aider à préparer une leçon et constitue également un support visuel dans le cadre des leçons.

An overview of SDG #4 ("Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all") and progress tracking from the official UN knowledge platform.

Det här är en kort animerad video gjort av UNHCR. Det beskriver de rättigheter som flyktingar har och internationella lagar som skyddar dem. Det kan vara användbar för lärare när de förberedar en lektion och det kan också vara ett starkt visuellt hjä...

This is a short animation video by UNHCR that defines the term "refugee." This video can be useful preparation for a lesson and also be used within lessons to bring this topic to life for students.

None of us has one constant view of this lens. In this exercise, we explore what allows us to view our work as systemic.