This sample lesson is one of a number of didactic plans addressing different curricular subjects, intangible cultural heritage (ICH) elements and Education for Sustainable Development (ESD) principles, developed as part of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The lesson plans show how ICH elements can be incorporated into school subjects, as well as present innovative and creative pedagogical approaches to enhancing the quality of lessons and improving learning outcomes. Furthermore, they demonstrate that textbook knowledge takes on meaning for students when they are able to relate to it through cultural practices and familiar contexts. In this particular sample plan, the teacher integrates the types of paint used in traditional Pakistan truck art painting into a chemistry lesson, while also incorporating the ESD principle of respect for the environment.
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This sample is one of a number of didactic lesson plans relating different curricular subjects, intangible cultural heritage (ICH) elements and Education for Sustainable Development (ESD) principles, developed as part of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The lesson plans show how ICH elements can be incorporated into school subjects, as well as present innovative and creative pedagogical approaches to enhancing the quality of lessons and improving learning outcomes. Furthermore, they demonstrate that knowledge that students have to learn takes on meaning for them when they are able to relate to it through cultural practices and familiar contexts. In this particular sample lesson, the teacher integrates Muong traditional music and instruments into a physics lesson on the source of sound, while also incorporating the ESD principle of appreciation of respect for collective memory and experience.
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This sample is one of a number of didactic lesson plans relating different curricular subjects, intangible cultural heritage (ICH) elements and Education for Sustainable Development (ESD) principles, developed as part of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The lesson plans show how ICH elements can be incorporated into school subjects, as well as present innovative and creative pedagogical approaches to enhancing the quality of lessons and improving learning outcomes. Furthermore, they demonstrate that knowledge that students have to learn takes on meaning for them when they are able to relate to it through cultural practices and familiar contexts. In this particular sample lesson, the teacher integrates the local production of mother-of-pearl inlay crafts and pearl shell farming into a biology lesson, while also incorporating the ESD principle of respect for the environment.
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This sample lesson is one of a number of didactic plans addressing different curricular subjects, intangible cultural heritage (ICH) elements and Education for Sustainable Development (ESD) principles, developed as part of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The lesson plans show how ICH elements can be incorporated into school subjects, as well as present innovative and creative pedagogical approaches to enhancing the quality of lessons and improving learning outcomes. Furthermore, they demonstrate that textbook knowledge takes on meaning for students when they are able to relate to it through cultural practices and familiar contexts. In this particular sample plan, the teacher integrates the traditional song, ‘Qayoqqa ketding, Mahliyo’ into a music education lesson aimed at understand the song’s lyrics, the zodiac year concept and associated rituals, while also incorporating the ESD principle of respect for collective memory and experience.
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This sample lesson is one of a number of didactic plans addressing different curricular subjects, intangible cultural heritage (ICH) elements and Education for Sustainable Development (ESD) principles, developed as part of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The lesson plans show how ICH elements can be incorporated into school subjects, as well as present innovative and creative pedagogical approaches to enhancing the quality of lessons and improving learning outcomes. Furthermore, they demonstrate that textbook knowledge takes on meaning for students when they are able to relate to it through cultural practices and familiar contexts. In this particular sample plan, the teacher integrates Uzbek folk games into a physical education lesson to improve dexterity, develop a sense of teamwork and community and raise awareness of these games, while also incorporating the ESD principle of respect for collective memory and experience.
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'Didactic strategies. A guide for teachers of indigenous education' is the result of a collaboration between the Mexican National Union of Education Workers (SNTE) and the UNESCO office in Mexico. The guide was developed based on the analysis of a collaborative process involving a team of specialists from the areas of ethnography and pedagogy and comprises a theoretical framework, a methodological proposal and didactic activities that promote the active participation of students in their indigenous language and in Spanish. It also includes teaching materials that indigenous education teachers can adapt to their specific school context, different rhythms and styles of learning and levels of bilingualism.
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This document presents a lesson plan developed using the guide 'Didactic strategies. A guide for teachers of indigenous education'. It was tested in schools with students, and includes some photos.

The lesson plan draws on Maya (indigenous language) and the measurement system used in the context of the Mayan community. Primary school students learn to identify parts of the body in Spanish and Mayan while also learning how to perform estimates and measurements using different units of measurement to measure objects.
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Poland is rich in decorative traditions involving motifs and ornaments, often seen on traditional costumes and objects around the home. By researching regional variations of these patterns and comparing them to local ones, students were introduced to different ICH elements. These were then used as examples to teach about symmetry during mathematics class.
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The Glöcklerlauf celebrations take place every year on 5 January in the Salzkammergut region of Austria. During the Glöcklerlauf parade, men, women and children wear costumes with colourful illuminated caps and bells. The Glöckler move in groups from house to house and through the villages to protect the people, the landscape and all animals from demons and calamity. In return, they receive drinks, snacks and even money for their work and help. Teachers collaborated to integrate this living heritage in several school subjects across different grades: German language, physics, art, CAD modules in computer classes, and an extracurricular project.
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Campus Comenius is a young school striving for innovation in education, where traditional methods are combined with self-regulated learning. Through an online survey, teachers found that their 140 students have family ties in 37 countries around the globe. An exhibition dedicated to the pupils’ living heritage showcased the school’s cultural diversity. Among the different elements shared, the Hanga printing technique from Japan was selected to be integrated in art and mathematics classes.
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The pilot project involved two different ICH elements that are deeply tied to Cyprus history and contemporary identity: lacework craftsmanship in Lefkara and the preparation of carob sweets in Anoyira. These elements were integrated in extracurricular activities and later in math classes, helping students to determine the volume of hemispheres of a given radius, the slope of a line and the angle between two intersecting lines.
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Masopust is a celebratory period occurring early in the calendar year that brings people together and strengthens the bonds within the community. During the colourful Masopust carnival, students connected school subjects with their local identity. They reflected on the social and cultural significance of the event from both a historical and a present day perspective, through discussions and projects in English conversation, history, civic education and art classes. A video made by students during the carnival will be used as a teaching resource in the future.
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One of the most famous foods in Estonia is a cereal mix powder for drinks or desserts called kama. In mathematics, Estonian and English language classes, students explored the diverse dimensions of this well-known element. The implementation of an interdisciplinary approach encouraged the pupils to compare the preparation and uses of the kama in different contexts and motivated them to participate actively in the lessons.
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Rebetiko is a musical and cultural expression linked to song and dance that initially spread among the urban lower- and working-class populations in the early twentieth century. This school, located in the port city of Piraeus—which is one of the major urban areas where the genre emerged—was inspired by rebetiko to design a cross-curricular project in order to integrate it in the daily teaching of literature, English, physical education and ICT classes. Teachers used rebetiko to discuss gender stereotypes, and to improve students’ vocabulary and communication skills in a foreign language. Students enhanced their computer skills by developing a mobile app to raise awareness about this living heritage and to contribute to its safeguarding.
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Kūčiukai cookies are prepared and served during the winter holidays. For young people in Lithuania, they taste like Christmas. Before the start of the holiday season, German, English, Russian and Lithuanian language teachers used a recipe for this traditional dish to teach new vocabulary and improve students’ oral and written communication skills. During the technology class, learners followed the recipe to bake their own Kūčiukai cookies. In mathematics, they calculated the cost of making them. The origins of this winter tradition were discussed in civic education. Learning by doing proved to be an inclusive and engaging activity for all, including students with physical disabilities.
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In the Netherlands, the poldermodel (consensus decision-making) is part of the curricula for both economics and social studies. It is based on the process of reaching consensus within a group through social dialogue. This concept was integrated into lessons on the Dutch system of decision making, the history and structure of the various organizations in the poldermodel and the relationship between employers and employees. Addressed in the context of living heritage, the poldermodel also helped strengthen students’ capacity to formulate arguments. New active pedagogies were introduced, such as role-playing, making learning even more interesting and engaging for students.
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Galicia is a community with strong agricultural and fishing traditions. Spoken language has played an important role in passing down features of the local culture. In this spirit, teachers and students selected the carnival figure O Merdeiro and practices related to fishing, oral poetry and music to discover the significance of their living heritage and study Galician language and literature, geography and history, music and visual arts at school. Students described the overall experience as an emotional journey.
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2021

Methodological Guide to Support Primary School Teachers for the Dissemination of Timbila as Intangible Cultural Heritage of Humanity in Zavala The Pedagogical University in Maputo together with support from the UNESCO Office in Maputo developed a Methodological Guide to Support Primary School Teachers for the Dissemination of Timbila as Intangible Cultural Heritage of Humanity in Zavala. This guide was initiated following the adoption of the 2018 National Law on the National Educational System, which sets ‘strengthening the link between schools and communities’ as one of the core pedagogical principles (Article 4g). Aimed at improving the relevance of primary education, the guide introduced Chopi Timbila, which was inscribed on the Representative List in 2008, in primary schools in Zavala and Inharrime. It was produced as part of a series of activities carried out since 2018, which included a community-based inventory of heritage at the local level.
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The TOY (together old and young) for Inclusion Toolkit provides conceptual and practical information necessary to enable trainers and practitioners to establish and manage multigenerational play spaces that combat segregation and enhance cohesion within communities. Developed through the TOY for Inclusion: Community-based Early Childhood and Care for Roma Children project, the approach has been implemented across seven European countries. At its core is the Early Childhood Education and Care (ECEC) Play Hub, which provides safe, welcoming, inclusive and creative spaces for multiple generations to interact, play and learn together. As illustrated in several examples, ECEC Play Hubs based on the Toy for Inclusion toolkit can become community-based, intergenerational and intercultural learning spaces for teaching young children about intangible cultural heritage (ICH) or using ICH to deliver other early learning outcomes.
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The ‘Bermuda Connections’ guide contains a classroom handbook, a set of essays and supplemental lesson plans that enable teachers to integrate intangible cultural heritage into their classroom. The handbook presents nine different aspects of Bermudan intangible cultural heritage (ICH) with accompanying learning objectives, cross curricular links, lesson plans and targeted goals from the national social studies curriculum. It offers a practical guide for Bermudan educators to teach about ICH while also meeting broader educational goals related to social identity, global awareness, temporal change and research and interpersonal communication skills. Additionally, the kit and its development process (described within) can serve as a model for producing such guides elsewhere.
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This sample is one of a number of didactic lesson plans relating different curricular subjects, intangible cultural heritage (ICH) elements and Education for Sustainable Development (ESD) principles, developed as part of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The lesson plans show how ICH elements can be incorporated into school subjects, as well as present innovative and creative pedagogical approaches to enhancing the quality of lessons and improving learning outcomes. Furthermore, they demonstrate that knowledge that students have to learn takes on meaning for them when they are able to relate to it through cultural practices and familiar contexts. In this particular sample lesson, the teacher integrates a code for social interactions into a Palaun studies lesson, while also incorporating the ESD principle of promoting transformative change in awareness, attitudes and behaviours.
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The contemporary Cambodian education sector has recognized the need to safeguard and revive the intangible cultural heritage (ICH) previously forbidden under the Khmer Rouge regime (1975-1979). While most traditional music, dance and theatre education takes place within elite or specialized contexts, a growing number of non-governmental organizations are incorporating such ICH elements into programmes that serve underprivileged, abandoned, orphaned or disabled youth. This article presents the results of a three-year research project focusing on the practical and ethical issues faced by educators at different field sites as they negotiated the tension between transmitting ICH and preparing youth to enter a cosmopolitan, post-conflict Cambodia.
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This sample is one of a number of didactic lesson plans relating different curricular subjects, intangible cultural heritage (ICH) elements and Education for Sustainable Development (ESD) principles, developed as part of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The lesson plans show how ICH elements can be incorporated into school subjects, as well as present innovative and creative pedagogical approaches to enhancing the quality of lessons and improving learning outcomes. Furthermore, they demonstrate that knowledge that students have to learn takes on meaning for them when they are able to relate to it through cultural practices and familiar contexts. In this particular sample lesson, the teacher integrates Pakistan traditional music and folk songs and their rhythmic pattern into a chemistry lesson aimed at learning the elements of the periodic table, while also incorporating the ESD principle of respect for collective memory and experience.
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This article presents a case study of an educational programme designed and implemented by the Centre for Creativity in Education and Cultural Heritage in Israel. Arab and Jewish elementary school classes were paired with each other, allowing students to meet regularly over a period of two years to explore various intangible cultural heritage-related themes: play, song, dance, foodways, religion and family stories. In particular, the traditional game of hopscotch was used to enable cultural exchange among the children. They were first taught about folklore before exploring the many versions of hopscotch known by the students. Rather than agreeing upon ‘right’ and ‘wrong’ versions of the pastime, they learned to acknowledge multiple versions of the game. The children then engaged with parents and grandparents to hear how play has changed over time, culminating in intergenerational, cross-cultural sessions where various versions of hopscotch were taught and played together.
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AcademIK Connections is a modular learning series developed at Penn State’s Interinstitutional Center for Indigenous Knowledge (ICIK) that enables faculty to introduce indigenous perspectives into their university classes. The series is comprised of [12 video clips|https://www.youtube.com/playlist?list=PL61AFA3EF180F626C], featuring compelling stories of how indigenous knowledge can be leveraged to meet specific sustainable development goals in communities around the world. A lesson plan with learning objectives and key concepts accompanies each video. As described in the introduction to the series, AcademIK Connections draws upon traditional knowledge to challenge positivist paradigms that pervade academia, strives to diversify classroom discussion and encourages students to seek collaborations with indigenous peoples in their future professional fields.
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These instructions were developed in Palau as a pilot project, ultimately contributing to the development of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The guidelines aim to enable teachers to incorporate local elements of intangible cultural heritage (ICH) and principles of Education for Sustainable Development (ESD) into teaching and learning in schools. While the pilot project reflects the country’s context and needs, it can be used as a source of inspiration for similar activities in other places. The Palau guideline is structured around two essential points: teachers must have a solid understanding of what ICH is as well as what is meant by ESD. The guideline then provides a broad framework for writing an ICH lesson plan, which includes incorporating the Curriculum Standards of the Palau Ministry of Education, establishing lesson objectives and structure, and concluding with an evaluation and teacher reflection.
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This resource for students, together with the guide for teachers, forms the curricular backbone of the Hudhud Schools for Living Tradition programme. These schools, established in Ifugao Province, seek to enable the intergenerational transmission of the Hudhud narrative chants. The students’ guide provides background on the Hudhud, including its origin, themes, cultural significance, related customs and mode of performance. It then presents five sample chants, each from a different area of Ifugao, written in the respective local language. An English translation is provided for four of the chants. In addition, the guide includes lists of characters, places and vocabulary used in the Hudhud, as well as a course evaluation form and directory of Hudhud Schools for Living Tradition.
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This resource for teachers, together with the guide for students, forms the curricular backbone of the Hudhud Schools for Living Tradition Programme. These schools, established in Ifugao Province, seek to enable the intergenerational transmission of the Hudhud narrative chants. Like the student’s guide, the teachers’ guide provides background on the Hudhud, including its origin, themes, cultural significance, related customs and mode of performance. It then presents 12 units, each with a clear learning objective, subjects of study, lesson plan and guide to evaluating students’ learning. Definitions of tangible and intangible heritage are also provided to support the teaching of the first unit on ‘Oral heritage literacy’. One of the chants from the students’ guide is included, along with the list of characters, places and vocabulary terms. As with the student guide, a course evaluation and directory of Hudhud Schools for Living Tradition can be found in the back.
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This guide was developed based on the results of four pilot projects conducted in the Asia-Pacific region (Pakistan, Palau, Viet Nam and Uzbekistan). It provides an understanding of intangible cultural heritage (ICH) and why it should be integrated into curricula, as well as explains how the strategic incorporation of ICH elements and Education for Sustainable Development (ESD) principles can enable learners to gain the knowledge and skills necessary to ensuring sustainable development in the future. This rich resource not only suggests steps for preparing and assessing lesson plans, but also provides examples of how the teaching and learning of ICH for sustainable development has been creatively incorporated into several disciplines and across various cultural settings. Thus, students learned science through musical instruments, mathematics through embroidery, and history through poetry, becoming more aware of the role they can play as responsible citizens, reconnecting with their local roots, valuing their ICH and the importance of safeguarding it for next generations.
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A large collection of free lesson plans based on music traditions from around the world. Lesson plans can be explored via a map tool or by geographic region. Each lesson plan identifies suggested grade levels; associated countries, regions and culture groups; necessary instruments; learning objectives; assessment guidance; and optional extensions. Co-curricular areas are also identified, and for U.S.-based educators, links to the national standards. Teachers and students can listen to the accompanying musical recordings of culture bearers directly from each lesson plan’s webpage. The lesson plans can be downloaded as printable PDFs, and many include sheet music. They guide educators in using folk music to teach about particular cultures and the distinguishing characteristics of their musical traditions while also meeting general music education objectives. Most include participatory activities such as clapping, dancing or instrument-playing so that students can gain hands-on practice in the musical form.
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This handbook provides a conceptual and practical guide for curriculum developers, educators and educational assessors to integrate traditional knowledge into a standards-based science curriculum. Written specifically for use in Alaska (U.S.), the guide focuses its examples on Native Alaskan and Iñupiat knowledge, but its conceptual framework could be applied to any traditional knowledge system around the globe. The handbook is organized in four parts: cultural relevance, science standards, best practices and assessment. It also includes three appendices that offer an assessment rubric and two exemplary curricular units. Central to the handbook’s approach is the involvement of local culture bearers and elders in the development and implementation of a culturally responsive science curriculum that enables intergenerational and intercultural transmission of intangible cultural heritage knowledge and skills.
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This sample is one of a number of didactic lesson plans relating different curricular subjects, intangible cultural heritage (ICH) elements and Education for Sustainable Development (ESD) principles, developed as part of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The lesson plans show how ICH elements can be incorporated into school subjects, as well as present innovative and creative pedagogical approaches to enhancing the quality of lessons and improving learning outcomes. Furthermore, they demonstrate that knowledge that students have to learn takes on meaning for them when they are able to relate to it through cultural practices and familiar contexts. In this particular sample lesson, the teacher integrates tangible and intangible elements of the culture related to the Mughal period into a social studies lesson, while also incorporating the ESD principle of appreciation of cultural creativity and diversity.
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The Third Edition of the Heritage Education Tool Kit was produced by the Cross-Cultural Foundation of Uganda. It is a resource book to help teachers and patrons run Heritage Clubs in their secondary schools, and to help club leaders in and out of school. The kit has been developed to engage young people in interactive discussions on the value of cultural heritage in present times. It contains activities for youth to explore issues related to personal and community values, and how they can play an active role in preserving their communities’ cultural heritage. The Heritage Education Tool Kit is designed to promote reflection, debate and the creation of new knowledge through skills sharing, experiential learning and information from well informed persons (teachers, community museum initiators and managers, parents and other resourceful persons).
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The Hilali Toolkit offers an expanding set of online resources for educators interested in adapting existing curricula or developing new programmes that focus on safeguarding intangible cultural heritage. The toolkit intersects heritage, computing science and qualitative research methods to create learning activities that prepare students to develop ‘digitally mediated intangible cultural heritage (ICH) documentation’ with local communities. Educators can also easily use elements of the toolkit for other related curricular purposes. Originally designed and tested with Bedouin communities in Egypt, the toolkit is meant to be adapted in Middle East and Arab countries and beyond. Individual resources within the toolkit are presented as hour-long learning activities that fall into a series of four pedagogical phases—discover, define, develop and deliver—each with specific learning outcomes that consider 21st century skills, potential challenges and assessment ideas.
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These instructions were developed in Viet Nam as a pilot project, ultimately contributing to the development of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The guidelines aim to enable teachers to incorporate local elements of intangible cultural heritage (ICH) and principles of Education for Sustainable Development (ESD) into teaching and learning in schools. While the pilot project reflects the country’s context and needs, it can be used as a source of inspiration for similar activities in other places. The Viet Nam instructions are designed for teachers of all subjects in primary and secondary schools, showing steps for integrating ICH elements into a curricular lesson at school, museums or heritage sites. They emphasize flexibility, creativity and appropriateness to local contexts, as well as using a participatory approach. The instructions include useful tips, as well as sample lesson plans in the areas of biology, physics, chemistry and literature.
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The project 'Learning with Intangible Cultural Heritage for a Sustainable Future': a pilot project in four public and private schools in Lebanon, initiated by the Culture Unit at UNESCO-Beirut Office and the Lebanese National Commission for UNESCO in collaboration with the School Network of Saida and Neighboring Towns, aimed at integrating intangible cultural heritage in education as both a subject and a tool for learning and teaching in all relevant disciplines. It seeks to disseminate and promote the principles of the 2003 UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage as well as good safeguarding practices amongst the students in the member schools of the local community within the framework of formal education. This project serves several objectives of the 2030 Agenda for Sustainable Development, in particular Sustainable Development Goal 4 on quality education, and more specifically target 4.7.

This leaflet describes an experiment carried out in four Lebanese schools that consists of introducing elements of this heritage into the content of scientific and literary subjects of the secondary cycle. It aspires to raise the awareness of officials and teachers in public and private educational institutions in Lebanon on the importance of integrating intangible cultural heritage in school curricula. Through referring to familiar elements extracted from the cultural environment of the students in the lessons, it contributes to the valorization of the Lebanese identity in its diversity, to the promotion of a tool for reconciliation and peace as well as to the familiarization with the contribution of culture to sustainable development.
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A joint undertaking between UNESCO Bangkok and the International Information and Networking Centre for Intangible Cultural Heritage (ICHCAP), the publication presents for the first time a systematic overview of the current state of ICH education in the region as well as general issues and trends. The report covers a wide variety of subjects and activities in which teachers integrate ICH, the types of ICH are the most popular for using in schools, and the most feasible entry points. The publication also details the challenges that teachers face, the support that is currently available to them, and the imperative to make practices more effective. Case studies give a deeper understanding of how teaching and learning using ICH is currently taking place, serving as an inspiration for other teachers. The publication is a part of ongoing efforts to enhance the safeguarding of the region’s ICH and achieve quality, inclusive education.
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Animation series: Teaching and Learning with Intangible Cultural Heritage in Asia and the Pacific. Living heritage is all around us. Bringing living heritage to school teaching will enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. Whoever you are — teacher, school director, student, parent, heritage practitioner — you have a vital role to play in this process. Check out this animation series to learn more!
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Animation series: Teaching and Learning with Intangible Cultural Heritage in Asia and the Pacific. Living heritage is all around us. Bringing living heritage to school teaching will enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. Whoever you are — teacher, school director, student, parent, heritage practitioner — you have a vital role to play in this process. Check out this animation series to learn more!
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Animation series: Teaching and Learning with Intangible Cultural Heritage in Asia and the Pacific. Living heritage is all around us. Bringing living heritage to school teaching will enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. Whoever you are — teacher, school director, student, parent, heritage practitioner — you have a vital role to play in this process. Check out this animation series to learn more!
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Animation series: Teaching and Learning with Intangible Cultural Heritage in Asia and the Pacific. Living heritage is all around us. Bringing living heritage to school teaching will enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. Whoever you are — teacher, school director, student, parent, heritage practitioner — you have a vital role to play in this process. Check out this animation series to learn more!
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Animation series: Teaching and Learning with Intangible Cultural Heritage in Asia and the Pacific. Living heritage is all around us. Bringing living heritage to school teaching will enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. Whoever you are — teacher, school director, student, parent, heritage practitioner — you have a vital role to play in this process. Check out this animation series to learn more!
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Animation series: Teaching and Learning with Intangible Cultural Heritage in Asia and the Pacific. Living heritage is all around us. Bringing living heritage to school teaching will enhance education quality, enliven the experiences of students and teachers, and contribute to keeping this heritage alive for current and future generations. Whoever you are — teacher, school director, student, parent, heritage practitioner — you have a vital role to play in this process. Check out this animation series to learn more!
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2021

UNESCO welcomes young heritage professionals, students and heritage enthusiasts across Europe and beyond, to join the upcoming open Webinar on European Youth and Heritage being held on 23 April 2021 from 14:00 to 15:30 CET, and discover a thriving network of Cultural Heritage Messengers.
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This kit was developed in Palau as a pilot project, ultimately contributing to the development of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The guidelines aim to enable teachers to incorporate local elements of intangible cultural heritage (ICH) and principles of Education for Sustainable Development (ESD) into teaching and learning in schools. While the pilot project reflects the country’s context and needs, it can be used as a source of inspiration for similar activities in other places. In addition to introductory modules on ICH and ESD, the Pakistan resource kit is divided into two sections. The first contains modules for introducing five ICH elements in schools in Lahore and Islamabad, as well as additional modules for schools in Peshawar. The second section consists of fifty-five lesson plans developed by the participating schools, and is again organized by city.
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This sample is one of a number of didactic lesson plans relating different curricular subjects, intangible cultural heritage (ICH) elements and Education for Sustainable Development (ESD) principles, developed as part of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The lesson plans show how ICH elements can be incorporated into school subjects, as well as present innovative and creative pedagogical approaches to enhancing the quality of lessons and improving learning outcomes. Furthermore, they demonstrate that knowledge that students have to learn takes on meaning for them when they are able to relate to it through cultural practices and familiar contexts. In this particular sample lesson, the teacher integrates the art techniques of the Sultans of Dehli into a history lesson, while also incorporating the ESD principle of respect for collective memory and experience.
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This doctoral thesis details research into Aboriginal and Torres Strait Islander students’ cultural learning experiences in six public schools across New South Wales, Australia. The study relates the students’ perspectives to broader educational and institutional forces that impact their experiences. In addition to her findings, the author presents a series of eight practical recommendations for New South Wales school administrators, teachers, teachers in training, and teacher-training programs. Several proposals underscore the integral importance of intangible cultural heritage transmission to effective cultural learning programmes for Aboriginal and Torres Strait Islander students.
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This sample is one of a number of didactic lesson plans relating different curricular subjects, intangible cultural heritage (ICH) elements and Education for Sustainable Development (ESD) principles, developed as part of the Learning with Intangible Heritage for a Sustainable Future: Guidelines for Educators in the Asia-Pacific Region. The lesson plans show how ICH elements can be incorporated into school subjects, as well as present innovative and creative pedagogical approaches to enhancing the quality of lessons and improving learning outcomes. Furthermore, they demonstrate that knowledge that students have to learn takes on meaning for them when they are able to relate to it through cultural practices and familiar contexts. In this particular sample lesson, the teacher integrates Urdu poetry and its associated metaphors and proverbs into a language lesson, while also incorporating the ESD principle of respect for the environment.
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