3 How to use the different tools

3.1 “Needs and Strategies” – Toolkit on basic human needs and strategies to fulfill them

3.1.2 Preparation of the lessons

To carry out the lessons, you need nothing more than the materials provided. You can download them as PDFs from the website and print out extracts or access them as interactive online tools on the website.

We received feedback from the pilot teachers in Austria, Greece and Reunion that they needed 5-8 one-hour lessons to implement booklets 1 and 2. After working with the booklets and familiarising the pupils with the concepts, it is highly recommended to repeat and refer to the content again and again in order to train and consolidate the acquired knowledge and the related competences.

According to our experience, the attunement to the attitude is almost more important than the preparation of the content. Especially if you are new to the concepts, you are also in a learning process and should examine the concepts for yourself. We recommend that all persons who want to pass on the concepts as multipliers first deal with them personally so that they can develop their own understanding and approach to them. Modules 1 and 2 of this guide will help you to do this.

To prepare for implementation in class, we summarise here the best tips from the pilot phases:

• Prepare a warm-up activity at the beginning to create the right climate for learning in class.
• Decide in which setting and with which method you want to teach the content. Younger pupils, for example, have found it helpful when teachers have read out individual passages or told them in their own words, while older pupils have enjoyed working independently with the materials in pairs or groups.
• If necessary, adapt the exercises so that they best meet the learning objectives you have set. Be free and creative with the materials and use them in the way that best fits your teaching.
• Plan short units at appropriate points to make a connection with the pupils' everyday lives.
• Discuss the content and experiences with the materials with colleagues.
• For some activities and depending on the number of pupils, it may be better to have a second teacher in the room to support the process.