Why is the pack needed?
What do we mean by “controversial”?
Why are controversial issues challenging to teach?
How does the pack help?
How has it been developed?
Who is it designed for?
What sort of approach does it take?
How is it structured?
How should it be used?
How does the pack relate to current educational priorities and imperatives?
PART A - SCOPING PAPER – EXPLORING THE CHALLENGES AND DEVELOPING COMPETENCE
Appendix – Teacher competences for teaching controversial issues
PART B - PROGRAMME OF TRAINING ACTIVITIES
Implementing the programme of training activities
The role of the facilitator/trainer
Section 1: Introducing controversial issues
Section 2: Teaching methods
Section 3: Reflection and evaluation
SECTION 1 - INTRODUCING CONTROVERSIAL ISSUES
Activity 1.1. Introduction
Activity 1.1. Support material
Activity 1.2. Musical chairs
Activity 1.3. Blob tree
Activity 1.3. Support material
Activity 1.4. Hot or cold?
Activity 1.4. Support material
Activity 1.5. Baggage check
Activity 1.5. Support material
SECTION 2 - TEACHING METHODS
Meeting the challenge
Activity 2.1. Whose side are you on?
Activity 2.1. Support material
Activity 2.2. Changing perspectives
Activity 2.2. Support material
Activity 2.3. The school on the edge of the forest
Activity 2.3. Support material
Activity 2.4. Other people’s shoes
Activity 2.4. Support material
Activity 2.5. World café
Activity 2.6. Forum theatre
Activity 2.6. Support material
SECTION 3 - REFLECTION AND EVALUATION
Putting it all together
Activity 3.1. Snowball
Activity 3.2. Lesson plan
Activity 3.3. Blue letters
Activity 3.4. Fun tree
Activity 3.4. Support material