Migrants and Refugees in Education: A toolkit for teachers

Syllabus

• Week 1

  Conflict in context: local responses to global migrations

  • Mobility, movement and motivation

    Consider what it means to be a refugee or migrant learning in a new cultural context. Explore inclusion, integration and discrimination and how you can help learners overcome the challenges faced after migration or conflict

  • Dealing with displacement and discrimination

    Consider different types of displacement, and reflect on how learners cope with discrimination in their new host countries and how you can reduce the impact of negative stereotypes

  • Language and integration

    Think about the many different ways we use language in schools and communities. Consider how our learning changes throughout our lifetime, and the importance of valuing different language abilities (in school and out of school)

  • Review

    Watch one of the educators giving a summary of this week and reflect on what you've learnt

• Week 2

  Planning, managing and designing activities

  • Education systems

    Consider the different systems and programmes that we find in conflict, post-conflict and re-settlement settings across the world and how teachers create and adapt materials in these settings

  • Mixed ability classes and social inclusion

    How to provide supportive as well as challenging activities for learners of different levels and educational backgrounds, to create a more inclusive learning environment

  • Lifelong learning and collaborative learning

    Think about how learning happens at different stages of our lives and often in collaboration with others. Consider the importance, particularly for newcomers, of working with others through shared talk and problem-solving

  • Review

    Watch the Facebook Live discussion from this week and reflect on what you've learnt

• Week 3

  Primary and secondary school students

  • The skills of a good learner in the primary classroom

    Consider the skills required to be a good learner in a primary school classroom and why children who have experienced trauma, displacement and conflict might not develop them

  • Understanding the effects on the brain

    Learn about the developments in neuroscience on the working of the brain and how these explain the effects of trauma on learning and behaviour in class

  • Planning to teach learners social and emotional skills

    Consider how you can plan your teaching to support learners who have not developed the skills needed to settle to learn

  • Understanding secondary learners

    Consider the challenges of transitions, changes and outside pressures on secondary age learners and strategies for addressing their challenging behaviour

  • Review

    Watch one of the educators summarising some of the main talking points from this week and reflect on this week's learning

• Week 4

  Protective factors for teachers and learners

  • Practising self-care and managing teacher wellbeing

    Consider the concept of well-being and why it is important for teachers

  • Creating supportive classrooms for learners who have experienced trauma

    Consider the concept of the classroom as a protective factor in supporting learners who have experienced trauma

  • Developing peer support and networking

    Consider how to expand your professional support network and share useful websites for teaching

  • Review

    Watch the educators saying their goodbyes and reflect on learning from this week and the course as a whole

Who will you learn with?