Teaching controversial issues: Training overview NOTE: direct instructions to the session facilitator will appear in italics. notes, expansion of points or questions to discuss with the group will appear as normal text. Welcome the group and do introductions. Teaching controversial issues: Training overview

Introduction and Aims Aims to acknowledge the importance of providing opportunities for pupils to engage with controversial issues to support you to successfully teach controversial issues arising from the Northern Ireland Curriculum and CCEA GCSE qualifications, by developing your confidence and professional competencies Explain the aims of the training programme to teachers. Refer to the slide.

The structure of the training programme Session 1: Exploring controversial issues Session 2: Challenges and benefits of teaching controversial issues Session 3: The role of the teacher Session 4: Creating a safe climate for discussion Session 5: Teaching and learning approaches: enquiry-based learning Session 6: Teaching and learning approaches: methods and strategies Session 7: Teaching and learning approaches: supporting pupils’ emotional development The training programme consists of seven sessions. Each session builds on the previous one and includes activities. It is assumed that we will all have different ideas about what a controversial issue is. So this will be the starting point in Session 1. In this session we will work towards a gaining a whole-school common understanding and definition of what controversial issues are. In the second session we explore why we should teach controversial issues, the challenges and benefits and how we might overcome the challenges. In session three we focus on your role in teaching controversial issues. You will have an opportunity to discuss your concerns. We will also consider the different roles you can play when teaching controversial issues, how to avoid bias and how to deal with pupil sensitivities. In the fourth session we will discuss the challenges to creating a safe climate for student discussion and ways to overcome these such as creating classroom procedures and routines and ground rules. In sessions five and six we will examine teaching approaches. In session five we will consider using enquiry-based learning as an approach to teaching controversial issues. In session six we will consider a range of different methods and strategies for teaching controversial issues. In session seven we will consider how we can provide opportunities to develop skills and personal capabilities, attitudes and dispositions and support the emotional development of pupils.

Keeping a reflective journal We encourage you to keep a personal record throughout the training sessions in your notebook You can record thoughts, views, feelings, concerns, values, beliefs and learning experiences You are not expected to share this with colleagues You can also encourage your pupils to keep a reflective journal Give out notebooks to each teacher and explain that these are to be used as reflective journals. Refer to the points on the slide.