TASKs for democracy

Activity 16
Friendly school
DESCRIPTION
Original activity contributed by Louise Cutajar-Davis
Focus: this activity encourages reflection about attitudes to “otherness”, promotes acceptance and understanding,
and helps to deconstruct stereotypes. The debriefing discussion about practical ways for teachers
to handle negative attitudes will help to promote intercultural education in schools.
Target group: pre-/in-service teachers of age groups 6-10/10-14/14-18/adult learners
Expected learning outcomes:
A_DIV_2 Disposition to be empathetic to enhance living and acting together within society
A_HR_1 Acceptance that human rights are for all human beings without exception
A_HR_4 Willingness to act and encourage others to act against discrimination, prejudices, stereotypes
and injustice
A_EPIST_3 Inclination to see things from different perspectives
S_COOP_2 Aptitude to evaluate situations and issues to look for solutions with all parties involved
S_HR_2 Capacity to prevent the marginalisation of any individual or group
K_COOP_3 Understanding of how co-operation can support the prevention of conflict, discrimination
and violence
Type of activity: Core/main activity
PROCEDURE
Step 1 (individual work and dramatising – 10 minutes)
1. Invite the participants to read the scene in Friendly school! (Task sheet 1).
2. A group of six participants can also act out the scene.
Step 2 (group work – 15 minutes)
1. The participants discuss their answers to the questions (Task sheet 2) in groups of four or five.
2. Ask a rapporteur from each group to share their answers with the whole group.
Step 3 (plenary – 15 minutes)
1. Show the slide or poster that presents the answers given by the students in a selected school (you will
have prepared this slide/poster prior to the session). This activity aims at comparing the responses and
reactions of students with those of the participants of the training session in order to establish more
concrete classroom approaches.
2. Compare the students’ answers with those of the participants.
3. Ask the groups to reconsider their approach to the problem in light of the students’ responses if applicable.
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