About World Animal Protection We used to be known as WSPA (World Society for the Protection of Animals). And for more than 50 years, we have moved the world to protect animals. Now we need you to join us by helping make sure matters to the next generation. Now, more than ever, is the time to We agree. And that’s why our work stop animal suffering around the world. with animals starts with people. People Animals face unprecedented threats. like you. People like the children that Millions upon millions are suffering in you teach. farms, needlessly culled, forgotten in disasters, traded, trapped, killed. And By participating in our First Concepts in every one of them needs our help. Animal Welfare programme and using what you learn to educate your students, Mahatma Gandhi said, “The greatness you will help us move the world to of a nation and its moral progress can be protect animals. judged by the way in which its animals are treated.” What is animal welfare?

In 2008 the World Organisation for This definition indicates that we Animal Health (OIE) adopted the can measure animal welfare on a scale, following definition for animal welfare: ranging from good to poor, and that important factors influence this scale. “Animal welfare means how an animal These factors can be summarised in is coping with the conditions in which various ways, though a widely used it lives. An animal is in a good state example is the Five Freedoms, as of welfare if (as indicated by scientific defined by the Farm Animal evidence) it is healthy, comfortable, Welfare Council. well nourished, safe, able to express innate behaviour, and if it is not suffering The Five Freedoms2 from unpleasant states such as pain, fear and distress. Good animal welfare 1 freedom from hunger and thirst requires disease prevention and veterinary treatment, appropriate shelter, 2 freedom from discomfort management, nutrition, humane handling and humane slaughter/killing. Animal 3 freedom from pain, injury welfare refers to the state of the animal; or disease the treatment that an animal receives 4 freedom to express is covered by other terms such as normal behaviour animal care, and freedom from fear and distress. humane treatment.”1 5

1 Extract taken from the International Coalition of Farm Animal 2 Farm Animal Welfare Council. URL www.fawc.org.uk. Welfare (ICFAW) publication (May 2010), Animal Welfare Last retrieved 23/04/2010

Worldwide: the role of vetinary services INT0034A/0714 About World Animal Protection World Animal Protection’s First Concepts in Animal Welfare: for teachers What is humane education? What is animal welfare Humane Education (HE) is a concept education? that encompasses all forms of education Animal Welfare Education (AWE) is one about social justice, citizenship, element of HE. The two are sometimes environmental issues and the welfare confused because many animal welfare of animals. It recognises the groups consider their education work interdependence of all living things. to be HE. Here at World Animal Protection, we are solely focused on HE is based on values that: AWE. Through it we teach important develop sensitivity to all life, appreciation life skills and values, which make the of diversity and tolerance of difference benefits of our education work extend encourage children to become more well beyond an understanding of compassionate and learn to live with animal protection issues. greater respect for everyone provide opportunities for children to AWE focuses on the development of develop a sense of responsibility and knowledge, understanding, skills, attitudes a duty of care for their surroundings and values that relate to people’s and the natural world involvement in . This contribute to the development of includes our effect on the abilities of children’s attitudes and critical thinking animals to satisfy their needs and our skills, which can increase their self-esteem subsequent responsibilities as a result. empower children to make decisions and take action as responsible What is World Animal Protection world citizens. doing to promote education about animal welfare? Education is the key to creating a world where animal welfare matters to everyone and the needless suffering of animals ends. This is why our First Concepts and Advanced Concepts in Animal Welfare programmes are so important. They provide opportunities for people of all ages to learn about animal welfare, why it matters and why it is their responsibility to protect animals.

2 World Animal Protection’s First Concepts in Animal Welfare: for teachers What is World Animal What are the main AWE Protection’s First Concepts in learning outcomes we want Animal Welfare programme? students to achieve? First Concepts in Animal Welfare is the To know that animals have needs, name of our introductory-level education that people interact with other programme, which looks at animals, animals and that we share our people and the environment. By providing environment with other sentient materials and tools to teachers, students beings (beings that can feel and and professionals, it helps to educate perceive things). a diverse range of people about animal To understand how people’s actions protection and welfare. These can can affect animals and other sentient include adults with low literacy levels beings, and the duty of care we or adults who don’t know how to best have towards them as a result. provide for and protect their animals. To understand that we are frequently faced with moral dilemmas and that As part of our overall education people hold different opinions. programme, we have developed our To acquire skills in effective First Concepts in Animal Welfare. It is communication so we can better specifically for teachers of children aged explain our ideas and responsibilities between 5 and 16 years old. We are and demonstrate appropriate levels working to give all children in this age of compassion and of empathy. range the opportunity to participate To develop and show attitudes of in AWE and become responsible, kindness, respect and responsibility. active citizens in their communities. We are also joining forces with partners worldwide to integrate AWE into national curricula and raise awareness of its importance.

World Animal Protection’s First Concepts in Animal Welfare: for teachers 3 Who can be part of First How does First Concepts Concepts? training prepare teachers to Our First Concepts in Animal Welfare implement AWE into their work? programme is for any educator who We carry out teacher training workshops believes that their work can help move to introduce the concepts of animal the world to protect animals. We are welfare and AWE, and to demonstrate busy establishing a network in the sample lessons. These help to show education field that will help us teach as how easily AWE can fit into curricular many young people as possible about requirements and how teaching animal First Concepts in Animal Welfare. welfare lessons can benefit students, communities and teachers themselves Who are we working with? We need support on many levels to How do I use this pack? get AWE on the global agenda and Start off by reading the next section titled implemented in national curricula Pedagogy: teaching animal welfare to around the world. children. It provides helpful information about how easy it is to teach AWE Organisations that can help us alongside existing curricular requirements. achieve our goals include: After this, move on to our Suggested decision makers such as national syllabus section, which and offers and local governments; ministries and numerous topic ideas for lessons. departments of education, science, health, agriculture, and environment; As well as listing the resources we’ve veterinary associations; intergovernmental produced at World Animal Protection, organisations and other decision- our Suggested syllabus also features making bodies some that have been produced by other developers and implementers such as organisations. In addition, you can find curriculum developers, resource writers, many more resources for teaching AWE teacher trainers and professional on our extensive online database at development providers; education animal-education.org. inspectors; advisory teachers; head teachers, principals and directors of education faculties; teachers and lecturers; researchers facilitators including NGOs; voluntary bodies; charity sector bodies; clubs, societies and campaigning groups. INT0034B/0714

4 World Animal Protection’s First Concepts in Animal Welfare: for teachers Education for sustainable development

Sustainable development is about of the future generations to meet their balancing economic growth and own needs.”1 social requirements with the natural environment. The Brundtland In acknowledgement of this, the Commission’s definition is the most United Nations (UN) World Summit 2 commonly used, describing sustainable Outcome Document (2005) has named development as“ development economic, social and environmental that meets the needs of the present sustainability as the three interdependent without compromising the ability pillars of sustainable development. Animal welfare and sustainable development Economic sustainability promotes Approximately a billion of the world’s sustainable production and consumption: poorest people depend on animals economic models that ensure fair for food, income, social status or distribution and the efficient allocation cultural identification, as well as of resources. This pillar ensures that our companionship and security.3 The economic growth maintains a healthy Food and Agriculture Organization balance with our ecosystem and that (FAO) has recognised the benefits economic incentives should not outweigh of good animal welfare practices for the needs of the natural environment. both people and the environment. Social sustainability encompasses Animal welfare is an essential part human rights, labour rights, and of sustainable development in the corporate and government governance. areas below: It emphasises the importance of Environmental and agricultural considering cultural factors when meeting sustainability – responsible animal people’s basic needs, irrespective of management affects land use, climate gender, ethnicity or geography. Socially change, pollution, water supplies, sustainable communities are equitable, habitat conservation and biodiversity diverse, democratic, environmentally for the better. responsible and provide a good quality of life for all inhabitants. This pillar Human health – good animal supports initiatives such as social justice, care reduces the risk and spread of poverty reduction, and other grass roots diseases that can be transmitted to movements that promote social equity. humans and of food poisoning. Environmental sustainability involves Poverty and hunger reduction – using natural resources sustainably, Looking after animals properly minimising waste and limiting the improves their productivity and helps damage business activities may cause. farmers to provide a secure food This pillar supports initiatives that include: supply and income for themselves, renewable energy; reducing fossil fuel their families and the community, consumption and emissions; sustainable helping to alleviate poverty. agriculture and ; organic Disaster preparedness and risk farming; tree planting and reducing reduction – this area cuts across deforestation; recycling; and better all three pillars named by the UN. waste management. Animals are important for people’s lives and livelihoods and must be given due consideration in plans for disaster preparedness and response.

2 Education for sustainable development Any community that survives a disaster ESD seeks to change behaviours and can face a second, delayed blow when embed sustainability into people’s lives. affected are not treated quickly UNESCO proposed that the vision to promote recovery. Additionally, in of ESD is “a world where everyone many emergency situations, the bonds has the opportunity to benefit from humans have with their animals often education and learn the values, force them to put themselves at risk in behaviour and lifestyles required for order to protect and ensure the safety a sustainable future and for positive of their animals, and consequently societal transformation.”6 emergency response plans should cater for domestic animals in all scenarios. World Animal Protection’s First Concepts in Animal Welfare (FCAW) programme The Decade of Education for for teachers is endorsed worldwide by Sustainable Development UNESCO’s DESD, both the ESD Unit In its 57th meeting in December 2002, of the UNESCO Asia Pacific Regional the United Nations General Assembly Bureau and the UNESCO regional office proclaimed the UN Decade of for Latin America and the Caribbean. Education for Sustainable Development, Education for sustainable 2005-2014 (DESD), “emphasizing that education is an indispensable element for development and animal achieving sustainable development.”5 welfare education It also designated UNESCO as the lead As defined by UNESCO Bangkok, agency to promote and implement “Education for Sustainable Development the Decade. is a learning process based on the ideals and principles that underlie DESD defines Education for Sustainable sustainability and is concerned with Development (ESD) as a concept all levels and types of learning to that goes far beyond environmental provide quality education and foster education. ESD is about including sustainable human development – human development (economic growth, learning to know, learning to be, social development, and environmental learning to live together, learning to protection) in our formal and informal do and learning to transform education systems, in an inclusive, oneself and society.”7 equitable and secure manner. This means it includes education for poverty alleviation, human rights, gender equality, cultural diversity, international understanding, peace and much more.

Education for sustainable development 3 Animal Welfare Education (AWE) ‘learn to do’ by acquiring the promotes knowledge, understanding, vital life skills (including effective skills, attitudes and values related communication and critical thinking) to human involvement in the lives that enable them to better explain of animals. AWE and ESD learning ideas and responsibilities, make outcomes are overlapping in goals informed decisions, and demonstrate and methodologies. Through appropriate levels of care and AWE, students: empathy toward other living beings ‘learn to know’ by realising that animals ‘learn to transform oneself and have needs, that humans interact with society’ by understanding that we other animals and that we share our are frequently faced with moral environment with other living beings dilemmas, that people hold different opinions, and that cooperation ‘learn to be’ by developing attitudes and communication are critical in of kindness, compassion, respect and determining sustainable solutions that responsibility can benefit all stakeholders. Effective ‘learn to live together’ by understanding AWE promotes the development how human actions can affect animals of critical thinking skills, as students and other living beings, which contributes learn to apply rationale, problem to good citizenship principles and solve and make knowledgeable lessens the likelihood of violent acts decisions, all of which are crucial to towards living beings, creating a more maintaining stable communities and just and peaceful society empowering tomorrow’s leaders.

1 Report of the World Commission on Environment http://unesdoc.unesco.org/images/ and Development: Our Common Future (1987) 0014/001469/146976e.pdf Oxford: Oxford University Press 7 Integrating Education for Sustainable 2 World Health Organization (2005) 2005 Development into secondary education World Summit Outcome www.who.int/hiv/ social studies curriculum in South East Asia- universalaccess2010/worldsummit.pdf A tool kit for educators, Curriculum 3 Food and Agriculture Organization (2003) Developers, and ESD advocates. Report Livestock – a resource neglected in poverty from a SEAMEO INNOTECH regional reduction strategy papers research workshop, April 2010 www.fao.org/ag/againfo/programmes/en/ pplpi/docarc/pb_wp1.pdf 4 Food and Agriculture Organization (2009) Capacity building to implement good animal welfare practices: Report of the FAO Expert 5 www.desd.org/About%20ESD.htm 6 UNESCO (2006) UNESCO’s role, vision and United Nations United Nations Decade challenges for the UN Decade of Education for Educational, Scientific and of Education for Cultural Organization Sustainable Development Sustainable Development (2005–2014) 2005 – 2014 INT0034C/0714

4 Education for sustainable development Pedagogy: teaching animal welfare to children Introduction

We are working to make Animal Guiding younger people as they engage Welfare Education (AWE) an with their own and society’s values is integral part of formal curricula essential if we are to change the lives of the millions of animals that suffer from around the world. AWE is the cruelty across the globe. process through which learners develop compassion, a sense AWE provides the knowledge and understanding for learners to behave of justice and a respect for the according to these principles, and value of life. By delivering it it fosters a sense of responsibility to act effectively to children, we in an ethical manner. This, in turn, results create opportunities for them in well-rounded students better informed to explore ideas of empathy, about their consumer and lifestyle morals, ethics and values. choices. It also means they understand how their decisions can improve the lives of animals and help the world become more sustainable.

2 Pedagogy: teaching animal welfare to children AWE is a sub-section of Humane EE has grown in strength and stature, Education (HE), which encompasses and is now an integral part of many other subjects such as Environmental formal curricula and the goal of Education (EE), social justice and many programmes developed by citizenship. HE is a process that fosters environmental organisations. We are compassion, respect and responsibility positive that if we follow the same towards people, animals and the steps we can make AWE as integral environment and encourages an to curricula as EE currently is. awareness of the interdependence of all living things.* EE is a concept that was formalised by the International Union for the

Conservation of Nature and Natural *For references corresponding to the numbers in this Resources (IUCN) in 1970.(11)* booklet, please consult the Bibliography on page 18

Table 1 – the overlap in goals and methodologies between EE and AWE

Goals for Environmental Education Goals for World Animal programmes(3) Protection’s Animal Welfare Education programmes Foster clear awareness of and concern Develop an appreciation of the needs about economic, social, political and of all sentient beings, and concern ecological interdependence in about the way we, as a society, urban and rural areas. treat the animals in our care. Provide every person with opportunities Provide students with opportunities to to engage with the knowledge, values, engage with the knowledge, values, attitudes, commitment and skills needed attitudes, commitment and skills to protect and improve the environment. needed to improve the lives of animals. Create new patterns of behaviour Change the behaviour of individuals towards the environment within and groups to result in a world where individuals, groups and society as animals matter and cruelty ends. a whole.

** Text agreed in 2009 by the Humane Literacy Coalition (American Humane Association; American Society for the Prevention of ; Animal Learn, a division of the Anti-Vivisection Society; Association of Professional Humane Educators; Humane Society Youth, a division of the Humane Society of the United States; United Animal Nations and the World Society for the Protection of Animals). Pedagogy: teaching animal welfare to children 3 The theory of cognitive development This chapter outlines teaching tools An understanding of these stages of that you can use to develop critical cognition helps to formulate most pre- thinking in students about animal school and primary programmes. welfare and change their attitudes and This theory can also be applied to AWE behaviour towards animals. Many of delivery. Very young children inhabit the methodologies here are well known a world that is fairly close to home, so pedagogical techniques and can be AWE topics for this age group should used in all lessons, not just those covering be linked to concrete home examples, concepts in animal welfare. such as responsible pet ownership The Swiss psychologist Jean Piaget As children grow and develop, they (1896-1980) was one of the most expand their frames of reference to influential researchers in the area of include their local community and more developmental psychology during the abstract elements. Within an AWE 20th century.(7) His studies revealed lesson, we can use this knowledge and that young children answered experience of the wider world to explore questions differently to older children, more complex, global or abstract not because they knew less but content.(10) In turn, this provides older because they thought differently. children with opportunities to become He proposed the theory of cognitive active global citizens. development, which suggests four stages of cognitive growth. PLEASE NOTE: Images or scenarios Infancy: sensorimotor stage – that may be upsetting to young knowledge is based on children should be avoided. Care physical interactions. should also be taken when asking Early childhood: pre-operational stage older children to discuss sensitive – language matures and thinking occurs areas of animal protection and in a non-logical and irreversible manner. welfare. Try to present them with Adolescence: concrete operational the facts without exposing them to stage – intelligence is demonstrated distressing images or content. through logical and systematic manipulation of language and symbols. Thinking is reversible and becomes less and less self-centred. Adulthood: formal operational stage – intelligence is demonstrated through the logical use of language and symbols in relation to abstract concepts.(7)

4 Pedagogy: teaching animal welfare to children Structuring the lesson

The three-part lesson Students of any age learn best when with the effective implementation of the they are told what they will learn, have learning cycle (see next page). the opportunity to learn it and then have After delivering your main content, we time to review it. This is the basic premise suggest students receive a plenary to behind the ‘three-part lesson’. reflect on what they have learned. Ideally, your AWE lesson should begin This could involve anything from students with a starter activity that takes about five participating in an interactive game, to minutes. It could be interactive or lead providing them with a simple checklist so to personal reflection, and should act as they can tick off what they have learnt. a mental warm-up in preparation for the content that will follow. The outcomes of PLEASE NOTE: Think carefully when the starter should be reviewed as a class planning your lesson to make sure and then the objectives for your lesson your plenary activity checks that shared with everyone. your objectives have been met. For example, if your aim is for students to The rest of this chapter explains how the be able to recall a fact, then make main lesson content could be filled to a point of discovering whether they achieve the outcomes you want, starting can during the plenary.

Pedagogy: teaching animal welfare to children 5 Delivering the main lesson content The learning cycle What have I learned? Students of all ages must progress How is it relevant? How does it differ to through the learning cycle whenever they what I thought before? need to acquire knowledge. Learning occurs when students are engaged in an experience, have an opportunity to Review new Acquire new reflect on it and use that information to information information develop new ideas.(10) Diagram 1 – a simplified learning cycle: Reading clockwise, it begins with the acquisition of new information. Students should be given the opportunity to recall the information to check that they have Use new Process new retained the basics, then asked to apply information information this information to new scenarios. An opportunity to reflect on the learning that has taken place will help to cement the Can I apply this Can I recall it? information as knowledge. knowledge to new Can I explain it scenarios to others?

6 Pedagogy: teaching animal welfare to children You could use the learning cycle as a understand and acknowledge an single lesson plan format or repeat it individual’s existing concept and then in the main content of a lesson to help try to show them how that belief is students acquire knowledge of a number not valid.(10) of different topics. Piaget’s theory of constructionism When teachers offer different learning indicates that individuals construct their experiences about one concept, they own understanding based on their own help students build a cognitive map prior knowledge. Two students who about that concept. When they have the share the same experience may arrive opportunity to use these concepts and at separate understandings. practise skills students reinforce the neural networks that retain this new information. Learning styles and multiple This increases the likelihood that the intelligences information will be remembered.(7) Individuals of all ages show preferences for certain methods of acquiring and Piaget’s theory of assimilation disseminating information. The three and accommodation predominant learning styles form the Assimilation is the process where basis of the VAK model below. information from the outside world is incorporated into the individual’s inside Visual world without changing their internal Individuals learn by sight through structures. This may result in the diagrams, images and videos. external information being ‘squeezed’ Auditory or changed to suit the individual’s Individuals learn through listening. preconceived ideas. An example They may also benefit from activities of this is stereotyping. involving music. Accommodation is described as the Kinaesthetic changing of cognitive structures in Individuals learn through activity and by orderto accept something from the moving or touching. This kind of activity environment.(7) For learning to take can range from dramatic role play, to place, an individual needs to challenge sorting cards into sequence. their current understanding and replace it with a new cognitive structure. This is These learning styles overlap with the not as easy as it sounds, and students theory of multiple intelligences,(5) need to be given the opportunity which states that we all possess seven to explore why their current cognitive ‘intelligences’ – or skills – that contribute structures do not apply to the new to our overall intelligence (Table 2). situation. To help someone construct a new understanding, you must first

Pedagogy: teaching animal welfare to children 7 Table 2 – examples of classroom activities that promote the use of individual intelligences

Intelligence Ideal activities Logical-mathematical Calculating, using data, looking for patterns, applying informal logic. Spatial diagrams Using maps, designing posters and plans, painting, sketching and drawing. Bodily-kinaesthetic Cutting and pasting, role-play, pairing cards. Musical Using music, sounds and words to simulate ideas, making up rhymes and songs, singing. Interpersonal Group activities, working with others.

Teamwork Individuals you teach will vary in terms Solving problems relating to animal of how strong they are in the seven welfare relies on motivating groups of different intelligences. These strengths will people to take action, as well as then determine the easiest ways for each changing the attitudes of individuals. individual to learn.(10) When teaching To successfully implement animal welfare a group, please take these variations into legislation, we need to follow the EE account, as all of the different learning model, which was founded on the styles will be represented. By doing this, collective work of lobbyists, advocates, you will deliver varied and stimulating citizens and legislators. Put simply, lessons, resulting in greater engagement students need to work as a team. from students whose preferred learning style is not the traditional ‘teacher- In their simplest form, group activities led’ format. revolve around group discussions or tasks. At their most complex, individuals Many aspects of these different are given roles within the group and have intelligences are often seen in the a clear understanding that the success teaching of younger students, but this of their group depends on their behaviour variety tends to be replaced by more within it. Accurate communication, teacher-led techniques as students get conflict resolution, collective support older. We need to make sure this doesn’t and acceptance are all skills that happen in AWE. To effectively change can be acquired through effective the attitudes and behaviour of older group work.(10) individuals, experiential learning (10), participatory techniques and more Cooperative interactions that result in hands-on activities must be included children making a decision help them as a matter of course (see Table 2). to develop higher moral reasoning.

8 Pedagogy: teaching animal welfare to children Group environments encourage students transfer knowledge but do not to work out common rules based on actively teach the skills needed to fairness.(8) By providing moral dilemmas, apply it.These skills are broken up into students can discover that there is no right creative thinking, critical thinking and or wrong answer to an issue, but rather a decision-making skills. need for debate, clear vision and actions Creative thinking skills are useful based on values. They learn to argue in the generation of solutions to their opinions, tolerate other views and problems, and they can be potentially go through the experience developed through activities such as of having their views changed by the brainstorming. This can also help to persuasive argument of another. build a learner’s confidence.(10) Being a facilitator Critical thinking skills include As you know, a successful facilitator problem-solving and responsible must refrain from restricting a debate, or citizenship skills. influencing ideas by presenting their own views. Also, a strong facilitator will have Core critical thinking skills help a solid knowledge of the topic that’s students to: being debated and any relevant issues understand and analyse information and facts related to it. identify the relationships between ideas, main points, assumptions PLEASE NOTE: By selecting and bias dilemmas that will generate the most evaluate or judge the credibility and disagreement, you can achieve great the value of an argument based on results.(10) However, you must be logic and evidence willing to step in if the debate gets understand the consequences of an too heated. Please remember to action and the ability to decide set ground rules so everyone gets what to do a fair opportunity to speak and be communicate their reasoning to others heard. Debates should also have monitor their own thinking and correct review sessions at the end of them to flaws.(4),(10) allow for the key issues raised to be Decision-making skills are developed examined objectively. when students are able to critically analyse a situation. They include Creative thinking, critical developing alternative courses of thinking and decision making action and making decisions Education is often defined as the about implementation.(1) acquisition of knowledge and skills. However, many formal programmes

Pedagogy: teaching animal welfare to children 9 There are many obstacles to effective that three variables(9) contribute decision making,(1) including the biases significantly to behaviour change in arising from the way scenarios are relation to EE. Changes that can defined. When given the choice, also be applied to AWE. people instinctively choose the most positive-sounding outcome. Other Environmental sensitivity is the most basic obstacles include the availability of characteristic required in an individual, or information and previous knowledge an empathetic perspective towards the of an issue. The level of detail given environment (or animal welfare). in the description of a scenario will Ownership of an issue also needs to also bias a decision. develop within an individual. This requires When teaching AWE, it’s important that an in-depth knowledge of the issue and you help students overcome these a level of personal investment in relation issues by making them aware of the to it. Both of these contribute to making many traps they might fall into and teach environmental (or animal welfare) issues them a sensible, structured decision- very personal. making process. Feeing empowered is also needed to Changing people’s behaviour effect change. It gives an individual a sense that they can make a difference At World Animal Protection, we know and resolve important issues, and that many of the animal welfare issues this is crucial in the development we need to tackle today are not the of a responsible citizen. Despite its result of the innate cruelty of individuals. importance, this step is often neglected Instead, they have developed because in educational practice, even though of a collective lack of understanding students often gain self-confidence about what animals feel (this is known as a result of learning advocacy and as animal sentience) and what their campaigning skills (eg training in needs are. This is why we are working action and citizenship strategies).(1) hard to incorporate aspects of AWE into formal curricula. We want children to The bigger picture know about animal welfare issues and Teachers must aim to continually reinforce to understand how behaving humanely animal welfare messages within all of towards animals benefits everyone. their lessons. One unit, or even one year However, it is also important to note of training, is unlikely to result in changes that research into EE, and desirable in the behaviour of students.(9) Effecting actions associated with it, has shown change requires a long-term strategy that that changes in behaviour are not uses every opportunity to reinforce and guaranteed by simply educating challenge the knowledge, skills and people about the issues. It reveals morals that a student is exposed to during their formal education.

10 Pedagogy: teaching animal welfare to children This means that to develop a more PLEASE NOTE: People learn by humane world we must place emphasis imitation and are very susceptible to on skills acquisition in the following non-verbal messaging, which means areas: communication, cooperation, visual cues by influential individuals decision making, empathy, negotiation often have a stronger impact on and creating change. students than those learned in class. As a result, care needs to be taken to Overall, students excel when provided make sure teachers become positive with lessons that are interesting and cover animal welfare role models and a variety of learning approaches and avoid creating conflicting messages. activities. When given the opportunity to learn in-depth facts about issues, gain ownership of a problem and act on their Using animals in education beliefs, students not only change their Children love to be around animals and attitudes but also their behaviours. Once physical interaction undoubtedly your students are equipped with the skills leads to a number of benefits, such as to solve problems and make decisions encouraging empathy towards animals. based on critical thinking and evaluations However, you must consider it carefully of bias, you will see them flourish into if you are thinking of keeping an responsible citizens. This is exactly what animal at your school. Please refer to is needed to produce real change within the ‘Using animals in education society as a whole. section’ for helpful advice. Summary Through education, we can move the world to protect animals and make it a more compassionate place. When we teach children to have respect for animals, we are not just cultivating the better treatment of all animals but also a more humane society generally. It’s important to remember that AWE is about more than just transferring knowledge on issues. We can only effectively change attitudes and behaviours if we understand how learners develop the skills necessary to challenge their cognitive structures.

Pedagogy: teaching animal welfare to children 11 Glossary To teach compassion and respect for from a glossary created by the animals, it’s important that you talk to Humane Society of the United States your students about the following for their Certified Humane Education values. They have been reproduced Specialist programme.(6)

Intelligence Ideal activities Examples of each term with regard to the treatment of animals

Respect Having good self-esteem, or Learn about animals with a positive self-image whom you share your home and (respecting yourself). environment. Following the golden rule: Speak positively about animals, treating others the way you focusing on the qualities would like to be treated – you admire. with courtesy, dignity, and Take care of natural habitats. consideration for their Be considerate of wild animals’ feelings and needs. need for peace, safety Graciously accepting and privacy. compliments, help and Avoid keeping wild animals advice from others. as pets. Recognising the strengths, Give pets their space. accomplishments and roles Learn how pets like to of others in society and be approached. the environment. Recognise that a pet’s main role in Using good manners. our lives is as a companion. Appreciating that all of us Appreciate the characteristics that are different and accepting make every pet special. others for who they are. Pay attention to the way animals Solving problems and communicate. working through anger and Avoid places and events that frustration calmly, without disrespect animals’ wants, needs and insulting, threatening or roles in nature. physically hurting others. Never abuse an animal.

12 Pedagogy: teaching animal welfare to children Intelligence Ideal activities Examples of each term with regard to the treatment of animals

Responsibility Doing what you’re supposed Think carefully and realistically before to do. getting a pet. Practising good habits that Consider how a new pet help you do what is might affect everyone in your expected of you. household. Thinking ahead about how Take care of your pets as long as your actions might they live; never abandon them. affect others. Groom your pets; brush and bathe Owning up to the choices them as necessary. you make, accepting blame Give pets fresh food and water for your mistakes and every day. working to correct them. Regularly exercise and play with Exercising patience and your pets. self-control Take your pets to a vet when they are sick. Spay or neuter your pets as early as possible. Prepare for pets in case of emergency. Keep organised records of your pets’ veterinary care. Make sure your cats and dogs wear identity tags. License your dogs and cats. Train and socialise your pets early Work through pet problems and seek any help or advice you need. Keep your dog indoors or in a fenced yard. Keep an eye on your dog outdoors, even if you have a fenced yard. Walk your dog on a lead. Keep your cat indoors. Adopt a pet from a shelter instead of buying one from a shop or breeder. Arrive on time if you’re pet sitting. Pet-proof your home.

Pedagogy: teaching animal welfare to children 13 Intelligence Ideal activities Examples of each term with regard to the treatment of animals

Kindness / Carry out caring and Play with your pets – even when you caring thoughtful deeds for others don’t really feel like it. and help those in need. Offer to walk a neighbour’s dog. Express thanks. Handle pets with care and speak to Be understanding of others them in a soft, friendly voice. and demonstrate concern Praise and reward your pets for good about how they feel. behaviour, and be gentle and under- Sometimes put the needs of standing when they make mistakes. others above your own Get help for pets or wild animals wants and needs. which are sick or hurt. Collect and donate items that your animal shelter may need. Adopt a pet, especially one who is older and perhaps less likely to find a home. Cut up plastic six-pack rings before recycling them, so that wild animals won’t accidentally get caught in them. Feed birds during the cold autumn, winter and spring months. Put up bat houses, birdhouses and bird baths around your property.

14 Pedagogy: teaching animal welfare to children Intelligence Ideal activities Examples of each term with regard to the treatment of animals

Fairness/ Give others an equal Consider the needs of justice chance to succeed. when making decisions about the Let others participate in use of land, water, trees and other decision making and environmental resources we share. express their point of view. Do not jump to conclusions about an Do not take advantage of animal – get the facts. others’ weaknesses. Do not blame animals for situations Do not blame someone you could have prevented. falsely or unfairly. Before you visit a zoo, circus or ma- Do your fair share of rine park, consider how your actions the work. might harm animals. Take only your fair share. Do not judge an animal’s worth by Take turns. how appealing or intelligent the Play by the rules. animal is. Do not play favourites. Think of your family pet as a family Judge fairly, based on all the responsibility. facts, instead of jumping Balance the needs of pets with those to conclusions. of people in your community. Give equal consideration to everyone’s wants and needs, not just your own. Learning to compromise

Pedagogy: teaching animal welfare to children 15 Intelligence Ideal activities Examples of each term with regard to the treatment of animals

Integrity / Speak and act honestly. Be a loyal friend to your pet. trustworthiness Be loyal and trustworthy. Before getting a pet, be honest / honesty / Keep your promises. with yourself about your willingness loyalty Have the courage and and ability to provide for the wisdom to do what is right. animal’s needs. Be someone who others If you promise your parents you will can always rely on to do the take care of a pet, keep your word. right thing. Report suspected cases of animal Exercise good judgment cruelty, neglect or abuse. in various situations. Speak out against events or policies Stick to your principles and that you think are cruel or unfair acting according to them. to animals. Do the right thing for the right reasons. Make your words matter.

16 Pedagogy: teaching animal welfare to children Intelligence Ideal activities Examples of each term with regard to the treatment of animals

Citizenship Work to make your school, Obey laws relating to pet ownership. neighbourhood and Find out about the services your community better. animal shelter or wildlife rehabilitation Cooperate and do centre provides. your part. Read about animals to learn what Obey rules and laws. they need and what problems Respect authority. they face. Reporting problems. Teach others what you know about animal issues. Report cases of animal cruelty or neglect. Write letters to newspaper editors and lawmakers.

Pedagogy: teaching animal welfare to children 17 Bibliography

1 Arvai, JL, Campbell, EA, Baird, A and Interactive. Valdosta State University, Rivers, L (2004). Teaching students Valdosta, Georgia. to make better decisions about the www.edpsycinteractive.org environment: lessons from the decision (accessed 16 February 2010) sciences. The Journal of Environmental Education. 36(1):33–44 8 Humane Education Trust, South Africa (2009). Humane education: a guide 2 Ball, N (2009). Tips for Animal on methodology for educators. Welfare Educators. World Society for www.worldanimal.net the Protection of Animals. (accessed 16 February 2010) 3 Connect (1978). The UNESCO/ 9 Hungerford, H and Volk, T (1990). UNEP Environmental Education Changing learner behaviour through Newsletter. 3(1) environmental education, The Journal of Environmental Education. 4 Facione, PA (1998). Critical thinking: 34(2):8-21 What it is and why it counts. The California Academic Press, 10 Jacobson, SK, McDuff, MD and Millbrae, California. Monroe, MC (2006). Conservation education and outreach techniques. 5 Gardner, H (1983). Frames of mind: Oxford University Press, Oxford. the theory of multiple intelligences. Basic, New York. 11 Sato, M (2006). Evolving environmental education and its 6 The Humane Society of the United relation to EPD and ESD. States. Reach a teacher: forming www.unescobkk.org successful school partnerships. www.humanesociety.org 7 Huitt, W and Hummel, J (2003). Piaget’s theory of cognitive development. Educational Psychology

18 Pedagogy: teaching animal welfare to children Pedagogy: teaching animal welfare to children 19 We are World Animal Protection. We end the needless suffering of animals. We influence decision makers to put animals on the global agenda. We help the world see how important animals are to all of us. We inspire people to change animals’ lives for the better. We move the world to protect animals.

worldanimalprotection.org.in [email protected]

Registered in India as World Society for Protection of Animals-India INT0034D/0714 Suggested syllabus

To help you introduce animal welfare into your teaching, we have created a suggested syllabus. All topics are optional, and it is intended as a support tool from which you can pick and choose items. Ideally, though, content should be Section 2 lists the same issues as section taught within the framework of delivery 1 but instead focuses on how they relate outlined in the Pedagogy: teaching to the delivery of curriculum areas such animal welfare to children section of as science and maths. The topic of this pack. animal welfare is a versatile one. Once you are comfortable with a subject Section 1 of this syllabus outlines major matter, you may find that you use it in animal welfare issues and key elements a variety of curriculum areas, including associated with them. We have also ones that are not outlined in this section. listed some resources that will help you cover each issue, but they are not When covering any of the topics that exhaustive. Please visit our database at follow, you may find it helpful to set up animal-education.org to search for a debate to establish the opinions of more resources that will aid your lessons. your class early on. If you decide to do this, for example, by posing the question We have also given topics within our “Why does this matter?” you will often suggested syllabus a complexity rating. find the Five Freedoms* in the About This reflects the level of preparation World Animal Protection section as a required to deliver a lesson on a subject, handy tool to assess situations. and whether the students you’re teaching should be older or have an advanced learning ability. Subjects are also rated as more complex if they are likely to involve the use of disturbing imagery.

2 Suggested syllabus Section 1: Animal welfare issues

Topic Key elements Complexity Suggested resources 1 General Definitions of animal welfare Voiceless: Animal concepts of and animal sentience sentience worksheets animal RSPCA: We all have The Five Freedoms welfare basic needs; What do The hierarchy of needs we know about local Welfare versus rights community? World Animal Protection: Welfare versus conservation Universal Declaration The link between animal on Animal Welfare welfare and sustainable (UDAW)material development 2 Responsible Proper planning before Animal Mosaic: pet ownership buying a pet. Caring for your cat/dog; Caring for cats and dogs; Being a responsible owner. Doggy speak How cats and People’s Dispensary for dogs communicate Sick Animals (PDSA) (understanding the body website: Live long pets – language of an animal). your right pet Safe behaviour towards Battersea Cats and dogs and cats (bite Dogs Home: Enterprise prevention and rabies challenge pack control). People for the Ethical Treatment of Animals (PETA) Foundation: Animals in today’s society Humane Society Youth (HSY): BARK dog bite prevention program

Suggested syllabus 3 Topic Key elements Complexity Suggested resources 3 Stray dog The importance of spay World Animal management and neuter Protection: website at worldanimalprotection.org Reducing stray numbers Best Friends: My family and humanely my pet activity Keeping the population Institute for Humane healthy through vaccination Education (IHE): Too much of a good thing activity

4 Care of Matching the needs of the Horseworld: resources working owner with the needs of SPANA: PSHE/Citizenship - animals the animal Key Stage 1 Working (horses, Animals of the World - Increased welfare leads to donkeys, Lesson plan + Powerpoint increased productivity camels, oxen, etc)

4 Suggested syllabus Topic Key elements Complexity Suggested resources 5 Agriculture Population growth and the Compassion in World and intensive demand for meat. Farming (CIWF): farming Farm animals and us Traditional techniques lesson packs versus modern intensive Animal Mosaic: methodology. factsheets on cattle, poultry Assessing the needs of and eggs intensively farmed animals Humane Teen (HSUS): according to the Five Farms as factories: Freedoms issues in animal welfare, Roles as citizens and environmental protection consumers – what choices and public health do we have? SAFE: Battery hen farming in New Zealand – a critical evaluation PETA Foundation: Meat- free Monday global citizenship project Farm Sanctuary: Life behind bars video European Commission (EC): Farmland online game 6. Long distance Pros and cons of live Animal Mosaic: transport of animals versus Beyond cruelty: long farm animals refrigerated meat. distance transport and welfare of farm animals Loading, unloading and resting: design of vehicles and rest stops. Local legislation on distance, duration and standards for live animal transport.

Suggested syllabus 5 Topic Key elements Complexity Suggested resources 7 Humane World Animal Protection: Animal Mosaic: slaughter Humane slaughter: how we Concepts in Animal Welfare (potentially reduce animal suffering teaching syllabus disturbing content) 8 Humane The arguments for and International Fund for slaughter against whaling Animal Welfare (IFAW): (potentially Bear farming Beneath the waves pack disturbing Animal Mosaic: content) Human-wildlife conflict Whales and whaling factsheet Wildlife trade RSPCA: No whale of a time activity The Animal Mosaic: Bears of the world pack Animals in entertainment: Humane Teen (HSUS): whales and dolphins in Into the wild captivity Naturewatch: From forest Bullfighting to cage Animal Welfare Coalition: Bear baiting and bear Lucky (book) dancing Monkey Sanctuary Zoos and sanctuaries variety of esources Humane Teen (HSUS): Into the wild SAFE: Animals on show World Animal Protection: website at worldanimalprotection.org Zoocheck: Wild animals in captivity Fundacion FAADA: Tiko y Bengala Animal Mosaic: Bears of the world pack SAFE: Animals on show

6 Suggested syllabus Topic Key elements Complexity Suggested resources 9 Animal Medicines, research and RSPCA: experimentation cosmetics: where should we Animals used in research - draw the line? Animals used in testing: a debate (KS4) Local legislation on animal Animals used in research - experimentation Ethics and animal research (KS4) Animals used in research - exploring case studies (KS4) Institute of Humane Education: What price beauty?

10 Provision of How do disasters affect World Animal Protection: care to animals animals and their owners? website after natural What are the economic / man-made implications of ignoring disasters animals in disasters?

Preparing for disasters: evacuation plans that include animals. 11 Responsible Roles as tourists: what World Animal Protection: travel choices do we have? website 12 How to make decisions Animal Mosaic: when faced with true Concepts in Animal Welfare ethical dilemmas teaching syllabus

There are many other resources that cover multiple topics and feature numerous ideas for subject areas. Check www.animal-education.org for a range of the most up to date resources. Suggested syllabus 7 Section 2: Animal welfare by curricular area

Maths can be used in a number of topic Foreign languages can be developed by areas to interpret and present data from using animal welfare materials that have animal welfare investigations. been produced in a number of languages. Some of these are available from Language and Literature can be developed animal-education.org. by using animal welfare topics to identify primary and secondary sources, prepare Information Technology can be used to and carry out debate and discussion research and present information linked topics, formulate persuasive arguments and to each topic area. empathise with others.

Topic Key elements Suggested resources Maths Science Language Arts Geography StudiesReligious Design Technical/Graphic Citizenship Social Science Ethics History Information Technology Music Art Education Physical

1 General The Five Freedoms concepts of The hierarchy of needs animal welfare Welfare versus rights The link between animal welfare and sustainable development 2 Responsible pet Proper planning before ownership buying a pet Being a responsible owner

8 Suggested syllabus Topic Key elements Suggested resources Maths Science Language Arts Geography StudiesReligious Design Technical/Graphic Citizenship Social Science Ethics History Information Technology Music Art Education Physical 3 Stray dog The importance of spay management and neuter Reducing stray numbers humanely Keeping the population healthy through vaccination 4 Care of working Matching the needs of animals (horses, the owner with the donkeys, needs of the animal camels, Increased welfare leads oxen, etc) to increased productivity 5 Intensive Population growth and farming the demand for meat. Traditional techniques versus modern intensive methodology. Assessing the needs of intensively farmed animals according to the Five Freedoms (physical health, behaviour and productivity in beef cattle, broiler chickens and laying hens). Roles as citizens and consumers – what choices do we have?

Suggested syllabus 9 Topic Key elements Suggested resources Maths Science Language Arts Geography StudiesReligious Design Technical/Graphic Citizenship Social Science Ethics History Information Technology Music Art Education Physical 6 Long distance Loading, unloading and transport of resting: design of vehicles farm animals and rest stops. Local legislation on distance, duration and standards for live animal transport. 7 Long distance Insensibility: the transport of importance of stunning farm animals prior to killing. Should live animals be able to see slaughtered animals beforehand? 8 Cruel The arguments for and management against whaling of wild animals Bear farming Human-wildlife conflict Wildlife trade The fur trade Animals in entertainment Whales and dolphins in captivity Bullfighting Bear baiting and bear dancing Zoos and sanctuaries

10 Suggested syllabus Topic Key elements Suggested resources Maths Science Language Arts Geography StudiesReligious Design Technical/Graphic Citizenship Social Science Ethics History Information Technology Music Art Education Physical 9 Animal Medicines, research and experimentation cosmetics: where should we draw the line? Local legislation on animal experimentation 10 Provision of care How do disasters to animals after affect animals and their natural / man- owners? Look at pets made disasters. as well as farm or working animals. What are the economic implications of ignoring animals in disasters? Preparing for disasters: evacuation plans that include animals. 11 Responsible Roles as tourists: what travel choices do we have? 12 Animal ethics How to make decisions when faced with true ethical dilemmas.

Suggested syllabus 11 We are World Animal Protection. We end the needless suffering of animals. We influence decision makers to put animals on the global agenda. We help the world see how important animals are to all of us. We inspire people to change animals’ lives for the better. We move the world to protect animals.

worldanimalprotection.org.in [email protected]

Registered in India as World Society for Protection of Animals-India INT0034E/0714 Using animals in education

Children love to be around There must be a clearly defined animals and physical interaction educational rationale for keeping undoubtedly leads to a number an animal. A named adult is responsible for an of benefits, such as encouraging animal’s welfare at all times. empathy towards animals. It is a whole school decision to keep However, if you are thinking an animal. of keeping an animal at your Adequate provision is made for the school you must consider daily care of an animal during it carefully and make sure weekends and school holidays. that you can meet the following requirements. Animals visiting your school must be: Plans are made for an animal to healthy and fit to be used as a visiting have regular and sufficient time away animal in your school (as verified from busy classrooms and other by a vet) disturbances, and to avoid safe, for example, specially selected over-handling. and trained Contact between children and an comfortable being around children and animal is supervised. fit to travel without undue stress A budget exists for veterinary care and always in a suitable environment that’s checks, as well as day-to-day needs. appropriate for their species (this An animal’s welfare is maintained includes in the owner’s home, during according to the Five Freedoms* that transportation and in your school) are appropriate to their species. not over-handled while in your school Proper attention is paid to daily hygiene and not overused generally. routines for an animal and those involved in handling them. Children who will be around Children are checked in advance and animals must be: routinely for allergies and zoonoses prepared for the visiting animal by (diseases in animals that can be being made aware of their needs and transmitted to humans). knowing how to behave appropriately An animal is acquired from a and treat them with sensitivity reputable supplier. screened beforehand for animal- related allergies You should only consider taught how to handle the animal inviting an owner and its appropriately (if the animal is going to animal into your school if be handled) the owner: taught about effective hygiene to is reputable and aware of the needs reduce the risk of zoonoses (diseases of their animal in animals that can be passed onto accepts full responsibility for the safety people). and wellbeing of their animal at all The teachers must be: times, including adequate supervision able to supervise all the children at all while it is in your school. times during the visit able to prepare the children beforehand and have a clearly defined educational rationale for the visit ready to liaise appropriately with professional colleagues and families. *Consult the About World Animal Protection section for more

information on the Five Freedoms. INT0034F/0714 Using animals in education Evaluating the impact of animal welfare in education Introduction

It’s important to keep Your students know that animals monitoring the effectiveness have needs, recognise that humans of your AWE lessons. You will are animals, that we interact with other animals, and that we share know that they are working our environment with all other well if you are achieving the living beings. following key outcomes. Your students understand how human actions can affect animals and other living beings, and because of this we owe them a duty of care. Your students understand that we are frequently faced with moral dilemmas and that people hold different opinions. Your students acquire skills in effective communication so they can better explain their ideas and responsibilities and demonstrate appropriate levels of care and empathy. Your students develop and show attitudes of kindness, respect and responsibility. 2 Evaluating the impact of animal welfare in education To help you assess whether these 1 We need to perform a pre-test to outcomes have been achieved, and to assess students’ attitudes, feelings and assess the effectiveness of our teacher behaviours before they receive AWE. training, it’s important to carry out This will provide us with data that can analysis involving your students. Where be compared to responses provided appropriate, this may involve you after AWE lessons have taken place. getting permission from a parent for their child to take part in an assessment. 2 We also need to assess a control group of students who will not receive All responses to an assessment such as AWE with the same pre-test. This a survey should be made anonymously should ideally be a group that’s and all raw data will remain confidential similar in number and demographic and be held securely by World Animal characteristics (such as age, gender Protection. We will only make the and ability). This helps us to identify results of our analysis public. whether any changes that occur over time are attributable to AWE rather When gathering data from your than to environmental effects that your students some basic rules should be students and the control group might adhered to in order to provide a robust have been exposed to. analysis of AWE. These rules will also 3 We need to continually assess help to make sure that you and World students to see whether changes Animal Protection can claim credit in attitudes and behaviour are for any changes in the attitudes and maintained over time. However, behaviours of your students. these assessments should not be too frequent. Consult the ‘implementation plan’ provided by your World Animal Protection representative for a guide on how often we suggest you assess your students. 4 When further assessments are made, the control group should be assessed as well to ensure that we can make a comparison.

Evaluating the impact of animal welfare in education 3 To help you with your assessment PLEASE NOTE: Animal welfare work, your World Animal Protection education programmes have rarely representative will provide you with an been monitored to determine how education monitoring and evaluation effective they are. By participating pack relevant to the age of your students. in our training and assessing the During your First Concepts in Animal progress of your students, you Welfare training, you will also receive are helping us develop a living guidance on how to use assessment programme that constantly changes tools. If you ever have any questions to meet the needs of teachers and regarding these tools, or need their students. Our aim is always to additional support before using them, provide you with the best possible please contact your World Animal support so children receive the best Protection representative. possible animal welfare education. At no stage will we ask you to analyse the data yourself. You will only need to send completed surveys to your local Thank you in advance for World Animal Protection representative, participating in our programme who will then send them on to World and helping World Animal Animal Protection International, in London. Protection to move the world An independent external agency will analyse the data and provide us to protect animals. with the results.

Please remember to complete the cover sheets for each class assessment and use separate sheets for control group assessments, marking them clearly as such. INT0034G/0714

4 Evaluating the impact of animal welfare in education