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
animal welfare 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 freedom from pain, injury
3
welfare refers to the state of the animal; or disease
the treatment that an animal receives freedom to express
4
is covered by other terms such as normal behaviour
animal care, animal husbandry and
5 freedom from fear and distress.
humane treatment.”1
INT0034A/0714

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
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 the lives of animals. 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
commonly used, describing sustainable Outcome Document (2005)2 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 fishing; 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 livestock 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
INT0034C/0714

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

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
AWE provides the knowledge and
develop compassion, a sense
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
Cruelty to Animals; 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?
How is it relevant?
Students of all ages must progress
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
effect change. It gives an individual a
Changing people’s behaviour
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 wildlife

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
INT0034D/0714

education@worldanimaprotection.org
Registered in India as World Society for Protection of Animals-India
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 fur trade 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 Animal ethics 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

Technical/Graphic Design

Information Technology
Social Science Ethics

Physical Education
Religious Studies
Language Arts
Geography

Citizenship
Science

History
Maths

Music
Art

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

Technical/Graphic Design

Information Technology
Social Science Ethics

Physical Education
Religious Studies
Language Arts
Geography

Citizenship
Science

History
Maths

Music
Art
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

Technical/Graphic Design

Information Technology
Social Science Ethics

Physical Education
Religious Studies
Language Arts
Geography

Citizenship
Science

History
Maths

Music
Art
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

Technical/Graphic Design

Information Technology
Social Science Ethics

Physical Education
Religious Studies
Language Arts
Geography

Citizenship
Science

History
Maths

Music
Art
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
INT0034E/0714

education@worldanimaprotection.org
Registered in India as World Society for Protection of Animals-India
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
INT0034F/0714

ready to liaise appropriately with

*Consult the About World Animal Protection section for more
professional colleagues and families.
information on the Five Freedoms.
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