Global Learning Training Courses and Workshops
DECSY runs training sessions and workshops for teachers and other educators using a range of approaches, including on-line sessions using Zoom.
In 2020 we ran 65 Global Learning training sessions with over 735 school teachers, early years practitioners and trainee teachers, and to 700 school peoples. See below for recent feedback from training course participants.
A list of our current and recent previous Global Learning projects are listed to the right of this page, with more details on each project page.
Recent projects include:
– creating and trialling lesson plans and teaching resources for the Non-violent action: a force for change project
– creating a Gender Equality Charter Mark for secondary schools (funded by the EU)
– The Schools Linking Project
– PiCaM – an EU funded project to incorporate maths into citizenship lessons
– an Outdoor Learning and Schools Gardens project with primary school pupils in Sheffield.
We are currently receiving funding for our project work from: the Erasmus+ Programme, DFID, Joseph Rowntree Charitable Trust, The Nineveh Charitable Trust, Wesleyan Foundation, Sheffield City Council, The Linking Network.
These are some of our recent courses, with comments from participants.
Coping with Covid course- 2021
‘A clear and detailed introduction to the classroom resources, highlighting the importance of understanding the bigger picture as well as the known data.’
‘Incredible course. The trainer was amazing, he had a fantastic way and I wanted to learn more. Would definitely recommend this course!’
COP 26: Climate Change whole-school workshop – 2021
‘ Thank you for a very useful course about the most important issue the world is facing!’
‘Was good to bring issues to the forefront.’
Gender Equality in Schools Workshop – 2021
‘ Thought-provoking and inspiring. So helpful to have space to reflect on such important issues.’
‘Useful training to think practically about how to create a better understanding of how schools can respond to the issues of Gender and adopt a whole school approach.’
P4C Level 1 Introduction on-line course – 2020
‘I just want to convey my gratitude for the P4C introduction course today, it was truly wonderful. Helen was so engaging and attentive, the other attendees were lovely too!’
‘A really inspiring and useful introduction to P4C, clearly setting out the model for a P4C session. Every teacher should have this training!’
Philosophy for Children Level 1 online and face to face courses – 2021
‘A very thought-provoking course, with lots of practical skills and activities to explore with children.’
‘I really enjoyed the online course. The trainer was extremely knowledgeable and helpful, answering all of our questions and allowing us all to have a voice.’
‘One of the most interesting courses I’ve done.’
Philosophy for Children Level 2a course – 2021
‘I’ve learnt a lot in a short space of time and it’s reignited my enthusiasm.’
‘If anyone is keen to develop thinking skills in their school, then this is a great course for them… I wish I had done the course years ago.’
Philosophy for Children Level 2b course – 2020
‘Really fascinating and productive course. It’s given me loads of new ideas!’
‘I felt encouraged and supported as P4C lead both by the facilitator and colleagues on the course. Lots of ideas to take back to school.’
Engaging with the Sustainable Development Goals (SDGs) course – 2020
‘Very thought-provoking and inspiring – made me consider how I could teach my class and make changes to my own life!’
Building a Broad and Balanced Curriculum Through Global Learning course, 2019
‘A thought provoking course that challenges the basis of why, and what for, we are educating children.’
‘Fascinating course which has given me the tools I needed and requested to create next steps.’
‘An inspiring day full of thought-provoking conversation and opportunities to ask questions and challenge your understanding.’
Global Teacher Award, 2019
Another great session with real meaning, delivered by professionals with a huge range of knowledge.’
Global Learning Programme, 2018
‘I feel more confident in going with what I think – not necessarily what I think is right, but questioning the children and getting them to discuss it. And helping children understand there isn’t a right of wrong answer always.’