The start of a new year is often a time to reflect. This set of resources from Oxfam includes teaching ideas to help develop both personal and class resolutions.
How fairly would your learners treat their citizens if they could run their very own country? In this online, interactive game from Oxfam, Republic of You, learners create their own nations, take on the role of leader and decide whether to listen to their advisors.
This set of resources for 9-13 year olds from Oxfam will help teachers energise computing lessons by getting pupils to delve into data from across the world.
The title of this popular development education resource reflects the fact that over 80% of the world’s population lives in the “Developing World” and less than 20% live in the “Developed World”, but consume far more of the world’s resources.
These creative teaching resources from Oxfam help pupils to discover the role of music in bringing about social change in the USA and Latin America.
This collection of resources from the Catholic aid charity CAFOD helps students studying for Religious Studies GCSE to explore the issues around global justice that are part of the AQA, Edexcel or Eduqas specifications.
This booklet and accompanying teacher notes have been produced by York Fair Trade Forum to tell the stories of some of the many people over the years who have championed social justice and fair trade.
This photo-teaching resource accompanies Think Global’s 2016-2017 Global Wallplanner. It uses 24 colourful, real-life photos to explore the ‘Social and Solidarity Economy’ – a movement that seeks to alleviate poverty through community empowerment, mutual benefit and economic growth.
This set of resources from Oxfam helps bring the world into Art & Design lessons. Students explore the power of ‘infographics’ and learn to make them, to demonstrate issues of global inequality.
This book is aimed at secondary Maths teachers interested in addressing issues of social justice in their classrooms and looking for ideas. Its premise is that conventional approaches to teaching maths do not adequately address all learners’ needs