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Window on the World

This resource, designed for primary school teachers, looks at the effects of climate change around the world and close to home.

Fumes or Futures assembly powerpoint

This powerpoint on climate change accompanies the Fumes or Futures assemblies resource.

Fumes or Futures: game instructions

These instructions explain how to play the Fumes or Futures board game. (Game board and cards downloadable as separate resources). 

Fumes or Futures: game board

This board accompanies the Fumes or Futures game. Please note, this should be printed A3 size.

Fumes or Futures: game cards

These game cards accompany the Fumes or Futures game.

Fumes or Futures poster

Fumes or Futures poster. Please note this should be printed A4 size.

Fumes or Futures assemblies

Climate change is the most pressing issue of our time. Engage your pupils on the topic with our Fumes or Futures assembly ideas.  These assemblies are designed to be adapted and used as a resource for either whole school, key stage or class assembly/collective worship. The materials could be used for a one-off assembly focusing on climate change, or as a series in which the themes are developed over the course of a week. You can use them alone, or as part of the Fumes or Futures pack, which includes games, case studies and teaching ideas.

Fumes or Futures teaching ideas

Climate change is the most pressing issue of our time. Engage your pupils on the topic with our Fumes or Futures teaching ideas.  The ideas span the subject areas of Geography, Maths, History, Science, English, Citizenship, RE and Art.  There are also short snippets from our global neighbours who are feeling the effects of climate change. 

Fumes or Futures chatterbox

Use our Fumes or Futures chatterbox to engage your pupils and help spread awareness of climate change.  The first level of the chatterbox shows the kind of natural disasters that are happening more often because of climate change. The second level suggests actions that that can help cut carbon emissions, and the last level explains what effect taking action could have. Space (in the dotted area) has been left for you to write in one of your own ideas about an action that could help reduce carbon emissions. Space (in the striped area) has been left for you to write in what effect that action could have.

Photo of Hamza

Use this image of young refugee and peacemaker Hamza to show alongside the Christmas Assembly.

Nelson Mandela assembly - English

Suitable for ages 7-14 Duration: 15 minutes An assembly on Nelson Mandela.

No more harmful traditional practices: working with faith leaders

In 2017 a consortium of members of the Joint Learning Initiative on Faith and Local Communities (JLI) undertook a study funded by the UK Department for International Development (DFID), entitled ‘Working effectively with faith leaders to challenge harmful traditional practices'. The United Nations has defined harmful traditional practices (HTPs) as follows: Traditional cultural practices reflect values and beliefs held by members of a community for periods often spanning generations. Every social grouping in the world has specific traditional cultural practices and beliefs, some of which are beneficial to all members, while others are harmful to a specific group, such as women. These harmful traditional practices include female genital mutilation (FGM); forced feeding of women; early marriage; the various taboos or practices which prevent women from controlling their own fertility; nutritional taboos and traditional birth practices; son preference and its implications for the status of the girl child; female infanticide; early pregnancy; and dowry price. Despite their harmful nature and their violation of international human rights laws, such practices persist because they are not questioned and take on an aura of morality in the eyes of those practicing them. Faith leaders are men and women recognised by their faith community, both formally or informally, as playing authoritative and influential leadership roles within faith institutions to guide, inspire or lead others (of faith). This may be within a formal religious hierarchy of accountability, but also includes informal movements. This report serves as a synthesis of the study findings.

Fair enough? Talking about aid and development

A resource for Modern Studies teachers which examines the differences between international aid and development through games and workshops.

What is helping communities mobilise resources? PVCA learning review

Christian Aid (CA) conducted this learning review to understand how Participatory, Vulnerability and Capacity Assessments (PVCAs) have helped communities pull funding, resources and services from actors such as the state, private sector, donors and NGOs in the context of the Programme Partnership Arrangement (PPA) programme.

Power analysis: A learning review

This learning review explores how power analysis is integrated in Christian Aid resilience programmes funded by CHASE and General PPAs 2011-2016.

Partnership, power and adaptive programming: learning from Christian Aid's governance service contracts

A synthesis of findings from a learning review of donor-funded governance programmes.

How Can Donor Requirements be Reformed to Better Support Effort to Strengthen Local Humanitarian Capacity

A paper to inform discussion about the emerging tension between building local capacity and managing programmatic risk.