Global literacy challenge & enquiry pack by CDEC

Challenge and Enquiry Pack

Edited by Rebecca Cosh, Cumbria Development Education Centre

A project funded by the European Union and led in England by CDEC

This Challenge & Enquiry Pack was developed as part of the project “Global Literacy for a Fairer World!”, funded by the European Union. The project was led in England by CDEC, and included partners IGO (Poland), SEVER (Czech Republic), and ICED (Ghana). We would like to acknowledge the hard work and contributions made by teachers in England, Poland, Czech Republic and Ghana who helped develop and trial some of these activities and lesson plans. This pack was edited by Rebecca Cosh, Global Education Oﬃcer, CDEC. The contents of this pack are the property of the project team. Enquiries can be directed to CDEC, Low Nook, Rydal Road, Ambleside, UK, or oﬃce@cdec.org.uk

This document has been produced with the ﬁnancial assistance of the European Union. The contents of this document are the sole responsibility of the project partners, led by CDEC, and can under no way circumstances be regarded as reﬂecting the position of the European Union.

A project funded by the European Union and led in England by CDEC

Howtotouse use this pack How this pack

Challenge & Enquiry Pack accessible and easytotouse. use.Each Eachchapter chapterisiscolour colour coded coded and and each ThisThis Challenge & Enquiry Pack is is easy and accessible each lesson lesson plan plan follows the same format. There is an introductory chapter which has 10 generic global activities based follows the same format. There is an introductory chapter which has 10 generic global activities based on 3 on 3 broad themes; global thinking, critical thinking and how to take action. We suggest that you do these broad themes; global thinking, critical thinking and how to take action. We suggest that you do these activities activities ﬁrst but it is not essential. There are then 3 chapters, each containing 10 lessons each, based on first but it is not essential. There are then 3 chapters, each containing 10 lessons each, based on sessions that sessions that are approximately 50 - 60 minutes long. Most lessons are stand alone lessons, but where they are approximately 50 - 60 minutes long. Most lessons are stand alone lessons, but where they are a are a continuation from a previous lesson, this is noted in the introductory activities. We hope this resource continuation from a previous lesson, this is noted in the introductory activities. We hope this resource provides provides you with a years worth of work to think about the global issues presented and for your pupils to youbecome with a years worth toworth think of about theactive global issues presented and for your pupils to become engaged in aof lifework times global citizenship. engaged in a life times worth of global active citizenship.

Introductory Activities have a red background

Introductory have a have red background Part 1 – FoodActivities & Trade activities a green background

Part – Poverty & Interdependence a blue background Part 1 ğ2Food & Trade activities haveactivities a greenhave background

Part – Education & Development activities havehave an orange Part 2 ğ3 Poverty & Interdependence activities a bluebackground background Part 3 ğ Education & Development activities have an orange background Lesson title

Main curriculum links

Global theme lesson objective Concepts explored in this lesson

Literacy lesson objective

Introduction to the lesson (warm up / starter activity) ĐŚĂŶĐĞ ƚŽ ĨŽĐƵƐ ŽŶ ƚŚĞ ͚ďŝŐ ŝĚĞĂƐ͛ Žƌ ĐŽŶĐĞƉƚƐ ĞǆƉůŽƌĞĚ ŝŶ the lesson The main activity (individual, group or whole class work) This may include a suggested point for starting an additional P4C session

Plenary to the lesson

Photos showing pupils at work, examples of work or displays An example of extension activities that you might like to use

A list of all of the stimuli, resources and accompanying worksheets needed All worksheets are supplied and follow the lesson plan

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A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 3

Contents

Page

Preface Introduction About the partners Pupil Audit Why these materials are needed Concepts Explored Social & Emotional Aspects of Learning (SEAL) Literacy Links Philosophy for Children

6 6 7 7 8 9 11 13

Introductory Activities

Global Thinking Quick on the Draw Stories Behind the Statistics String Connections

16 21 25

Critical Thinking Fact or Opinion—Which is Which? Fact or Opinion—How do we Know?

29 31

How to Take Action Pupils Take Action: Global Citizens We Can All Make a Diﬀerence Pupils Take Action: spheres of inﬂuence People and Power Making the world a better place Rights & Responsibilities

35 37 38 42 46 49

A project funded by the European Union and led in England by CDEC 4

Contents

Page

Part 1 – Food & Trade

Messy maps Pods, Planning & Production Sharing the Chocolate The Fairest Teacher Fairtrade Means something to me Fairtrade Alphabet Cocoa Clues Mystery Alien Headlines 1 Alien headlines 2 10 Myths about Hunger

51 52 53 60 63 70 74 75 78 82 83

Part 2 – Poverty & Interdependence

87 88 92 94 97 98 110 123 125 131 136

Part 3 – Education & Development

143 144 145 146 147 150 151 155 158 159 160

Mary and John - Sustainability Mary and John - Emotions & Empathy Mary and John - People & Environment Mary and John - A Happy Ending? Ghana Fact ﬁles Sorting Out Ghana What would I see? Money Talks What is poverty? Deﬁnitions What is poverty? Life Stories

My school in a box 1 My school in a box 2 My school in a box 3 Ghanaian School in a Box A Day In the Life Super School I Want to Be Daniel’s Classical School 1 Daniel’s Classical School 2 Daniel’s Classical School 3

A project funded by the European Union and led in England by CDEC 5

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GlobalpLiteracy foraahFairer project forteachers teachers and children who wantto to aLiteracy ere are for rtner or for ho wwant rWorld! o k r in k tochildren awant s nt to to g c g Global Literacy for a Fairer World! is a project for teachers and who h a o g o n n e o is t t ls a h h t e is f d io r r o eveloabout learn global issues, to tackle poverty, and to work together to take action p n t m o r s learnmore more about global issues, to tackle poverty, and to work together to take action o a t t je a r h k e p c e UKtogether e want t afor menfor worto actaction nd steachers Global Literacy a Fairer World! is and children , Poland who kintackle t isglobal ionto learn about poverty, work take hand g taogproject afrom rinto somore es abissues, g idthe , Cto ththe eare to There Poland, tare zCzech at: world herschools oplace. eCzech tomake make the worldasaufairer fairer There schools from the UK, Poland, eas.UK, uplace. c t h t f o o In o s u d t hPoland, ppand learn more about issues, to, There poverty, work together take action is projetoCzech ttackle to make the worldglobal a fairer place. schools the UK, rade aare ofrom rt tto eaideas. nd tand ct thethe chers tIn Republic and on this project pupGhana Republic and working onthis thisisproject project sharing ideas. 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W aResponsibility mpaign he w Institute Responsibility (IGO) isisis aaoaanon-governmental organization inin t h e e e ir Institute of Global Responsibility (IGO) is non-governmental organization established in 2006 and p s f e f f o r e s r r o y e n o d based in Warsaw, Poland. IGO is concerned with both supporting initiatives and advocacy which a u u l based in Warsaw, Poland. IGO is concerned with both supporting initiatives and advocacy which r c a p t e iosupporting based in Warsaw, Poland. IGOopisleisconcerned with initiatives and inwhich nal both A2006 Institute of Global Responsibility (IGO) established 2006 and resousupporting aanwith projeand based Warsaw, Poland. IGO is concerned both and advocacy dnon-governmental aduproviding rcorganization ctin esinitiatives lts. httand fcauses address in world and quality development education. We ucauses nded bof a nd address oft injustice injustice inthe the world andinwith with providing quality development education. Webelieve believe advocacy which address causes of injustice the world with providing quality p :/ y /ig based incauses Warsaw, Poland. is concerned with both supporting and advocacy which hinjustice address ofit in the world and providing quality development education. We believe o.org.pinitiatives e Europ IGO l/ that in education is important to show alternative perspectives and solutions to global challenges e that in education it is important show perspectives and to global challengesand and nbelieve Uthe development education. Weain that inalternative education it is important tosolutions show alternative nioto nworld address causes ofitinjustice with providing qualityand development education. We believe ashow that in education is important to alternative perspectives solutions to global challenges and nd leand d encourage critical thinking people adults so that they feel they can make a difference. We Ecritical encourage critical thinkingin inyoung young peopleinand and adults so that they feel they can make a difference. We ngla perspectives and solutions to global challenges and encourage thinking in young people and adults n d b that in education it is important to show alternative perspectives and solutions to global challenges and y Cso encourage criticala thinking in young people and adults feel they can make a difference. We Dpeople Ethat C they also seek to global issues pupils and to also seekthey topresent present global issuesain in away waywhich which enables pupils andyoung young people to themto totheir theirpersonal personal so that feel they can make difference. Weenables also seek to present global issues inrelate arelate way them which enables

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encourage critical in young people and sopeople that they feel they can apersonal difference. We also seek to and present global issues in athinking way which enables pupils andadults young to relate them tomake their resources experiences develop empathy solidarity with their in the world. experiences andthus thus develop empathy and solidarity with theirpeers peers in thedevelop world.We Weoffer offereducational educational resourcesand and pupils andtoyoung people to relate them toand their personal experiences and thus and solidarity also seek present global issues in a way which enables pupils and young people toempathy relate them to their personal experiences and thus develop empathy and solidarity with their peers in the world. We offer educational resources and workshops for and raising advocacy campaigns for your people and adults. workshops forteachers teachers andawareness awareness raisingand and advocacy campaigns forfor your people and adults. http://igo.org.pl/ http://igo.org.pl/ with their peers in the world. We oﬀer educational resources and workshops teachers and awareness raising experiences and thus develop empathy and solidarity with their peers in the world. We offer educational resources and workshops for teachers and awareness raising and advocacy campaigns for your people and adults. http://igo.org.pl/ and advocacy campaigns for young people and adults. http://igo.org.pl/ workshops for teachers and awareness raising and advocacy campaigns for your people and adults. http://igo.org.pl/ AAproject projectfunded fundedby bythe theEuropean EuropeanUnion Unionand andled ledin inEngland Englandby byCDEC CDEC A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC 6

he GTlo o ba belgLiteracy project, children knowch- ilor in the Glo b l Literwe wanted to know what drth acy proje eninkknothwey knaow t thect, wees - or thin-k abou hunger, and inhte unrd waof geep ntpo they kno them r, en ed ve deinnc a e. n tortky, W d e de ve n o w wh a w lo t pe e participatory pau d r a a d se b e rie o p s ardi of u e ac n t t tictip tiv d t e acativ h an e e n iti c es t t h e , o w . e ry audithich were desi mesdof p Wgn e d ĐŚŝůĚƌĞŶ͛Ɛ ƵŶĐĚĞ e ed v a to e o c ŚŝůƌƐĚƚĂ ex lo tivities, w verty, pepldor ƌĞŶĚ Ŷ͛ƐŝŶ a eseries ƵŐ ŶĚĂŶ ĞƉƚŝŽŶƐ͘ hdŚ icĞƐ ĞƌĚ ƐƚƉĞ hw o f ĂŶƌĐ e a Ğ r c ĂĐ e ĚŝŶ t ƚŝǀ iv d ŝƚŝ ĞƐ e e and Ő ĂŶĚ ƉĞ sign ŝŶ ĞĚ͗ edĐůtƵĚ ƌ o Đ Ğ e Toity begin the Global Literacy project, we wanted to know what Ɖ x p ƚ Activ ŝŽ lo A Ŷ re ctiv Ɛ͘ dŚĞƐĞ 1 - Wha t it y 1think do yo- uWkn ĂĐƚŝǀŝƚŝĞ abyou-tabout hthey children know the themes of poverty, aow Af t dknow ric a? o Activ Ɛ Ahe ŝ ctivre-itor ity 2 - W ŶĐůƵĚĞĚ͗Pupil audit activities o u know a yis2th- is W?heEx t pl hunger, and interdependence. We developed a series of active and b ha or ing natio uer waw re is th t kn Aeo na to foric Activity 3 - W Achy tedlost an tivisityth3er is ty ? s. pe ?e w ctin, w Exdesigned je o p pr e lo participatory audit activities, which were to explore cy hu W ra ng verty, r te er h in pochildren’s Li l f y o g th ba is es e lo n w G em or a e t ld h th A th t Ac ? e io n e c tivgi th rThese tivtitisand nal stere d ity 4 - Wha eab onut To be h u y in w o 4 g understanding perceptions. activities included: kn po Pupil audit activities e ve ey W r rt th types. t is pove lopedinatse heriwesoroldf active oan or th k hay? Aow Acildtiv n kn c-tiv reity ve r 5:oHw ch ityn5w: e ? t de y e ? W ca omwnc akce. rdepenHde explore aenawdieffm erer to en ce to , and 1in-teWhat sign poed de ve e rt hunger y a in th ŝŶ w Activity do you know about Africa? k ch ew e ities hi w orld a , ĞĚ?͗ differĞ ĐůƵĚ tivities ac ĞƐ activ t ƚŝ di ǀŝ e ƚŝ t au i ĂĐ n ry T d o c ĞƐ h at e u ip dŚ e- Where Thrt to pover a e ic au ŽŶƐ͘ stereotypes. pa dits w2er Activity Exploring d ŶĚ ƌĐĞƉƚŝnational eaƌƐuca sieis wdthis? Pupil ty in the eŐ ou ŝŶ rĂŶ e tcĚ ainrƉĞ ƚĂitrr th re ĚĞ e Eu A ƵŶ r Ɛ w ro ie f Ŷ͛ pe r o ƌĞ d ic an Af r ŝůĚ ric a(G ld ĐŚ an Activity there hunger inou the untries (the UK, Po n cha coun3tr-yWhy t inworld? oisuna three Eco nt),rybe land an?d the Czech (Gtw ee n h u 20 a a r 11 o n n an p d a d a? e Republic) and one ) and pu 20 ic p , Activity 4 What is poverty? a fr 12 u b A n . In totaclo86 blic primarbylian aboutetween 20 c yo un2trpu w ar pdrim oynd usekn ls iespi ag s. a co do ed r t pe 1 ty ( fr ha t om 1 y eo W a u h sc er 9 n ho n a e 1 st to y l ol d n d it 15 U nato e- rHow Activity 5 ha can we make world? to poverty , un K, Polan ctivrs econa Ade sttach partdin 0it.12Th tand w ng in2the ndtiaos, ploarisdifference . Inistoistaal very la wrehisna?tkn ry scok d and th coming from private ildth renisd h cEx ow rg o h e 8 o am or il 6 2W-eWhhe ls edaCta d th ou 2 in d? r nt ity an , k rl e ivve t of o th p zecto o n WAectha a upils age ve th know - oab kneow k ou h Rhe ath patrtpo er in th nisaer alyshy w - orey eplpubuslic) ngor ed hu lyda e in ve d s rt e y, f it is d ta t hu r h . o in ng t in m t W er h T de h The audits were carried out in three European countries (the UK, Poland and the Czech Republic) and one , is h an nd o ne k 3 r 9 y is project to d is itec t ho d he h t w a is lp o e to Actprivoj this t us y a a 1 m de ak5e, acodimffinerenace sign thkethnco in order very larg t o w w y? d? w ill rl rt en o nt il ve w su en l e po re ts a e is th of g b t n t e in at th o ouaged sbetween from. priv African 2011ce Inyutotal 862 pupils tong 15, coming am rt ure thater Wtha t povisfrom al9 le elp pohve y 4 -country itac to 2012. unfrom e& Activ Enoqu erCh en and s design eaech(Ghana), t oPa a iry ff t te y di f a , d ck he ne e e h o , a rs ak so r d u t m ar s th a an n e theThis benttwprimary gCeze to heat private public and secondary schools, took part in it. istea large amount of data to e buiepp erareq ublic) ca r ep w , c R a Ho o ch lp n t n ed t d ity 5: and to e u e ivod ch r h th s n f al Actfo ow equippe lenge myths abou UK, Polandtsan ofdthis C d strecuwhat e seunderstand cuoritoy, t- de help us know -dor about tothink velopoverty, h adre,ityen ies (the mintgofrmoamkepraivdat trknow all15 pment,hunger, , tchildren chacollthey co , un vi e r ro if a n to nm an f d 9 g e e pe en e e m n ro t t o , an e fr g Eu & e d e a e eddesign nvhave re cdhingrr Eto vertthis nqhe ls agus te ironanalysed y is pith achi yinth sutom pu uirlpy Pusack rence ng and how make a, ie We data order to help es ddout in th ,toan mepo s 2aug adifference. lth86 ro ta n ca b ta e n h o In da er t . f ei w u o r a 12 t ts t , n di 20 un d s o d d au o e ethepi contents povthis pupilof vela Thpu e eam t 2011 an lorg e . isTh ry pthat m a ve Challenge & nEnquiry Pack, so that ensure uthis betwee ls unun nha nt, how to make a difference. hat dna detrrsysta suisesiswill ein rte (G inrtityproject s),tard nd rt pa t n k h co o d ep r to d an o , en ic in ls an u de , o S Afr nc g er t o erydto eenbetweemyths h ng sc uthare their luthteachers equipped challenge y, hu epho that So n Eu aenypr condar roabout poeveglrtob dbetter dare an pe ut an odevelopment, denthcey m mim d th akar - aban w kseess oissues Enquiry Pack, so og e kn & icjudpr al e p b ng publ in r e k d o lle ta t in ki an g ha w ng th C s r r food security, trade, environment and poverty through their is e m t e o ice children know -ss in taea ennEto ngful acgn ts of th justice osu eurco kinni pnt t een pp gm siintioth aor ndt tglhob tand whaand usede lp a he n understeaching, to e gal er g rd lobal o f ul action ta in da is th ed ys If al t y an o ouve s ha u l pupils understand interdependence between Europe and the global South e w p W p ant to ru re that oren t gt, If you wAant to ru lobal developm ut o n su ab en t hs n h ill th yt w e e u m ct Pu e d P je and make progress in taking meaningful action to support global justice pi ng o it l u Audiptilui alle ch this pr Handboo w to ith A r ed yo ei u ur th pp d h Audit H cl it as ug eq s, ro w er yo k ttfro u rtynisdo ith youdrpove frbe esnlth suw eeth Pan free rs ar updb oad the Pupil freom il te mlo classca Aoo eG t an uacdkhe tba ency hviero l it nm Li , te y G r ra o e Pupil Au lo en u p w e, eb b o c ad si a r tr te a di , t l . n ty An L y ri po want to run the Pupil Audit with your class, you can download the hIfttyou d it d o cu rt yo ow e u se yo u d r r ca ur pt:re acy web selfantd n nre /fo load /golobal-li self too, th adPupil ee lPu oofin tohba , adndou gl s e it t http://gAudit th w e d ha . t t an e ot f A pil lobal-l he pe in r d Handbook free from the Global Literacy website. And you can read the a r ro n an ch d cyite Eu d ild n o re rang y .yo.claom ee n cy,.yolas u o achi th tw t teite ou u be gh e what oth cpp l ste nc at:nort itrd ba de o e en gl /p r .c ep up e ila o au d m su in di e d t. t to r Pupil Audit report yourself too, and find out what other children thought: n / he pupil-aph pningful acticohnildren pupils understa u ea m d t it.php hought: http://global-literacy.yolasite.com/pupil-audit.php progress in taking South and make It is cruc justice e Pupil ial to en can download th u yo s, as cl ur g It is crDuc yo e a ge youenPu eviaellotopm enega pieloAudit with ge you can read th yo g nd th un A n p . g ru pe te si op to n t eb le t p w an in le G racydeve oals, bec in you w teou Develtop ng ba imm lonile alrLi ought: nab eIfaen thca the Gar lo n ifi in oa ath pm oemtha lsgdb ufrsey ndt G g atbw en , be ee cht,ildspreec cakus fr e er o e th o n h o o u e t e lly around the Mill r t ha y an H d ve y h it ut e th o to educa AƉud veedpo time Ğan ǆĂdŵen tfihnd iael to makveealobi ennium pm etepnt lfirtoo, aan e se to t o n ůĞer͕ gy ur e ed t t yo g uc , t di rt at h ϵ s n ff e po p er p ϯ e t th h en re ia e й ei .p it ce r c it l fr Ž d ud f if ie t th A r nd au l ic o ie ey Ĩ ilpi s, Ǉ p ar a fa m n It is crucial to engage young people in learning about development, specifically around global u Pu e Ž m lly aroun ready to use thei ĞǆĂŵpƉů ili ƵŶŐ ƉĞŽ s,/p keofa big arĞ͕ ansd membears faes ts ϵoϯй mil, ie laĂsite.codm f th ŽeĨ Ǉ r d the Mil Ɖyo acĞ y.ƐĂ erƉů ůĞ Ɖ thdifference ĞŽ , anto e dwifid -lit Ɛ al feer bŶŐ lo r ŝĚ d ŝĚ co /goŽƵ e rld ŝƚ :/w m development goals, because they have the potential make a big they areity ready to use their ŝ ŝƐ n m p mthun leK, ƚ ŝŵ tt c ŝ h e e ƉŽ ( n Ɛ partschofildth Ip m ƌƚ . n ŝ ĂŶ In ŵ iu s b ƚ ƚ th o Ž e e m Ɖ s ůĞ U e r reenwaor Ăƌ Ž s y M Ŷ fo ƌ ĂďŽƵƚ ŝƐƐof ofƐ thĂĨewider r ƚĂŶƚ ƚŽand areInrethe rand e ld I their MO gra grenergy RI O adyUK, eoph ĨĞwĐƚ ůĞĂmembers geRog to educate families, for o(Ip idŝŶ gfriends, wso raicpalhicAs ecommunity. toŝĨĨ ƌŶ ĂďŽƵƚ ƵĞthe ings-u ŽƉ rŐ cƉĞ ůĞ childwrehnichartime u ͛Ɛ o ůŝ s so ǀĞ m e ci p Ɛ at a ŝŶ m thƚ eir io Ě l in e n A gr Su t u Ğƌ ŝ ow h a rv s ĞŶ Ɛ n ey s in n eir liv 93% g upofinyoung ociato , 2009 y. Ininthdifferent ).ƐƵĞOƐur example, said is important issues affecting an people ĂĨĨĞĐƚŝŶ people’sitlives reng tiolearn crin asly eacsi um n Surabout ingitco e en ill or th U M which ly m e v K Ő pl byeithr elivpes arees acore connein th e ex Ɖ , c d y f o an Ğ or ni un , 22009). danglobalSurvey, mpAssociation ŽlyƉůĞ ar͛Ɛo ůŝǀ cted to pgeographical 0in09).en al le w ic or if x partsuof the world (Ipsos-MORI Our ld nn ec , r ec sp c te t, O h d d Ğ a to u se of a c gloobutalde peopele r use their opan lopm ve ƚŽth ledanpldac or by ďĞe Ăpu ŝĨĨyĞƌto wworld, ab arƐe ŝŶre Ěad es houpcoinlaan o ey ng at Ğ ni th ͚children r th p Ŷ ar ld Őrc e la le ƚ cl ce are growing increasingly complex and global in which ůŽha ic , in en k c of in e ďĂse of er e a pl t ff a ch o bu ů ĐŝƚŝǌĞŶ͛ oc at the ia ol at a bi, g di e on rpe baeun yo ! eThskeillsks and s po aktt r!bagTh geeto m ga In the UK, for coflilcato en ƚŽ ďϭĞ ϬĂ Ž͚Ő y. Ă to it nt l ƌ Ĩ ƚůŽ k te un ia Ğ m uc o Đ Śtheir un m il e cr lives are connected people and places at the click button, or by f ĞďĂ ƌ de ls co th is Ƶ a rs Itů Đ Đbe bbe nding ne ƌŝƚŝƚŝ ŝĂů ƌ Đ ued ey have and undeta ŝƐŚǌĞ ƉŶ͛Ƶ Ă trs Ŷƚ ĨŽŚŝ toonf, the wider eŚƌĞ ƌƵoĐŝ us ƌ ĐůĚ ca emed s, ĨŽ ďof r,stan ŝůthĚŶ m alĞĂů ůŝƌĞ suŚĞ Đa Ă anddneeded ƌĞĂƐ t ĐG ϭϬ ŽisĨ ƚ Ğ͛Ɛ ůŝǀĞƐ ŝŶ ĚŝĨĨĞƌĞ es en Ɖů es Ŷ Ŷ Ő ili Ğǀ ĞŽ pm chocolate bar! The skills and understanding to ƌ Ă m o in [sthe Ɖ Ğƌ Ğ fa el ď Ɛ ŶŐ ƌŝƚ ucD g s, ĞĨ ev ƚŝ Ŷ ŝƐ ƚ Žƌ nd ĞĐ Ś n Ğ͘ hpurchase ĨĨ ie ƉƵ Ğ Ś e ǀĞƌ ďĞĨŽ ůŵŽƐ r fr as cliďůmŝĐa Ă edƵƚ ƚ ͞Žď ƚ ϵĂď e ŝƐƐƵĞƐ Ă eĂůďth Őfor ŝŶ at ƚŚ ůŽ Ăƚ ͞Ăuc ed Őů ĂƌŶ Ăů eiĂƌ to teŐƌ ĞƚŽ ůĞůŵ ůĞ ůĞŶŝ ͘ Almost er cĞĞ issuŝŶes ƚŚ[sĞuc ‘global are crucial children as ŝŶ never before. 9ƚ inŽ 10d en hgy ĂŝĚƌŶŐ ĂŶƐ ƌƚ Đƌ decitizen’ ƌƚ ĨƵhƚbe a Ŷ an ƉŽ n Ɛ e ŝŶ ĐŚ g Ž ŝŵ Ƶas ŽŽ e ŝƐ Ő Ɛ ƌtiaĞm ů ŝ cl ŝƚ ŝ o im ϵ Ŷ ͟ at r ƐĂ ƵĐ ƐĐŚŽŽů ŝƐ ioŝĂnů ŝSu ŝeyŶ, 2009). Our Ƶƚ ĞŶch inƉĞ ŽratnƉůio an Ĩ if rv te“global geagree Ő orƵŶ inthat chĞ te aĞ Ĩ ǇǇŽ rn Őϯй tna allĨƵeƚƵ Ž of the British public learning in school isci Đcrucial issues at io Ă o Ő ŝŶ ƚŚ n ƌ ϵ ss ŝŶ l Ƶ Ğ͕ ngƌĞ A po a l Ɖů Đ ve l Ő ca ŝĂ rt p in Ăŵ hi y] o Ğǆ ů ap Ž ar g͟ gr verty] aer to be tackleŝĨba Ƶps a Ƶƚ l world, in geopoverty] Őinternational R d Ğ ĂŐ cclimate Ő oǇŽ ŚM oŶŐ o ĐsŝůƌĞ m ĚOƌŶ e be mle (Ior Ő ŶĐŚ [suchnas aremto tackled pleeŝŶxchange dtaglc oind the to b rludƵŶ ĞŶIŝŶ ŝ ůĞ atng ŝůĚ an w eria ex chal pl th Ŷ e is f o ů Ăƌ s co s Ŷŝ Ğ rt ly ŶŐ inls Ă e g an prodpa ng Ă ƌ k si ďŽ s Ŷ le Ƶƚ ea ŝŶŐabout ƚŚĞƐĞ crlearning vco d ick of a button, idem nbe ĂďŽƵthese bin su edidan apl But engaging children in challenging eswyoung nnex ther ca the cl incgnaup ificfin oarpeis ƚ at e siakls o ƚ es gr ic Ś p ff ac u Ğ pl o mat ul illsprafuture”. lt d Ɛ t r an re Ğ an t a d u e ild nd pl ch nitbe oda ndid ed ov pe y difficult daun eppan ocomplex d todaunting. Thes uThese ecpte rnn ntin po and issues can and ortop em ting. un ity derstanding need unei gs.materials arefofco ew es roem o deseun itriert liv T w an po h e ill w thtehsk th s er sk r ld dfprovide in e in ch t e g hi h illosran Th pu g w e pi r! aop yfor ba puwith irepo ϵ ŝŶ ith noefempowering pls soof r. rtanunopportunity skills coelatepupils ilswwsome mthe eadch e of itipu es rc toobe thha ŽƌĞ͘ ůŵGŽhƐƚ it anaia ey ĞĨ se ď h ne b Ğƌ ed s Ğǀ to o c Ŷ o m e ĂƐ co Ŷ m the world faand th e of ƌĞwarmaking eŽac ŝůĚ r by tiv acĐŚ ƌ eeto irer.oopportunities tivtowards Ĩ n children h they need toƌĞbecome Ăů Ĩeactive ŝĂhů ŝ G ds ƌƵĐŝm ƵĐ Đ m Đƌ t ak Ɛ o ͛ Ă in ů ŝ w Ž g ĞŶ a Ž ŝǌ a ĐŚ ŝƚ n Ɛ a ppy r ů Đ ŝŶ d aian scho s making Ă ͚ŐůŽďĂ at ƚŽ ďĞ fairer. the world ͞ŐůŽďĂů ůĞĂƌŶŝŶŐ d childol! ƚ le ŚĂ ck ƚ ta ĞĞ be Őƌ Ă to e ůŝĐ ar Ƶď Ɖ y] r rt ƐŚ ƚŝ ve e ƌŝ po l Ğ n ha sch ϭϬ ŽĨ ƚŚ rnationa ppy ool e change or inte Ƶƚ ƚŚĞƐĞ at ! at ďŽ im Ă cl ŶŐ as Ŷŝ h Ăƌ uc ůĞ [s ŝŶ Ŷ ƌĞ issues ŝůĚ ĐŚ Ő A ƵŶ e ǇŽ p es Ő r ŝŶ Th o . ĂŐ je Ghanaian children Ƶƚ ĞŶŐ ojecctt ffu unnd dca t and daunting eed happy at icul dnbby ŝŶ ƚŚĞ ĨƵƚƵƌĞ͟ A prex be y tth effEEu f hdi o ro es e e pe su m an is so u Un h r io it pl o n school! w m an p ls co d e pi le d a d pu an in n g g En in in U gl er nion and challeng for empow g d by CDEC akinan arddsinm towle an opportunity ve E de ti vi n o ac g e pr la m ls ia co n er d by CDE be mat they need to sproject C ie it un rt o pp o d A funded by the European Union and led in England by CDEC the skills an . the world fairer 7

Pupil Audit Pupil Audit

thse WhW yhtyhe e amtaetreiarls a esm ials raereneeded Why these materials arene needed eded

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wants

change

poverty

trade

influence

preconceptions diversity

sustainability

responsibility

stereotypes

power interdependence

similarities & differences

needs

rights

values

development perceptions

equality

fairness

Concepts Explored Concepts Explored

This Challenge & Enquiry Pack explores many concepts, encouraging deeper, more meaningful thinking around the&issues thatPack are presented through the themes of Food & Trade, Poverty Interdependence, and This Challenge Enquiry explores many concepts, encouraging deeper, more&meaningful thinking Education & Development. Pupils are encouraged to ‘unpack’ these concepts, explore their meaning and around the issues that are presented through the themes of Food & Trade, Poverty & Interdependence, and think about their own interpretation of them.

ĚƵĐĂƚŝŽŶ Θ ĞǀĞůŽƉŵĞŶƚ͘ WƵƉŝůƐ ĂƌĞ ĞŶĐŽƵƌĂŐĞĚ ƚŽ ͚ƵŶƉĂĐŬ͛ ƚŚĞƐĞ ĐŽŶĐĞƉƚƐ͕ ĞǆƉůŽƌĞ ƚŚĞŝƌ ŵĞĂŶŝŶŐ ĂŶĚ think Many aboutconcepts their own of them. areinterpretation explored through the use of Philosophy for Children stimuli or ‘concept explorers’ or ‘concept stretchers’. For example, many lessons use ‘concept lines’ and ’sorting hoops’ in which pupils can

DĂŶǇ ĐŽŶĐĞƉƚƐ ĂƌĞ ĞǆƉůŽƌĞĚ ƚŚƌŽƵŐŚ ƚŚĞ ƵƐĞ ŽĨ WŚŝůŽƐŽƉŚǇ ĨŽƌ ŚŝůĚƌĞŶ ƐƚŝŵƵůŝ Žƌ ͚ĐŽŶĐĞƉƚ ĞǆƉůŽƌĞƌƐ͛ Žƌ engage critically with word meanings, deﬁnitions and begin thinking on a deeper level. ͚ĐŽŶĐĞƉƚ ƐƚƌĞƚĐŚĞƌƐ͛͘ &Žƌ ĞǆĂŵƉůĞ͕ ŵĂŶǇ ůĞƐƐŽŶƐ ƵƐĞ ͚ĐŽŶĐĞƉƚ ůŝŶĞƐ͛ ĂŶĚ ͛ƐŽƌƚŝŶŐ ŚŽŽƉƐ͛ ŝŶ ǁŚŝĐŚ ƉƵƉŝůƐ ĐĂŶ engage critically with word meanings, definitions and begin thinking on a deeper level.

A project funded by the European Union and led in England by CDEC 8

Social Socialand andEmotional EmotionalAspects Aspects of of Learning Learning The activities in this Challenge and Enquiry Pack have clear links to the 5 broad social and emotional aspects The activities in this Challenge and Enquiry Pack have clear links to the 5 broad social and emotional aspects of learning. of learning. As many lessons oďŹ&#x20AC;er the opportunity to hold a P4C Enquiry, the lessons naturally build a sense lessons offer thesome opportunity hold aand P4Cwill Enquiry, the lessons naturally a sense community, As many of community, oďŹ&#x20AC;er form of to stimulus encourage questioning frombuild children. Anyoflesson based offer someon form of stimulus and will encourage questioning from children. Clearly, any lesson based on a P4C methodology a P4C methodology provides a sound basis for work involving the social and emotional aspects of Theaactivities in thisfor Challenge and Enquiry Pack have links to aspects the 5 broad social andChildren emotional aspects very of learning. provides sound basis workself involving social andclear emotional ofown learning. self aware, learning. Children become aware,the learn to recognise feelings of their and of others, become and As many lessons offer the opportunity to hold a P4C Enquiry, the lessons naturally build a sense of community, offerAs the learndevelop to recognise feelings of their own and of others, and develop empathy and social skills during an enquiry. empathy and social skills during an enquiry. As the methodology is collaborative and child centred some form of stimulus andand will encourage questioning children. Clearly, lesson on a P4C methodology methodology is collaborative they are from also motivated aboutany their ownbased learning. they are also motivated aboutchild theircentred own learning.

Social and Emotional Aspects of Learning

provides a sound basis for work involving the social and emotional aspects of learning. Children become very self aware, learn to recognise feelings of their ownsome and understanding of others, and develop empathy and social skills during an enquiry. As the Self awareness children have of themselves methodology is collaborative and child centred they are also motivated children take responsibility for their own actionsabout their own learning. children know that feelings, thoughts and behaviours are linked children have some understanding of themselves children accept themselves for what and who they are children take responsibility for their own actions Managing feelings children manage they express theirand feelings children know how that feelings, thoughts behaviours are linked children canaccept manage the wayfor they areand feeling children themselves what who they are canmanage reflect how and review on experiences Managing feelings children children they express their feelingsto change the way they feel children cancan adapt the way theythey express feelings to suit particular situations children manage the way are feeling children experiences Motivation children cancan setreflect goals and and review plan toonmeet them to change the way they feel children adapt the they expressfor feelings to suit particular situations children cancan consider theway consequences others Motivation children goals andplans plan to meet them children cancan putset long term into achievable steps children consider the own consequences children cancan evaluate their learning for andothers use this to improve in the future children can put long term plans into achievable steps Empathy children can understand the feelings of others children can evaluate their own learning and use this to improve in the future children understand other peoples points of view Empathy children can understand the feelings of others children value and respect thoughts, children understand otherthe peoples pointsfeelings, of view values and beliefs of others children can offer support to others children value and respect the thoughts, feelings, values and beliefs of others Social skills children know belong to a community and are valued children canthat offerthey support to others children canknow cooperate andbelong achieve shared outcome Social skills children that they to aacommunity and are valued children cooperate and achieve a shared outcome children cancan make wise choices children make wise choices children cancan solve problems in a logical manner Self awareness

children can solve problems in a logical manner

Information taken from Key document:Excellence Excellenceand and Enjoyment: Social and Emotional Aspects of of Learning (SEAL), Information taken from document: Socialand and Emotional Aspects Learning Information takenKey from Key document: Excellence andEnjoyment: Enjoyment: Social Emotional Aspects of Learning (SEAL), 05-2005, DfESW 1378-2005 G (SEAL), 05-2005, DfESW1378-2005 1378-2005 05-2005, DfESW G G

TheThe following tables show which specific SEAL used within each lesson. following tables show which specific SEAL skills are usedeach within each lesson. The following tables show which specific SEALskills skills are are used within lesson.

Introductory Activities Introductory Activities Introductory Activities Lesson Lesson

Self Self awareness awareness

Managing Managing feelings feelings

Motivation Motivation

Empathy Empathy

Social Social skillsskills

Thinking GlobalGlobal Thinking Quick the draw Quick on theon draw Stories behind the statistics

Stories behind the statistics String Connections

String Connections

Critical Thinking

Perspectives on the news

Fact or opinion: how do we know?1

Fact orFact opinion: how do we or opinion: how doknow?1 we know?2 Fact orHow opinion: how do we know?2 to take action How toPupils take take action action: global citizens We Can All Make a Difference Pupils take action: global citizens

takea action: spheres of influence We CanPupils All Make Difference People and Power spheres of influence Pupils take action: Making the world a better place

People and Power

Rights & Responsibilities

Making the world a better place Rights & Responsibilities A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 9

Social Social and and Emotional EmotionalAspects Aspects Aspects of of Learning Learning Social & Emotional of Learning Social and Emotional Aspects Learning Part Part1:1:Food Food&& &Trade Trade Part Trade Part1:1: Food Food & Trade Lesson Lesson Lesson

Self Self Self awareness awareness awareness

Messy MessyMaps Maps Messy Maps Pods, Pods,People People&&Production Production Pods, People & Production Sharing Sharingthe theChocolate Chocolate Sharing the Chocolate The TheFairest FairestTeacher Teacher The Fairest Teacher Fairtrade FairtradeMeans Meanssomething somethingtotome me Fairtrade Means something to me Fairtrade FairtradeAlphabet Alphabet Fairtrade Alphabet Cocoa CocoaClues CluesMystery Mystery Cocoa Clues Mystery Alien AlienHeadlines Headlines11 Alien Headlines 1 Alien AlienHeadlines Headlines22 Alien Headlines 2 10 10Myths Mythsabout aboutHunger Hunger 10 Myths about Hunger

Managing Managing Managing feelings feelings feelings

Motivation Motivation Motivation

Empathy Empathy Empathy

Social Socialskills skills Social skills

Managing Managing Managing feelings feelings feelings

Motivation Motivation Motivation

Empathy Empathy Empathy

Social Socialskills skills Social skills

Managing Managing Managing feelings feelings feelings

Motivation Motivation Motivation

Empathy Empathy Empathy

Socialskills skills Social Social skills

Poverty&&Interdependence Interdependence Part Part2:2:Poverty Part Interdependence Poverty &&Interdependence Part2:2: Poverty Lesson Lesson Lesson

Mary Mary&&John John- -Sustainability Sustainability Mary & John - Sustainability Mary Mary&&John John- -Emotions Emotions&&Empathy Empathy Mary & John - Emotions & Empathy Mary Mary&&John John- -People People&&Environment Environment Mary & John - People & Environment Mary Mary&&John John- -AAHappy HappyEnding? Ending? Mary & John - A Happy Ending? Ghana GhanaFact Factfiles files Ghana Fact files Sorting Sortingout outGhana Ghana Sorting out Ghana What WhatWould WouldI Isee? see? What Would I see? Money MoneyTalks Talks Money Talks What WhatIsIsPoverty? Poverty?Definitions Definitions What Is Poverty? Definitions What WhatIsIsPoverty? Poverty?Life LifeStories Stories What Is Poverty? Life Stories

Self Self Self awareness awareness awareness

Part 3: Education & Development Education&&Development Development Part Part3:3:Education Part 3: Education & Development Lesson Lesson Lesson

Self Self Self awareness awareness awareness

My MySchool SchoolInInaaBox Box11 My School In a Box 1 My MySchool SchoolInInaaBox Box22 My School In a Box 2 My MySchool SchoolInInaaBox Box33 My School In a Box 3 Ghanaian GhanaianSchool SchoolInInaaBox Box Ghanaian School In a Box AADay Dayininthe theLife Life A Day in the Life Super SuperSchool School Super School I IWant Wantto toBe Be I Want to Be Daniels DanielsClassical ClassicalSchool School11 Daniels Classical School 1 Daniels DanielsClassical ClassicalSchool School22 Daniels Classical School 2 Daniels DanielsClassical ClassicalSchool School33 Daniels Classical School 3

AAproject projectfunded fundedby bythe theEuropean EuropeanUnion Unionand andled ledininEngland EnglandbybyCDEC CDEC A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 10

Literacy Links Literacy Links Literacy Links

All lessons have links to developing and using literacy skills, from reading for information to writing reports All lessons have links to developing and using literacy skills, from reading for information to writing reports and and creating diary entries. Lessons oďŹ&#x20AC;er clear opportunities for using speaking and listening as they creating diary entries. offerand clearusing opportunities for using and listening astothey encourage All lessons have links toLessons developing literacy skills, from speaking reading for information writing reports and encourage collaborative learning through paired and group work. There are also ample opportunities to collaborative pairedclear andopportunities group work. There are also ample opportunities to useencourage activities as a creating diarylearning entries. through Lessons offer for using speaking and listening as they use activities as a stimulus for P4C sessions. stimulus for P4C sessions. collaborative learning through paired and group work. There are also ample opportunities to use activities as a stimulus for P4CActivities sessions. Introductory Introductory Activities Introductory Activities Lesson

Fiction

Non-fiction

Lesson

Fiction

Non-fiction

Global Thinking Quick the draw Globalon Thinking Quick on the draw Stories behind the statistics Stories behind the statistics String Connections String Connections Critical Thinking Critical Thinkingwhich is which? Fact or opinion: Fact or opinion: which is which? Fact or opinion: how do we know? Fact or opinion: how do we know? How to take action How totake takeaction: actionglobal citizens Pupils Pupils take action: global citizens We Can All Make a Difference We Can All Make a Difference Pupils take action: spheres of influence Pupils take action: spheres of influPeople and Power ence People and Power Making the World a Better Place Making the World a Better Place Rights & Responsibilities Rights1:&Food Responsibilities Part & Trade

Part Food & & Trade Trade Lesson Part 1: 1: Food Lesson

Messy Maps Messy Maps Pods, People & Production Pods, People & Production Sharing the Chocolate Sharing the Chocolate The Fairest Teacher The Fairest Teacher Fairtrade Means something to me Fairtrade Means something to me Fairtrade Alphabet Fairtrade Alphabet Cocoa Clues Mystery Cocoa Clues Mystery Alien Headlines 1 Alien Headlines 1 Alien Headlines 2 Alien Headlines 2 10 Myths about Hunger 10 Myths about Hunger

Read & scan information Read & scan information Write an overview Write an

Drama Role Play Drama Role Play

Act in role Act in role Role play Role play

overview

Speaking & Listening& Speaking Listening Team work Team work Interview Q&A Interview Full class Q&A work Full class

P4C

Stimulus Stimulus

work

Distinguish fact from opinion Distinguish fact

Readopinion news from

Present findings Present findings

articles Read news articles Poster Illustrations Poster Illustrations

Small group discussion Small group Team work discussion Critical skills Team work

Following instructions Following instructions Evaluate ideas

Critical skills Group work

Drama

Evaluate ideas

Group work Team work Reasoning Team work

Drama Stimulus

Create a list

Reasoning

Stimulus

Create a list Fiction

Non-fiction

Drama

Fiction

Non-fiction Read for information Read for Sequence information events Sequence

Drama

Write a narrative Write a

events

Role play

narrative

Writing word definitions Writing word Summarise definitions key info Summarise Create a word key info bank Create a word Write bank summary Write Collect summary information Collect Write journalinformation istic article Write journal-

Poetry Poetry Read fictional information Read fictional information

istic article

Speaking & Listening& Speaking

P4C P4C

Listening Stimulus

Role play Dialogue story Dialogue story

Listen & reflect& Listen Listen reflect& reflect Listen & reflect

Stimulus Stimulus Stimulus Stimulus Stimulus Stimulus Stimulus

Critical skills carousel Critical skills carousel

Stimulus Stimulus Stimulus Stimulus

Presenting Reasoning Presenting

Stimulus Stimulus

Reasoning

Literacy LiteracyLinks Links Literacy Links Part 2: Poverty Part 2: Poverty&&Interdependence Interdependence Part 2: Poverty Lesson & Interdependence Fiction Lesson

Fiction

Mary & John - Sustainability Mary&&John John- -Emotions Sustainability Mary & Empathy Mary & John - People & Environment Mary & John - Emotions & Empathy Mary&&John John- -APeople Environment Mary Happy&Ending? Mary & John - A Happy Ending? Ghana fact files Ghana out factGhana files Sorting SortingTalks out Ghana Money Money TalksI see? What Would WhatIsWould I see? What Poverty? Definitions

Alternative story ending Alternative story ending Write captions Write captions Illustrations Illustrations

Part 3: Education & Development Part 3: Education & Development Part 3: Education & Development Lesson Fiction Fiction

My School In a Box 2 My School In a Box 3 My SchoolSchool In a Box Ghanaian In a3Box A Day in the Life Super School

Write a diary or narrative Write a diary or narrative

I Want to Be Daniels I Want Classical to Be School 1 DanielsClassical ClassicalSchool School21 Daniels

Daniels Classical School 3

Role play

Read & listen ĨŽƌ ŝŶĨŽƌŵ͛Ŷ Read & listen Research ĨŽƌ ŝŶĨŽƌŵ͛Ŷ project Research Write a report project Write a report Word definitions Word Reading real definitions life stories Reading real life stories

Non-fiction Non-fiction Creating lists

Write a diary

P4C P4C Stimulus Stimulus

Stimulus Stimulus Stimulus Stimulus

Freeze frames Freeze frames

Drama Drama

Reading Write a letter chronological Reading reports chronological Write a reports chronological Write report a chronological Write a report report Answering Write a report questions Answering Freeze frames questions Freeze frames

Write a diary

Speaking & Listening Speaking Listen and& Listening reflect Listen and reflect Construct an argument Construct an argument

Concept line discussion Concept line discussion

Write a letter

Super School

DanielsClassical ClassicalSchool School32 Daniels

Drama

Formulate Creating lists questions Formulate Gather data questions Gather data

My MySchool SchoolInInaaBox Box21

AGhanaian Day in theSchool Life In a Box

Drama

Role play

Illustrations

What Is Poverty? Life Stories

Lesson

Non-fiction

Illustrations

WhatIsIsPoverty? Poverty?Life Definitions What Stories

My School In a Box 1

Non-fiction

Speaking & Listening Speaking & Listening

P4C P4C

Construct an argument Construct an argument

Stimulus Stimulus Stimulus Stimulus Listening for information Listeningfor for Listening information information Listening for information

Stimulus Stimulus

Philosophy for Children (P4C) Philosophy (P4C) n (P4C) Childre forChildren phyfor Philoso “Philosophy can be used to improve teaching and learning, for the lasting beneﬁt of ͞WŚŝůŽƐŽƉŚǇ ĐĂŶ ďĞ ƵƐĞĚ ƚŽ ŝŵƉƌŽǀĞ ƚĞĂĐŚŝŶŐ ĂŶĚ ůĞĂƌŶŝŶŐ͕ ĨŽƌ ƚŚĞ ůĂƐƚŝŶŐ ďĞŶĞĨŝƚ ŽĨ ƚŚĞ ůĂƐƚŝŶŐ ďĞŶĞĨŝƚ ŽĨ ŶĚ ůĞĂƌŶŝŶŐ͕ ĨŽƌ and communities “ individuals ƌŽǀĞ ƚĞĂĐŚŝŶŐ Ă ͞WŚŝůŽƐŽƉŚǇ ĐĂŶ ďĞ ƵƐĞĚ ƚŽ ŝŵƉ ŝŶĚŝǀŝĚƵĂůƐ ĂŶĚ ĐŽŵŵƵŶŝƚŝĞƐ ͞ (Society for Advancing Philosophical Enquiry and Reﬂection in Education) Education) SAPERE ĐŽŵŵƵŶŝƚŝĞƐ ͞ ŝŶĚŝǀŝĚƵĂůƐ ĂŶĚ SAPERE (Society for Advancing Philosophical Enquiry and Reflection in

SAPERE (Society for Advancing Philosophical Enquiry and Reflection in Education)

Philosophy foris Children is a wayand of learning teaching, Philosophy for Children a way of learning teaching,and where childrenwhere children become more thoughtful reﬂective go beyond become more thoughtful and and go beyond information toinformation seek children to where teaching, and and learning way ofand is areflective Children for Philosophy understanding. Children learn how to participate in meaningful discussions, seek understanding. Children learn how to participate in meaningful to seek information become more thoughtful and reflective and go beyond where their ideas and those of others are valued and listened to. Children ask discussions, where their ideas and those of others are valued and understanding. Children learn how to participate in meaningful discussions, and discuss philosophical questions a structured context. listened to. Children ask in and discuss philosophical questions in a ask to. Children

where their ideas and those of others are valued and listened structured context. questions in a structured context. and discuss What follows philosophical is a brief outline of a basic P4C session.

Whatbuilding a brief of outline ofP4C a basic P4C session. Community (515mins) session. a basic outline a briefisactivity isfollows What follows Sessions start with a community building activity.(5- 15mins) Community building activity

P4C in

Community building activity (5- 15mins)

Sessions start with a community building activity. Stimulus (15- with 30 mins) a community building activity. Sessions start

actio

P4C in

This can be a story, case study, photograph, artefact or anything else that will engage the children in Stimulus (1530 mins) philosophical questioning. Stimulus This(15can 30 be amins) story, case study, photograph, artefact or anything else

actio

anything else that will engage the children in artefact or engage children in philosophical questioning. photograph, study, case the story, be awill This canthat Thinking as individuals, discussion in pairs (5 mins) philosophical questioning.

astake individuals, in about pairswhat (5 mins) The pupilsThinking are asked to 30 seconds todiscussion think individually the stimulus made them think and feel ʹ which pupils are of asked todiscussion takethey 30 seconds to think individually thetheir stimulus them then think and might leadThe them to think a question would like to ask. You might themwhat to close eyes. made They should in pairs (5 mins) askabout Thinking as individuals, turn to the person nextmight to them andthem swapto their initial ʹ for about 2 - like 3 minutes. should be noisy time! feel – which lead think of athoughts question they would tostimulus ask.This Youmade mightthem aska them to close ʹ which think and feeltheir to think individually about what the seconds 30 take to asked are pupils The It is important giveshould pupils time thinktoasthe individuals, before they hear Speaking in pairs–gives even the eyes.toThey thentoturn person next to them andfrom swapothers. their initial thoughts for about 2 should -3 then They eyes. their close to them ask might You ask. to like would they of a question to think them might lead quietest pupil the chance to express minutes. This should be atheir noisythoughts. time! It is important to give pupils time to think as individuals, before they

them and swap their initial thoughts ʹ for about 2 - 3 minutes. This should be a noisy time! next toSpeaking turn to the hearperson from others. in pairs gives even the quietest pupil the chance to express their thoughts. to think as individuals, before they hear from others. Speaking in pairs gives even the to give Question setting in pupils groupstime (5 mins) It is important setting in groups (5The mins) express the chance pupilasked quietest Pupils areQuestion then to formto groups (saytheir of 4).thoughts. teacher should ensure that there is a competent writer in each group. Pupilsthey are then asked to form (sayarising of 4).from The teacher should thatgroup there(class) is a competent writer In their groups, discuss and agree on groups a question the stimulus thatensure the whole might discuss (5 mins) groups together. It is to be a philosophical question ʹ one that isand interesting will lead to deep from thinking perhaps other in in each group. In their groups, they discuss agree onand a question arising the(and stimulus that the setting Question in each questions). Over time (and withmight additional activities) pupils is aensure philosophical question (as that opposed to a closed writer competent is– aone there that whole (class) discuss together. Itteacher islearn to bewhat a philosophical question is interesting and group. should of 4). The (say groups to form asked thengroup Pupils are question or one that requires factual research). might discuss (class)pupils whole group the leadthey to deep thinking (and perhaps other questions). time (andthat with additional activities) the stimulus arising fromOver on a question and agree discuss groups, In their will other perhaps (and thinking deep learn what is a philosophical question (as opposed to a closed question or one that requires factual to lead will and interesting is that one ʹ question together. It is to be a philosophical Voting for one question (5 mins) a closed to opposed (as research). question questions). Over time (and with additional activities) pupils learn what is a philosophical Each group is asked to read out their question and to clarify it where needed. Pupils (as individuals) now have to vote for factual research). or one that questionVoting for requires one question (5 mins) one question. Some dialogue can take place ʹ pupils can be asked to volunteer reasons for their choices ʹ differing views (with reasons) be sought. similar (with agreement). If there(as is aindividuals) tie (or almost a Each can group is askedSometimes to read out theirquestions questioncan andbe tomerged clarify it where needed. Pupils now question (5 mins) fortoone Votinghave ƚŝĞͿ͕ ƉƵƉŝůƐ ĐĂŶ ͞ƐĞůů͟ ƚŚĞŝƌ ĨĂǀŽƵƌĞĚ ƋƵĞƐƚŝŽŶ ĂŶĚ ƐĞĞ ŝĨ ŽƚŚĞƌƐ ǁŝůů ǀŽƚĞ ĨŽƌ ŝƚ͘ KŶĞ ƋƵĞƐƚŝŽŶ ŝƐ ĐŚŽƐĞŶ͘ dŚĞƌĞ ĂƌĞ ůŽƚƐ ŽĨ vote for one question. Some dialogue can take place – pupils can be asked to volunteer reasons for needed. Pupils (as individuals) now have to vote for it whereSometimes clarify and tocan their question read out views asked to Eachofgroup ways voting. theirischoices – diﬀering (with reasons) be sought. similar questions can be merged

reasons for their choices ʹ differing views volunteer to “sell” askedcan ʹ pupilsacan place can take Some dialogue one question. (with agreement). If there is a tie (or almost tie),be pupils their favoured question and see if others (with agreement). If there is a tie (or almost a merged can Dialogue (30vote mins) questions similar Sometimes can (with reasons) will forbe it.sought. One question is chosen. There are lots of be ways of voting. Ĩ dŚĞƌĞ ĂƌĞ ůŽƚƐ Ž ĞƐƚŝŽŶ ŝƐ ĐŚŽƐĞŶ͘ ŽƚĞ ĨŽƌ ŝƚ͘ KŶĞ ƋƵ Everyone sits in a circle. To start the dialogue, the chosenĞĞ ŝĨ ŽƚŚĞƌƐ ǁŝůů ǀ question is read out and the group that wrote it is asked to Ě ƋƵĞƐƚŝŽŶ ĂŶĚ Ɛ Ğůů͟ ƚŚĞŝƌ ĨĂǀŽƵƌĞ ƚŝĞͿ͕ ƉƵƉŝůƐ ĐĂŶ ͞Ɛ Dialogue (30 mins) provide some of the thinking behind it. Then the job of the facilitator is to encourage all the pupils to contribute thoughts ways of voting. (voluntarily) and seek other ofTo looking the issues, probing for reasons and is seeking meaning. Thinking Everyone sits in aways circle. start at the dialogue, the chosen question read out and the groupcan thatbewrote it is Some of these are provided at the end of this section. ƐƚŝŵƵůĂƚĞĚ ďǇ ƚŚĞ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ ͚ĞĨĨĞĐƚŝǀĞ ƋƵĞƐƚŝŽŶƐ͛. asked to provide some of the thinking behind it. Then the job of the facilitator is to encourage all the pupils mins) (30 Dialogue Sometimes an interim summary of the dialogue will be useful (and, of course, a summary is useful at the end, with a is and to contribute thoughts (voluntarily) and seek other ways of looking at the issues, probing for reasons asked to it wrote Everyone sits in a circle. To start the dialogue, the chosen question is read out and the group that reflectionseeking on how far the question has been answered). A facilitator will try to anticipate where the stimulus might lead, Thinking canit.be stimulated the facilitator development ‘effective all questions’. Some of these are thoughts to contribute the pupils is toofencourage of the the job by Then behind the thinking provide some ofmeaning. but is alsoprovided flexible asatitthe might lead into unanticipated areas. an interim summary of the dialogue will be useful end of this section. Sometimes (and, of be can Thinking meaning. seeking and reasons for (voluntarily) and seek other ways of looking at the issues, probing course, a summary is useful at the end, with a reflection on how far the question has been answered). A ƐƚŝŵƵůĂƚĞĚ ďǇ ƚŚĞ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ ͚ĞĨĨĞĐƚŝǀĞ ƋƵĞƐƚŝŽŶƐ͛. Some of these are provided at the end of this section. facilitator will try to anticipate thewill stimulus might lead, is also flexible asisituseful might at lead end, with a theinto a summary course, ofbut (and, be useful dialogue of thewhere summary an interim Sometimes unanticipated areas. might lead, stimulus the where anticipate to try reflection on how far the question has been answered). A facilitator will but is also flexible as it might lead into unanticipated areas. A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 13

4C) (P n P e h r d i il l o h C s r o o p f h y h y p o f s or Children (P4 Philo Cfew) words about their impressions of Reflection/deb ) ri ns e mi f (5 (5 f ie a m e br in giv de s) n/ere eflectioTh encouraged to are many de about r example, each pupil is . Fo es br iqu hn ie f tec they changed their mind te ief ch br de ni ny qu Philosophy for Children (P4C) rned, or if ma lea es y . the Fo y or here are the Philo r Child m, ex ren the am dialogue ʹ fosoph ed pl ris e, each t surp exme amthi plengsotha mething that Ǉ ͞WĂƐƐ͘͟ pupil is encouraged to give ueŵʹ for examplerso he dialogƐŽ on.

ĞƚŚŝŶŐ ĚƵƌŝŶŐ ƚŚ͘ /Ĩ ƐƚƌƵŐŐůŝŶŐ͕ ƚŚĞǇ ĐĂŶ ƐĂ surprised them, a gfethe ingouset ssi w wfol orlow ds ab rin ŽŶ Ğ ƐĞƐƐŝŽŶ͘ /Ĩ ƐƚƌƵŐ their impression eyion Ő ƚŚĞ ƐĞƐƐŝ/debrief le,arpe rat ƌŝŶpi ploth nerhd,apors du exor r the Őů fur ŽŵĞƚŚŝŶŐ Th ĚƵ ŝŶ if ed s of Ő͕ e Reflection (5 mins) ne th ƚŚ pu t m on the ey tha ĞǇ the ts ch ls ng Đ ep tti an an ĂŶ nc Reflection/debrief (5 mins) pu co ge d Ɛ d ss ĂǇ an fa d cu ci ͞ th wn dis lit WĂ t do ei at gh m ƐƐ r or might discuss mind about ͘͟ ilitator mi writing the by d fac rk s an wo -up Žǁ to co The pupil Ŷ Žůů as Ǉ There nc ƌ Ĩ ide ĐŽ are many ͛ ĨŽ ep d debrief ŶĐĞƉare techniques. ts that ne For hts anabout each pupil is encouraged ƚƐƌ Ƌ ďĞ ͚ƐƚŽƌĞĚ tooth ͕ ŝmany giveeraatho There debrief techniques. For example, example, each pupil isr ex encouraged fewugwords words few ĚĞ about their their impressions of ed fu Ɛƚŝ ŽŽŶ allow ƌ ƋƐ Ɛ ll io ƵĞĂƐ wiat ƵĞŚŽ dor Ɛ Ž ƐƚƵůĚ anpl ĞĂ ŝŽ nd ͕ ŝĚpa ŶƐsomething mihe ƉƚƐ ƐŚŽ the rt Ƶůexample sh in them, n, wal Ě fre ŶǇ ĐŽŶĐĞ ďĞ pe ns l the tio ͚Ɛ dialogue as rh es ʹof for example ƚŽ ap qu ƌĞ that surprised s rt ofy.a di the Ě͛ du or they ep learned, ĨŽ impressions the dialogue – for something that surprised them, or they learned, or if they or rin ke if they changed ƌ ĨŽůůŽǁ-up work g the their heislpwill spislawi followmind y.ll Th ing seabout a displa Th by writing them help ssion. flortwof ke wall as pa .quthe epssi ƐŽŵĞƚŚŝŶŐ Ě an thon ƵƌŝŶŐ ƚŚĞ ƐĞ se ƐƐŝŽŶ͘ /Ĩ ƐƚƌƵ d be disc e y ŐŐůŝŶŐ͕ ƚŚĞǇ ph ĐĂŶ ƐĂǇ ͞WĂƐ do so Ɛ͘͟ es changed their mind about something during session. If struggling, they can say “Pass”. w ilo tio n ph us an ns the se d of fr d pu de es ou tsi tt h ou in ts in d g id th sse th e cu e of em dis m th philosoconcepts ind and will allow on the flow and be The y sessiothat Thepupils pupilsand andfacilitator facilitatormight mightediscuss discuss ph concepts that need further further exploration, exploration, perhaps during the othe perhaps during n. need following r thouthe session. ghts an d id ea s to ŶǇ ĐŽŶĐĞƉƚ Ɛ͕ ŝĚĞĂƐ Žƌ Ƌ ƵĞƐƚŝŽŶƐ ƐŚŽ ƵůĚ ďĞ ͚ƐƚŽƌĞ Ě͛ ĨŽƌ ĨŽůůŽǁ session. Any concepts, ideas or questions should be-up ‘stored’ work by writing them them workfor by follow-up writing them down and putting on the P4C- following Q u e st n ionai iothe at sofdto litfa ci wall as and part afa display. This a will help keep id the down putting them on wall as part of a display. 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Introductory Activities Global Thinking Quick on the Draw Stories Behind the Statistics String Connections Critical Thinking Fact or Opinion—Which is Which? Fact or Opinion—How do we Know? How to Take Action Pupils Take Action: Global Citizens We Can All Make a Diﬀerence Pupils Take Action: spheres of inﬂuence People and Power Myths about making the world a better place Rights & Responsibilities

A project funded by the European Union and led in England by CDEC 15

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aphy r g o Ge y erac t i L To gain a deeper of global issues. To gain understanding a deeper understanding of global issues. P4C To consider inequalities between the globalthe north andnorth south.and south. Tothe consider the inequalities between global

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Curriculum Links Curriculum Links Curriculum Links

Curriculum Links Curriculum Links Geography Geography Geography Literacy Geography Literacy Geography Literacy P4CP4CLiteracy P4C Literacy P4C P4C

nts needs equality needs & wants equality & wants a w & s equality needs & wants needs & wants needequality equality needs & wants . in r e y n h o i t c t ato have a competition eti to Split the class groups of around and explain they are going have in which they will need scan pthey aliinto eatecompetition Splitinto the class groups 5/6 of around 5/6 and explain are going in which theytowill need to scan u q a com back to th Intro e e v a Intro some key information for the answers and try tog be to report answers back to the teacher. Hand out the fact s firstthe Intro some key information for the answers tryfirst tosw be to report the answers back to the teacher. Hand out the fact o hthe erthe tand Ŷ͘

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How do most yyou? t athey ƚŚĞ for t yo Big ŝǀĞIdeas ecare gle dEVERY f Ő n f i a s Ě ation When Ŷ y Big Ideas Y do you hear about any of these facts? (as they happening single day). mwhy? Ă When do you hear about any ofdothese are happening EVERY single day). n the facts? VERthey How Big E(as ŽƌůĚ͛ why? e stands out most to you and AskIdeas the groups, what do you? H feel these do they affect you? Which owabout eningstatistics? up thfact p ƋƵĂů t Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and p s roWhich a c i g h t Ask the groups, what do you feel about these statistics? How do they affect you? s h i e c t r ly asstands out a about a of these facts? (as they are happeningoEVERY why? When doeyou day). ea single sthear ckfact yany i f e e u h s q r t why? When do you hear about any of these facts? (as they are happening EVERY single day). e s s a b they are th why?sWhen Activity Activity most toayou EVERY erhappening ? (a do you hear about any of these facts? utand em(as answ er is ne m el bo these fact e w O e s h f . t n p u t a u single day). o s The teacher f frontatofthe e ofmember the thefront classofwith pile with of questions each group. Onegroup. member each group thengroup then o yremains d oueach y oremains teacher the aclass a pile gofrofor questions for of each f thOne nat Activity hat d The ut the r each try and fin teacher. 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Once remains they have the on the paper take itmback teacher. the answer h to the The teacher at the front ofthey the class itwith atapile each One member of each toandfor hewrite hthe rou theIfanswer pgroup. t t g i n d r o g w n e t u n a t comes to the teacher for first question and goes back to their own group to try and find out as quickly as s i k n s e r n c a r a e a l n t i e p c b sthey aand comes toteacher the teacher for the first for question goesyback to their own group to try and find out the answer as quickly as w uand sthem e then pfirst lacto correct thecorrect teacher then hands them the second question, ifquestion incorrect must return to their group toto find out the e h e group then comes to the teacher the goes back their own group try and find out f m P the hands the second question, if incorrect they must return to their group to find out the t o h . o f t g s o e p d n d i sl they write iopaper and ar it back to the teacher. If the answer is possible. they have the qslip of take an the nanswer tof tititthon ontOnce e s w c r n h e f e e t o y r u R i e r t t possible. Once they have the answer they write on the slip paper and take it back to the teacher. If the answer is h . s i correct answer. asuquickly astepossible. Once havereceived on the of paper and take This strategy is strategy repeated each has 10they questions. Place an slip emphasis it being a itit being a y 10itquestions. co each eThis lwrite t t answer answer. repeated until group hasallreceived Place anon emphasis on itisountil inthey athe ll 10answer scorrect ifgroup athe ri hands quick allthey dquestion, n, the irst qteacher correct the them second ifioincorrect mustsecond returnquestion, to their group to find out the fthe wthe nincorrect main back iveteacher tiosheet epupils ythen s e e e h t r e t c a h to teacher. If answer is correct the then hands them the if incorrect correct the teacher then hands them the second question, if they must return to their group to find thewith r t u e r r e competition so the are scanning the fact and taking in the information quickly. Reward the winning group without m q r o f competition so in the information quickly. Reward the winning group s sheet iand e pupilscare ch fortaking hafact swthe ondscanning nreturn pthe e ngroup aanswer. e u correct This strategy is repeated until each has received all 10 questions. Place an emphasis on it being a acherthey h s o e e t r t e h g must to their group to find out the correct answer. This strategy is repeated until each group has n t h i e tThis strategy correct answer. on it being a h g each group has received all 10 questions. 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Once again i ! t w e s z t i u r Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again as a stimulus for a P4C enquiry. o p then be used q then be used as a stimulus for a P4C enquiry. b e a h bybe think about. Thisofpart could as a stimulus a P4C enquiry. hinkgroups reflect on some the statistics asking to think for about what concepts it makes them think about. This part could tused e of tthen o m t o s This part could reflect on someaof the statistics by asking groups to think about what concepts it makes them think about. s p k u g grofor ay.P4C enquiry. ndass a stimulus then be used a n i s k y t s r e a e used as ay stimulus forir a P4C enquiry. hbe Plena the then fact s statistics b P4C enqu y a ra he aw e of t us fo l Take m u o s m i t t on as a s reflec used

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An Unequal World... Facts about Hunger... Facts about Water... An Unequal World... An Unequal World... 870 million people in the world 884 million people in the world lack access to do not have enough to eat. water supplies. An Unequal Unequal World... safe An World... The vast majority of hungry 3.5 million people die each year from water-

Facts about Hunger... Water... people (98%) live in developing Facts about related disease. 870Facts million people in the world 884 million people in the world lack access about Hunger... Facts about Water... Almost 2 out of 3 people who need safeto drinking water survive countries (the Global South), Factsabout about Hunger... Facts about Water... Facts Hunger... Facts about Water... do not have enough to eat. safe water supplies. l 870 million people in the world l 884 million people in the world on less thaninin $2 a world day. where almost 15% of the 870million million people the world 884million million people the world lackaccess access 870 people ininthe world 884 people the lack toto do not have enough to eat. The vast majority of hungry 3.5 million people die each year from waterlack access to safe water supplies. population is undernourished. In many developing countries, women and girls walk on not enough eat. saferelated water supplies. dodonot have enough toto eat. safe water lhave The vastlive majority of hungry lsupplies. 3.5 over. million people die each year people (98%) in developing disease. average Women make up a little over Thevast vastmajority majority of hungry 3.5million millionpeople die eachyear year from waterThe of hungry die from waterpeople (98%) liveSouth), in developing 3.5 from water-related disease. Almost 2people out each of 3 each people who need safe drinking water survive countries (the Global half of the world's population, 3.5 miles day to fetch water people (98%) live in developing related disease. people (98%) live in developing related disease. countries (the Global South), l Almost 2 out of 3 people who safe drinking water on less than $2 a day. a child dies fromneed where almost 15% offor theover 60% but they account Every 20 seconds, a water-related disease. Almost 2 out of 3 people who need safe drinking water survive countries (the Global South), where almost 15% of the Almost 2 out of 3 people who need safe drinking water survive countries (the Global South), survive on less than $2 women a day. and girls population is undernourished. In many developing countries, walk on ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ŚƵŶŐƌǇ͘ population isathe undernourished. less than$2 day. where almost 15%of ofthe than a aday. where almost 15% In$2many developing countries, women and girls walk on Women make up little over to ononless average over. Under-nutrition l Women make contributes up a little over InInmany population is undernourished. many developing countries, womenand andgirls girlswalk walkonon average over. population is undernourished. developing countries, half2.6 of the world's population, 3.5 miles each day to fetchwomen water million deaths of children half of the world's population, l 3.5 miles each day to fetch water. average over. Women make little over 60% average over. Women make upupa alittle over dŚĞ ͚'ůŽďĂů ^ŽƵƚŚ͛ ŚĂƐ͗ but under they account foryear over Every 20 seconds, a child dies from a water-related disease. five each - one but theypopulation, account for overthird 60% 3.5 leach Every 20 seconds, a child dies from a water-related disease. halfof of the world's population, 3.5 miles day fetchwater water half the world's miles each day toto fetch ϴϬй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ŚƵŶŐƌǇ͘ of the global total. of the world’s hungry. butthey theyaccount accountfor forover over60% 60% to Every2020seconds, seconds,a achild childdies diesfrom froma awater-related water-related disease. but Every disease. people, and 18% of the Under-nutrition l Under-nutrition contributes to One out of sixcontributes children -ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ŚƵŶŐƌǇ͘ ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ŚƵŶŐƌǇ͘ ǁŽƌůĚ͛Ɛ 'EW͘ 2.6 roughly million deaths of children 2.6 million deathsʹofinchildren 100 million dŚĞ ͚'ůŽďĂů ^ŽƵƚŚ͛ ŚĂƐ͗ Under-nutrition contributes Under-nutrition contributes totothird 36% of the world export under five each year one under ﬁvecountries each-year - one third developing is ϴϬй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ 2.6million million deaths of children 2.6 deaths of children earnings. of the global total. total. of the global dŚĞ ͚'ůŽďĂů ^ŽƵƚŚ͛ ŚĂƐ͗ dŚĞ ͚'ůŽďĂů ^ŽƵƚŚ͛ ŚĂƐ͗ The ‘Global South’ has:of the underweight. people, and 18% under five each year one third under five each year one third ϯϴй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ Onel out of six children -One out of six children -l 80% of the world’s ϴϬй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ϴϬй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ 66 million primary school-age ǁŽƌůĚ͛Ɛ 'EW͘ the global total. ofofthe global total. carbon dioxide roughly 100 million ʹ in roughly 100 million – in people, and 18% of the people, and 18% the people, and 18% ofof the children attend--classes hungry 36% of the world export Onedeveloping out six children -One out ofof six children emissions. developing countries is countries is world’s GNP. ǁŽƌůĚ͛Ɛ 'EW͘ ǁŽƌůĚ͛Ɛ 'EW͘ across the developing world, earnings. roughly 100 millionʹ ʹinin roughly 100 million underweight. ϲϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ underweight. l 36% of the world export 36% the world export 36% ofofthe world export with 23 million in Africa alone. ϯϴй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ developing countries is developing countries is l 66 million primary school-age refugees. earnings. 66 million primary school-age earnings. earnings. carbon underweight. underweight. children attend classes hungry l 38% of thedioxide world’s ϵϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ǁĂƌƐ͘ children attend classes hungry ϯϴй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ϯϴй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ emissions. million primary school-age across the developing world, 6666million primary school-age carbon dioxide 95% of people living across the developing world, carbon dioxide carbon dioxide ϲϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ with 23 million in Africa alone. children attend classes hungry children attend classes hungry emissions. with 23 million in Africa alone. with HIV/AIDS. emissions. emissions. refugees. acrossthe thedeveloping developingworld, world, l 65% of the world’s across ϲϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ϲϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ϵϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ǁĂƌƐ͘ refugees. with2323million millionininAfrica Africaalone. alone. with refugees. refugees. Facts about education... 95% l 95% of of thepeople world’sliving wars. ϵϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ǁĂƌƐ͘ ϵϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ ǁĂƌƐ͘ Based on enrolment data, about 72 million l 95% of people living with HIV/AIDS. Facts About poverty... Facts aboutofeducation... 95% people living 95% ofofpeople living children primary school age in the with HIV/AIDS. Almost half the world over three billion ldeveloping Based on enrolment data, about 72 million withHIV/AIDS. HIV/AIDS. world were not in school in 2005; with people - live on less than $2.50 a day. of of primary age in the Facts about education... 57children per cent them school were girls. At least 80% of humanity lives on less than developing worlddata, wereabout not in72 school in 2005; Based on enrolment million dŚĞ 'ůŽďĂů ^ŽƵƚŚ ŚĂƐ ŽŶůǇ ϭϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ Facts About poverty... Factsabout about education... Facts education... 57 per cent of them were girls. $10 a day. children of primary school age in the education spending. Almost half the world - over three billion Based enrolment data, about million Based on data, about million lonenrolment The Global South has 15% ofin the world’s dŚĞ ƉŽŽƌĞƐƚ ϰϬ ƉĞƌĐĞŶƚ ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ developing world were notonly in7272 school 2005; Facts About poverty... Facts About poverty... Facts About poverty... Nearly a billion people entered the 21st people live on less thanfor $2.50 a day. of global children ofprimary primary school agegirls. the children ofeducation school age ininthe spending. population accounts 5three percent 57 per cent of them were l Almost half the world - over billion Almost half the world over three billion Almost half the world over three billion century unable to read a book or sign their At least 80%The of humanity lives on less than l Nearly a were billion people entered the 21st developing world werenot notininschool school 2005; developing world inin2005; income. richest 20 percent dŚĞ 'ůŽďĂů ^ŽƵƚŚ ŚĂƐ ŽŶůǇ ϭϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ people - on live onthan less than $2.50 a day. people -a live less than$2.50 $2.50 day. people live on less a aday. names. $10-accounts day. century unable togirls. read per cent them were girls.a book or sign their 5757per cent ofofthem were for three-quarters of l At least 80% of humanity lives on less than education spending. least 80%ofofhumanity humanitylives livesononless lessthan than AtAtleast 80% Innames. North America and Western Europe, dŚĞ ƉŽŽƌĞƐƚ ϰϬ ƉĞƌĐĞŶƚ ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ dŚĞ 'ůŽďĂů ^ŽƵƚŚ ŚĂƐ ŽŶůǇ ϭϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ dŚĞ 'ůŽďĂů ^ŽƵƚŚ ŚĂƐ ŽŶůǇ ϭϱй ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ world income. $10 a day. Nearly a billion people entered 21st $10apopulation aday. day. $10 expectand to Western spendthe anEurope, average of 16 lchildren Inspending. Northcan America accounts for children 5ofpercent education spending. education l The poorest 40 the world’s There are 2.2percent billion inof global century unable to read a book or sign their dŚĞ ƉŽŽƌĞƐƚ ϰϬ ƉĞƌĐĞŶƚ ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ dŚĞ ƉŽŽƌĞƐƚ ϰϬ ƉĞƌĐĞŶƚ ŽĨ ƚŚĞ ǁŽƌůĚ͛Ɛ years in school. In Sub-Saharan Africa, this is children can expect to spend income. The accounts richest 20for percent Nearly billionpeople people entered the21st 21st Nearly a abillion entered the population 5them percent of theaccounts world, 1 billion of names. population accounts for5 5percent percent ofglobal global population for ofare an average of 16 years in less than 9 years. accounts for three-quarters of century unable to read a book or sign their century unable to read a book or sign their global income. The richest 20 percent living in poverty. In North America andchildren Western income. The richest percent income. The richest 2020percent school. In Sub-Saharan Africa, Two out of three inEurope, world income. names. accounts for three-quarters of names. children can expect to spend an average of 16 accounts for three-quarters this is less than 9 years. accounts for three-quarters ofof in Africa areand left out of Europe, There 2.2 billion children worldare income. North America and Western Europe, InInNorth America Western years in school. In Sub-Saharan Africa, this is lsecondary Two out ofschool. three children in world income. world income. world, them are lthe There are 1 2.2billion billionof children children canexpect spendananaverage averageofof1616 children totospend less can than 9expect years. Africa are left out of There are 2.2 billion children Thereliving are 2.2 billion children in the world, 1 billion of inin in poverty. years school. Sub-Saharan Africa,this thisisis years ininschool. InInSub-Saharan Two out of three children inAfrica, secondary school. theworld, world, 1billion billion themare are the ofof them1are living inthem poverty. lessthan than9 9are years. less years. Africa left out of living in poverty. living in poverty. Twosecondary outofofthree three childreninin Two out children school. Africa areleft left outof Sources: ’What isof Development? Teaching About Development Issues at KS3’ (TIDE); Africa are out A project funded by the European Union and led in England by CDEC http://www.globalissues.org/article/26/poverty-facts-and-stats; http://www.dosomething.org/tipsandtools/11-factssecondary school. secondary school. aboutwater-developing-world; http://www.wfp.org/hunger/stats

project funded and ledled in England by CDEC AA project fundedby bythe theEuropean EuropeanUnion Union and in England by CDEC 17 projectfunded fundedbybythe theEuropean EuropeanUnion Unionand andled ledininEngland EnglandbybyCDEC CDEC A Aproject

Quick On The Draw - Questions Q1. How many people do not have enough food to eat? Q2. What does ‘the Global South’ mean? Q3. How many people do not have a safe water supply? Q4. How many children in Africa go to secondary school? Q5. How many children live in the world? Q6. How many children are living in poverty? Q7. How far might a women or girl walk to get water each day? Q8. How many children die every minute of a water-related disease? How many per hour? Q9. What percentage of people live on OVER $10 a day? Q10. How many people live in the ‘Global North’? What are their carbon emissions?

A project funded by the European Union and led in England by CDEC 18

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at? eAnswers d to o fo h Quick On The Draw Questions & g u o n e e v a h ple do not o e p y n a m w o H . Q1

870 million ͍ ŵĞĂŶenough ͛ ƚŚ Ƶ Ž ^ ů Ă ď Q1.ƚ Ě How many people do not have food to eat? ůŽ ' Ğ ŽĞƐ ͚ƚŚ YϮ͘ tŚĂ 870 million ntries u o c g in p supply? lo r e te a Dev w fe a s a e v a not hSouth’ mean? le doGlobal p Q2. What does ‘the o e p y n a m w o H Q3 . Developing countries school? ry a d n 884 million o c e s to o g ica have a safe water supply? Afrnot n in do re d il h c Q3. How many people y n a m w o Q4 . H 884 million 1 out of 3 orld? w e th in e v li n re childchildren in Africa go to secondary school? manymany ow How Q5. HQ4. 2.2 billion1 out of 3 poverty? in g in v li re a n re y child manmany owHow Q5. children live in the world? Q6. H r each day? te a w t e g 1 billion 2.2 billion to lk a w en or girl m o w a t h ig m r fa HowHow many children are living in poverty? Q7. Q6. -related r te a w a f 3.5 miles1 billion o te u in ie every m d n re d il h c y n a m HowHow far might a women or girl walk to get water each day? Q8.Q7. disease?3.5 miles inutemany children die every minute of a water-related er mHow 3 pQ8. ny per hour? How madisease? ourminute 0 a day? 1 $ R E 180 per3hper V O n o e v li of people ehour? g ta n e rc e p t a h How many per W Q9. EŽƌƚŚ͍͛ 20% 180 per hour ů Ă ď ůŽ ' ͚ Ğ Ś ƚ Ŷ ŝ Ğ ĂŶǇ ƉĞŽƉůĞof ůŝǀ Žǁ ŵpercentage Ϭ͘ ,What people live on OVER $10 a day? YϭQ9. 20% 20% emissions? n o rb a c ir e th re a hat How many people live in the WQ10. e ber ... m e upils th m p e 62% ‘Global North’? e R h t ow h 20%

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Stories Behind the Statistics dŽ ƵŶĚĞƌƐƚĂŶĚ ŵŽƌĞ ĂďŽƵƚ ŽƚŚĞƌ ĐŚŝůĚƌĞŶ͛Ɛ ůŝǀĞƐ ĨƌŽŵ ĂƌŽƵŶĚ ƚŚĞ ǁŽƌůĚ͘ Quick On The Stories Behind the Statistics Quick On The Draw Draw To be able to relate real life situations with global statistics.

To aa deeper understanding global Togain understand more about otherof children’s lives from around the world. To gain deeper understanding of global issues. issues. consider the inequalities between the global north and To ToTo actconsider in able role as another character, showing empathy understanding be tothe relate real life situations with global statistics. To inequalities between the global and north and south. south. for their situation. To interview other pupils and listen to their answers. To act in role as another character, showing empathy and understanding for To be able aa document for key To besituation. able to to scan scan document forpupils key information. information. their To interview other and listen to their answers.

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similarities & differences similarities & differences equality needs equality needs & & wants wants Intro /Ŷ Ă ĐŝƌĐůĞ͕ ƉůĂǇ ƚŚĞ ͚ĐŚĂŶŐĞ ƉůĂĐĞƐ͛ ŐĂŵĞ͕ ĨŽĐƵƐƐŝŶŐ ŽŶ ƉĞƌƐŽŶĂů ĂŶĚ ĨĂŵŝůǇ ŝŶĨŽƌŵĂƚŝŽŶ͘ Intro Intro Intro Change places if ... ... You have an older brother ... You have a sister InSplit a circle, playinto the groups ‘changeofplaces’ focussing personal and the class aroundgame, 5/6 and explain on they are going to family have ainformation. competition in which they will need to scan Split the class into groups around 5/6 and explain they...are have a competition in which they will need to scan ... Youoflive in a house Yougoing go to to swimming lessons some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact Change places if ... ... You have an older brother ... You have a sister some key information...for answers and try to be the first tolike report answers back to the teacher. Hand out the fact Youthe have a pet dog ... You doingthe maths ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ... You live in a house ... You go to swimming lessons ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ... Your mum has a job ... You do the washing up ETC ... You have a pet dog ... You like doing maths Big Ideas ... Your mum has a job ... You do the washing up ETC Big Ideas Big Ideas Remain in a circle. Explain now we have thought about our own home lives and personal we stands are going to most look atto you and Big AskIdeas the groups, what do you feel about these statistics? How do they affect you?situations Which fact out Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and ŽƚŚĞƌ ĐŚŝůĚƌĞŶ ĂŶĚ ƚŚĞŝƌ ŚŽŵĞ ůŝǀĞƐ ĂŶĚ ƐŝƚƵĂƚŝŽŶƐ͘ ,ĂŶĚ ŽƵƚ ĞĂĐŚ ƉƵƉŝů Ă ͚ĐŚĂƌĂĐƚĞƌ ŝĚĞŶƚŝƚǇ ĐĂƌĚ͛ ĂŶĚ ĂƐŬ ƚŚĞŵ ƚŽ ƌĞĂĚ ƚŚĞ Remain in a circle. now any we have thought ourare own home lives andsingle personal why? When do youExplain hear about of these facts?about (as they happening EVERY day).situations we are why? When do you hear about any of these facts? (as they are happening EVERY single day). going to look at other children and their home lives and situations. Hand out each pupil a ‘character identity ŝŶĨŽƌŵĂƚŝŽŶ ƋƵŝĞƚůǇ ĂŶĚ ŝŶĚĞƉĞŶĚĞŶƚůǇ͘ ƐŬ ƉƵƉŝůƐ ƚŽ ƚƵƌŶ ƚŽ Ă ƉĂƌƚŶĞƌ ĂŶĚ ƚĞůů ƚŚĞŝƌ ƉĂƌƚŶĞƌ ĂďŽƵƚ ƚŚĞŝƌ ŶĞǁ ͚ŝĚĞŶƚŝƚǇ͛ ŝŶ Ϯ card’ and What ask them to read thethings information quietly andisindependently. pupils turnany to big a partner and a sentences. are some of the your character profile making you thinkAsk about? Aretothere ideas? Create Activity Activity tell their partner about their new ‘identity’ in 2 sentences. What are some of the things your character list onteacher the board. The remains at theabout? front of thethere class withbig a pile of questions group. One member of each group then profile is making you think ideas? Create afor listeach on the board. The teacher remains at the front ofAre the class any with a pile of questions for each group. One member of each group then comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as Activity comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as Activity possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is ƚ ƚĂďůĞƐ͕ ŚĂŶĚ ŽƵƚ ƚŚĞ ͚ŝĚĞŶƚŝƚǇ ƐŚĞĞƚ͛ ĂŶĚ ĂƐŬ ƉƵƉŝůƐ ƚŽ ĐŽŵƉůĞƚĞ ƚŚŝƐ͕ ĨŝůůŝŶŐ ŝŶ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ ƵƐŝŶŐ ƚŚĞŝƌ ŶĞǁ ŝĚĞŶƚŝƚǇ. Once out theythe have the answer they it on the of paper andfilling take in it back to the teacher. If the answer is Atpossible. tables, hand ‘identity sheet’ andwrite ask pupils to slip complete this, the information using their correct the teacher then hands them the second question, if incorrect they must return to their group to find out the dŚĞŶ ƉĞƌĨŽƌŵ ĂŶ ͚ŝŶǁĂƌĚͬŽƵƚǁĂƌĚ ŝŶƚĞƌǀŝĞǁ ŐĂŵĞ͕͛ ŝŶ ǁŚŝĐŚ ŚĂůĨ ƚŚĞ ƉƵƉŝůƐ Ɛŝƚ ŝŶ Ă ĐŝƌĐůĞ ĨĂĐŝŶŐ ŽƵƚǁĂƌĚƐ ;ƚŚĞ ŝŶŶĞƌ ĐŝƌĐůĞͿ correct the teacher then hands them the second interview question, ifgame’, incorrect they must return to their tofacing find out the new identity. Then perform an ‘inward/outward in which half the pupils sit ingroup a circle correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a ĂŶĚ ƚŚĞŶ ƚŚĞ ŽƚŚĞƌ ŚĂůĨ Ɛŝƚ ŝŶ ĂŶ ŽƵƚĞƌ ĐŝƌĐůĞ ĨĂĐŝŶŐ ŝŶǁĂƌĚƐ ;ƚŚĞ ŽƵƚĞƌ ĐŝƌĐůĞͿ͘ dŚĞ ƉƵƉŝůƐ ŽŶ ƚŚĞ ŝŶŶĞƌ ĐŝƌĐůĞ ƌĞŵĂŝŶ ͚ŝŶ correct answer. Thiscircle) strategy repeated until each group received 10 questions. Placeouter an emphasis on it being a outwards (the inner andisthen the other half sit in anhas outer circleall facing inwards (the circle). The competition the pupilsremain are scanning the fact and sheetthe and taking theouter information quickly. Reward theare winning group with pupils on the so inner ‘in character’ pupils inin the circle are themselves and ĐŚĂƌĂĐƚĞƌ͛ ĂŶĚ ƚŚĞ ƉƵƉŝůƐ ŝŶ ƚŚĞ ŽƵƚĞƌ ĐŝƌĐůĞ ĂƌĞ ƚŚĞŵƐĞůǀĞƐ ĂŶĚ ĂƌĞ ŝŶƚĞƌǀŝĞǁŝŶŐ ƚŚĞ ƉƵƉŝů ƐŝƚƚŝŶŐ ŽƉƉŽƐŝƚĞ͘ dŚĞ ŝŶƚĞƌǀŝĞǁĞr competition so thecircle pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with a prize! interviewing the pupil sitting opposite. The interviewer may only ask 3 questions to find out more about the a prize! ŵĂǇ ŽŶůǇ ĂƐŬ ϯ ƋƵĞƐƚŝŽŶƐ ƚŽ ĨŝŶĚ ŽƵƚ ŵŽƌĞ ĂďŽƵƚ ƚŚĞ ŽƚŚĞƌ ĐŚĂƌĂĐƚĞƌƐ͘ ĨƚĞƌ ϯ ƋƵĞƐƚŝŽŶƐ͕ ƚŚĞ ƚĞĂĐŚĞƌ ƐŚŽƵƚƐ ͚ĐŚĂŶŐĞ͛ ĂŶĚ other characters. 3 questions, the teacher shouts ‘change’ and the outer movethe in inner a clockwise the outer circle moveAfter in a clockwise direction to interview the next character. Repeat andcircle then swap and outer direction to interview the next character. Repeat and then swap the inner and outer circle so everyone has a Plenary circle so everyone has a turn of being in character and being an interviewer. Plenary turn of being in character and being an interviewer. Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again Plenary Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again Plenary reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part could dŚĞŶ ƉůĂǇ ͚ƐƚĞƉƉŝŶŐ ŽƵƚ͛͘ dŚĞ ƉƵƉŝůƐ ƐƚĂŶĚ ŝŶ Ă ůŽŶŐ ůŝŶĞ ĂŶĚ ŵƵƐƚ ƵƐĞ ƚŚĞŝƌ ĐŚĂƌĂĐƚĞƌ ŝŶĨŽƌŵĂƚŝŽŶ ĂŶĚ ĂŶƐǁĞƌ ŝŶ ƌŽůĞ ;ŝĨ ƚŚĞy Then play used ‘steppinga out’. The pupils standenquiry. in a long line and must use their character information and then then be be used as as a stimulus stimulus for for aa P4C P4C enquiry. ĚŽŶ͛ƚ ŬŶŽǁ ƚŚĞ ĂŶƐǁĞƌ ƚŚĞŶ ƚŚĞǇ ĐĂŶ ŵĂŬĞ ŝƚ ƵƉͿ͘ /Ĩ ƚŚĞǇ ĂŐƌĞĞ ǁŝƚŚ Ă ƐƚĂƚĞŵĞŶƚ ƚŚĞǇ ƐŚŽƵůĚ ƚĂŬĞ Ă ƐƚĞƉ ĨŽƌǁĂƌĚ͘ answer in role (if they don’t know the answer then they can make it up). If they agree with a statement they shouldtotake step forward. Statements readaaloud ... I am a girl ... I am a boy Statements toold read aloud ......I Ilive aminaagirl ... Iplay am with a boy ... I am 10 years country in Africa ... I can my brother & sister ... I am 10 years old ... I live in a country in Africa ... I can play ... I can go to school ... I live in a town/city ... I sleep in a bed with my brother & sister ... I can go to school ... I live in a town/city ... I sleep in a bed ... I live in a house made of brick or stone ... I can play PC games at home ... I live in a house made of brick or stone ... I can play PC games at home Did you know? ... my room parents withwith theirtheir workwork ... I have free time ... IIhave have myown own room helpmymy parents ... I have free time Did you know?......... ...I Ihelp ... I wear shoes ... I can buy what I want ... I can watch TV at home ... I wear shoes ... I can buy what I want ... I can watch TV at home are 2.2 billion ZĞĨůĞĐƚ ŽŶ ƚŚĞ ͚ƐƚĞƉƉŝŶŐ ŽƵƚ͛ ŐĂŵĞ ĂƐ ǇŽƵ ŐŽ ĂůŽŶŐ͕ ƚĂŬŝŶŐ ƚŝŵĞ ƚŽ ĐŽŶƐŝĚĞƌ ŚŽǁ ƚŚĞ ƉƵƉŝůƐ ĨĞĞů͕ ůŽŽŬ Ăƚ ǁŚĞƌĞ ƚŚĞǇ ĂƌĞ ReflectThere on the ‘stepping out’ game as you go along, taking time to consider how the pupils feel, look at where There are 2.2 billion they are to others. there anybetween similarities their own andlives? the characters lives? standing instanding relation in to others. Were there any similarities theirbetween own and the characters children inrelation the world ... Were

children in the world ... 11 billion Quick billion of of them them are are Quick on the on the draw drain living in poverty ... Extension ideas wthe ‘Quick On the Draw’ lesson, Extension ideas dŚŝŶŬŝŶŐ ĂďŽƵƚ ƚŚĞ ƐƚĂƚŝƐƚŝĐƐ ƵƐĞĚ ŝŶ ƚŚĞ ͚YƵŝĐŬ KŶ ƚŚĞ ƌĂǁ͛ ůĞƐƐŽŶ͕ ĐĂŶ ǁĞ ůŝŶŬ ĂŶǇ ŽĨ living in poverty ...Thinking about the statistics used can we link any of the characters lives to the statistics? You could look at the ‘Unequal world’ ƚŚĞ ĐŚĂƌĂĐƚĞƌƐ ůŝǀĞƐ ƚŽ ƚŚĞ ƐƚĂƚŝƐƚŝĐƐ͍ zŽƵ ĐŽƵůĚ ůŽŽŬ Ăƚ ƚŚĞ ͚hŶĞƋƵĂů ǁŽƌůĚ͛ ƐŚĞĞƚ ĂŶĚ ůŝŶŬ ƚŚĞŵ ĚŝƌĞĐƚůǇ͘ sheet and link them directly.

Stimulus // Resources // Worksheets Stimulus Resources Worksheets Stimulus / Resources / Worksheets Stimulus / Resources / Worksheets ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘

͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ ŚĂƌĂĐƚĞƌ ƉƌŽĨŝůĞ͛ϭ ƉĞƌ ƉƵƉŝů͕ ͚/ĚĞŶƚŝƚǇ͛ ƐŚĞĞƚͶ1 per should pupil. Character 1 perslips pupil, ‘Identity’ sheet—1 per pupil. Questionsproﬁle’on separate of paper (questions be in order from 1-10 with one set of questions per group). Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group). ͚hŶĞƋƵĂů tŽƌůĚ͛ &ĂĐƚ ƐŚĞĞƚ ‘Unequal World’ Fact sheet Afunded project by the Union European Union and ledby inbyCDEC England CDEC A project funded by the European Union and led England CDEC by A project byfunded the European and led in in England A project funded by the European Union and led in England by CDEC 20

Stories behind Statistics — Character Profile Omar is eight. He lives with his family near the town of Cancún in southeastern Mexico. Omar´s father works in the tourist industry, he drives tourists to their hotels. His mother is at home. She bakes and sells cakes. Omar has got one brother called Octavio, he is 14. Omar often helps at home, he goes shopping and helps father with building their house. The house has got one big room with areas for cooking, eating and sleeping. Omar has got a pet – a turtle. He plays with her in the garden. And he often goes to the beach and dives in the sea. Omar goes to school. His favourite subject is Maths and his favourite sport is football. But some children in Cancún don´t go to school and have to work in streets. When Omar grows up, he wants to help them. Celina is nine years old. She lives in the rainforests in Brazil. She is an Indian, her father is a chief of the Indian tribe Tembé. Celina´s parents grow plants for a living. Celina has got four sisters and one brother. They live in a house made of mud and wood. There´s no electricity in the house. The house has got two rooms, Celina sleeps in one of them together with her sisters. They don´t have any beds, they sleep in hammocks. Every day Celina goes to the village well to bring water. She doesn´t go to school because there´s no teacher in the village. She likes bathing in the river. She is not afraid of alligators and snakes in the river! Bakang is eight years old. She lives in the village of Tshabong in Botswana in the south of Africa. The village is in the desert. Bakang´s father is a shepherd. Her mother keeps the ﬁre and goes for water. Bakang helps her. Bakang has two sisters. Her family lives in a house made of clay with a thatched roof. There´s no electricity in the house. Bakang likes going to school because all her friends are there. She walks about 2 kms to school. Bakang wants to be a nurse. When she grows up, she wants to live in a big house with water and electricity. Daisuke is ten years old. He lives in the town of Ogawa in Japan. His parents are farmers. They grow vegetables and rice. They also breed animals. Daisuke has got one brother and one sister. He´s got three dogs. His family lives in a typical Japanese house made of wood. There are two bedrooms, a living room and a kitchen in the house. Daisuke goes to school six days a week. He likes Biology and he doesn´t like Maths. In his free time he rides a bike and plays computer games. He often goes shopping to Tokyo, the capital city of Japan. When he grows up, he wants to be a scientist and study fosils of dinosaurs.

A project funded by the European Union and led in England by CDEC 21

Stories behind Statistics — Character Profile Oscar is eleven. He lives in a village in the Andes mountains in Bolivia. He is a Red Indian. His mother is a farmer. He and his brother and sister help her on the farm, because their father died. They live in a small house. They haven´t got TV but they listen to radio. Oscar loves football. When he grows up, he wants to be a footballer. He goes to school on his bike. He doesn´t like school because it´s very difficult, especially Maths, but he likes his teacher. Esta is twelve years old. She lives in the tribe of Maasai in Tanzania, eastern Africa. Origially they were Nomads – people who travel from place to place. Today Esta´s family lives in huts made of wood and dried grass. Esta´s father has got two wives. Esta has got two brothers, one sister and a few step-brothers and step-sisters. Esta´s family has got ten cows, some goats, donkeys and sheep. Her father looks after the animals. Her mother keeps the fire and brings water. Esta goes with her every day. She doesn´t like it, it´s about 6 kms away. She also walks to school. She makes her own toys from clay or grass. When she grows up, she wants to be a teacher. Mina is nine years old and she lives in New Delhi, the capital of India. She was born in a village but her family (mother, father, two younger brothers and a sister) had to move from the village because there was no work. They live and work on a building site in the city. Her father is a bricklayer and her mother helps to build houses as well. Mina´s house is made of brick, with a tin roof. They have no electricity, no water and no toilet in the house. There is a school on the building site. Mina learns Hindu and Maths. After school she helps her Mum on the site. She hates it because there are no trees and there is a lot of dust everywhere. When she grows up, she wants to move back to her village. Muhammad is ten years old. He lives in Cairo, the capital of Egypt. His father works in an office and his mother is at home with the children. Muhammad has got a brother and a sister. He goes to school and his favourite subjects are PE and Maths. He likes football very much. Cairo is a very dirty city with a lot of traffic, so he doesn´t often go out. He stays at home, watches football on TV or plays PC games. When he grows up, he wants to be a policeman and protect his country. He also wants to travel around the world.

A project funded by the European Union and led in England by CDEC 22

Stories behind Statistics — Character Profile Sabah is ten. She comes from Jordan. There are 28 people in Sabah´s family – her father, his two wives, her grandma and 23 brothers and sisters. There are so many children in the family that sometimes they don´t have enough food for everybody. They live in a desert. They all are nomads. That means they often move to different part of the country. They search for pastures for their animals. In winter they live in two houses made of stone – one is for women and the other one for men. In summers they live in a big tent made of goatskin. In winter Sabah goes to school. They start school at seven and finish at 12 oćlock. When Sabah grows up, she wants to be a teacher. Sucart is 12. His mother died and his father and two sisters live in a different place. His father is a farmer. He grows pineapples. Sucart lives in a temple, Wat Tanot, in Thailand. He wants to be a monk when he grows up. He lives in a small hut made of bamboo and palm leaves. He has got many books there and a lamp so he can read when it´s dark. He gets up at 5 in the morning. He has breakfast at 7 and lunch at 11. He can´t eat after 12 oćlock. He goes to school but he learns only languages there. He doesn´t mind that because he likes languages and reading. He can watch TV in the temple but he doesn´t often do it. He likes reading. Rosita is 10 years old. She lives in Western Australia. Her family belongs to Australian Aborigines – the people who have lived in Australia for more than 40000 years. She lives with her mother, grandma and little brother, but there are many cousins in their house, too. They haven´t got a kitchen. They cook their meals on the fireplace in front of the house. Her mother works as a cook in a fast food restaurant. She can´t go to school because the nearest town is about 150 km from her village. She learns at home with her friends and cousins. When she grows up she wants to work in an office and she wants to see a big city. Rachel is 11. She comes from France. She lives in a chateau which her family has had since 1715. There are vineyards around the chateau. Her parents make wine. Tourists often visit their house. They stay there and drink wine. She sometimes helps to set the tables and pour wine. The chateau has 16 rooms, she has her own room with a lot of posters of cats. Cats are her favourite animal. She has got a brother. Rachel and her brother go to school every day. She likes History and Maths. In her free time she likes painting pictures.

A project funded by the European Union and led in England by CDEC 23

Stories behind Statistics — n The Draw - Questions Identity Sheets

any people do not have enough food to eat? name .................................................................. name .................................................................. age .....................................................................

age .....................................................................

country ...............................................................

town/village .......................................................

ŽĞƐ ͚ƚŚĞ 'ůŽďĂů ^ŽƵƚŚ͛ ŵĞĂŶ͍ living ..................................................................

living ..................................................................

brothers or sisters ..............................................

parents’ job ........................................................

...........................................................................

school/favourite subject ....................................

...........................................................................

free time ............................................................

name ..................................................................

age ..................................................................... any children live in the world? country ...............................................................

age .....................................................................

town/village .......................................................

living ..................................................................

any people do......................................................... not have a safe water supply? housework housework .........................................................

any children in........................................................ Africa go to secondary wants to be wants to beschool? ........................................................

country ...............................................................

brothers or sisters .............................................. brothers or sisters .............................................. any children are living in poverty? parents’ job ........................................................ parents’ job ........................................................ ...........................................................................

...........................................................................

housework .........................................................

school/favourite subject .................................... subject .................................... might aschool/favourite women or girl walk to get water each day? ........................................................................... ........................................................................... free time ............................................................

free time ............................................................

wants to be ........................................................

any children die every minute of a water-related w many per hour?

A project funded by the European Union and led in England by CDEC 24

Quick On The String Connections String Connections Quick On The Draw Draw

Links Curriculum

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Curriculum Curriculum Links Links Curriculum Links Curriculum Links

Geography Geography Geography Geography Literacy Literacy CurriLiteracy culum Links P4C Literacy P4C Ge ogra phy P4C P4C Literacy P4C

penden e d r e t co n i nn ec ti onscard each,in IntroStand s the pupils 1 proﬁle terd Intro ion tand en cgroups e nc incaclass large circle hand if there areep less thande 16 pupils, n n o skeotherwise Split the into of around 5/6 and explain are going to have a competition they will12. need scan .inAwhich en 2in Stand inSplit a large circle theofpupils 1 profile each,they if there are less pupils, 1 between Ask to In thetr class intohand groups around 5/6 andcard explain they are going to than have 16 a competition which they will need to scan o and 1 betweotherwise Intro Intro

ise role – thesee vary between Ask the pupils to read theirand profile carefully about their s from protherw , othe role some key2.information for answers try toand be think the to answers teacher. Hand the fact upils linthe nto 6topreport ctioroles, the pupils to Sta read their profile andthe think carefully about their role vary from producer to production lineout roles anʹ1these duback thfirst ro some key for the answers and try to be the first report the answers back to the teacher. Hand out the fact ss p le nd information to intoa production re s, larg a e le ducer roles, line roles to consumer roles. In turn, ask each pupil to read aloud their role and circ re ro le and hand the e r th ce ld if u u , d o pup ch ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ro sh ils a 1 protheir e read aloud file mh,piftothe oand car dfreac cardto (pupils can see ite (pupils should to consumer roles. In turn, ask each pupil role hold it up so everyone le ry it fi the e va re ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ pup ro se are p ils se les to n e 1 s rea tha ca th d ils n the 16 e ʹ ircan ithaup itt th (pupils should NOT bepinsothe correct order but mixed up!). the pup th Reflect prosee pup fileouand at erw role ryon ntro NOT betoinlehold thi theeveryone ise t thoth eirnk eve d so 1 beton car efuthe lighils, wethat lly abo en 2.the u of Ask highprocess abup!). antodcorrect ir rol but Reflect on people involved indmthe (and highlight n e ʹ the oldutitthe connsumorder fully se ssy(a var to hnumber erthrol e circ the ce caInremixed d highlight fro es. n k ro ͍ a pro tur p in ŝƐ duc n, le e ask ƚŚ er of people involved in the process (and that the processes shown are simplified, they don’t rol ro ƚ th eac d es, Ƶ h n ir to pup in Ž a e pro ď and in a larg number il d to duc le th e Ă rea fi tio d lv d ŝůƐ n alo u line ro Ɖ ud vo p Ƶ lo roles the a in ir Ɖ ir e rol d le ŵ e and to th NO T be in the pcor ƉƌŽĐĞƐƐĞƐ ƐŚŽǁŶ ĂƌĞ ƐŝŵƉůŝĨŝĞĚ͕ ƚŚĞǇ ĚŽŶ͛ƚ ŝŶĐůƵĚĞ ĂďƐŽůƵƚĞůǇ ĞǀĞƌǇŽŶĞ͊Ϳ͘ ƌĞ ƚŚĞƌĞ ĂŶǇ ĐŽŵŵĞŶƚƐ ĨƌŽŵ ƉƵƉŝůƐ ĂďŽƵƚ ƚŚŝƐ͍ rea er but Big Ideas readinclude itƌŽup so ŶƚƐd Ĩthis? il tot ord of peop Ğhol uprec eve ryonethey b).erRef many can see mix Ǉ ĐŽŵŵ absolutely Are there comments from pupils about Is it what expected? nuup! each everyone!). Big Ideas Ŷ it eed (pu he pupils to sk Ă a th pils ƌĞ lec , sho n Ğ t on o uld rn Ś the ƚ tu ct num e ƌĞ In ber ƉƌŽ fl e ůŝĨŝĞ ĐĞƐ of peo RŝŵƉ ƐĞƐ ƐŚix les. Is it ro what they ple inv !). you Žǁ ŽŶĞ͊Ϳ͘ How do they olved updo ƌĞ Ɛ ƌǇstatistics? in thefact Ask theexpected? feelĚ͕ ƚ about these affect you? Which you and edŶ Ă prostands Ğ cess (anout ůǇ ut m what Ŷ͛ƚǀĞ ŝŶĐ d higmost o consumer ůƵƚĞ ĚŽ hlightto r bat ůƵĚĞ ĂďƐŽůƵƚ ƐŽŚĞǇ egroups, Ask the groups, what do you these statistics? How doĞƌǇ they affect you? Which fact stands out most totha you and t the ord Ğ Ăďabout ĞůǇ Ğǀ Ěfeel ctIdeas Ƶ Is e it Đů ŽŶĞ wh rr ͊Ϳ͘ ŝŶ the ƌĞ co ͛ƚ y ƚŚ exp e Ŷ Big ĞƌĞ Ž ect th ĂŶǇ ĐŽŵ Ě ed? Ǉ Ğ ŵĞ why?ŝŵ When do you hear about any of these facts? (as they are happening EVERY single day). ŶƚƐ ƚŚ ĨƌŽ ͕ Big Ideas Ě ŵ Ɖ ƵƉŝ ŝĞ NOT be in ůƐ Ă ůŝĨ d ďŽƵ Ɖ n ƚ ƚŚ a ŝƐ͍ why? When do you hear about any of these facts? (as they are happening EVERY single day). Ɛ to ƌĞ d e Ŷ Ă Big nnect Ɛ ƐŚŽǁHand l cofind oneId person they then need someone they feel to and eto ea a ball of string and ask them to hold the end, ey fe ƉƌŽĐĞƐƐĞHand rn e th one person then need find someone they retuconnected ed? a ballsof string and ask them to hold the end, they meonto ct enfeel e so th xp d e d n n fi y a e to th m d e t e th e Hand one n connected to and need to walk across the circle to hand the ball of string to that person and say to n e d per s it whaneed th te son la they are related a bal ŚŽ why of strithe , thmeyto re re toActivity walk across the circle to lhand ball of tohol that person and why to ǁ them andthey then return ng ƌ͛ ͙ endstring ey asay the th theask hy,you ŽǁŶĞout dd the w oldand ĨĠ h y Ă end Đ Activity sa to the nee y ͚ d the m to n s Ž n e wa a ƚ nee a are related to them and then return to their own place; e.g. may start with ‘A check till operator’ … lk Ě n th d acr e to o oss ƚĞ find sk rs the ůĂ a som e Ğ circ p d eon ƌ le n t to e a a ƌĞ the ŝƐ han Big IdƚŽ ƚŚĞŝƌ ŽǁŶ ƉůĂĐĞ͖ Ğ͘Ő͘ ǇŽƵ ŵĂǇ ƐƚĂƌƚ ǁŝƚŚ ͚ ĐŚĞĐŬ ŽƵƚ ƚŝůů ŽƉĞƌĂƚŽƌ͛ ͙ ǁŚŽ ĨĞĞůƐ ƚŚĞǇ ĂƌĞ ƌĞůĂƚĞĚ ƚŽ ͚ ĐĂĨĠ ŽǁŶĞƌ͛ ͙ ǁŚŽ Ă Ğ g y th d fee Ŷ n l con balwith to the ŚĞǇ son and nec l of stri ƌǇŽmember striremains ted tothen ngthe ůƐt ƚper ǀĞ ofŝƌ Ž ngŚŽto riof Ğ and ll ů Ğ Ğ st tha a ƚŝ Ĩ f b Ŷ The teacher at the front class a pile of questions for each group. One of each group o ƚŽ a ƚŚĞ ll Ƶ a n Ğ ǁ b o Ƶ ǁŶ say Ŷ ͙ ƉůĂ e rs wh ƚŝ ƌ͛ sk th y the they are related ‘AĂǇ café owner’ feelsofthey are connected to … ‘A market stall trader’ … ƚŽwho d Ğ͘Ő ͘ ǇŽtoƵ ŵ y One ŽŶeach group. are ƌĂ… s.toAthe ne pe who Thefeels teacher remains at the front of the class with aŽƵƚ pile questions member of m each group then rela hanĐĞ͖ ƚĐ͘ for ƉĞ ͚ ted ion ƐƚĂ Ž Ğ ƌƚ ǁ to ct ůů e ŝƚŚ ͙ ƚŝ le Hand oĨĞĞůƐ ƚŚĞǇ ĂƌĞ ĐŽŶŶĞĐƚĞĚ ƚŽ ͙ ͚ ŵĂƌŬĞƚ ƐƚĂůů ƚƌĂĚĞƌ͛ ͙ ǁŚŽ ĨĞĞůƐ ƚŚĞǇ ĂƌĞ ƌĞůĂƚĞĚ ƚŽ ͙ ĞƚĐ͘ ŽŶƚŝŶƵĞ ƵŶƚŝů ĞǀĞƌǇŽŶĞ ŝƐ n Ž ƚ and ĐŚĞ n rc ƚ Ƶ the ĐŬ Ě ci co Ž n l ret ƚĞ e ƚŝůů a ĐŬ urnas ůĂ ŽƉ thůƐ ƚ Ğ question and ƚŚgoes obǇ Ăand Śfirst ƌĞ to ĞƌĂ ƚŽƌ gltry ͛ ͙n ǁŚ ossĨĞĞ ƌĞ eto ͚ cr Ž ĨĞ comes toŚĞǇ the ĂƌĞ teacher the back their own out theĐĂĨ answer asaquickly ĞůƐ ŝƚŚĚ ƚŽ ĞǇ Ăeveryone ŶŶĞ ƚŚĞ nd th ĐƚĞ aconnections walk awho ƌƚ ǁfor ƌĞ ƌfind ůƐ ƚƌĂ feels they are to Đto … etc. Continue until isthe connected, maybe more than once, to form Ărelated ͙ ĞůĂ ĞĞand ͚ ŵ ƚĞĚ Ɛƚthan io s group ĨƚĂůů ƚŽ Ǉ ĐŽ ĂƌŬ Ž ͚ ct Ă Ğƚ Ɛ Ś e need toconnected, comes to the teacher for the first question goes back to their own group to try and find out the answer as quickly n Ġ Ž ŵ ǁ maybe more once, form a complex web. Highlight local and the global connections. Ask n ǁŶ Ƶ ĚĞƌ Ğƌ͛ ͙ co ǇŽ ͙ ͛ ͙ ƌ͛ l ͘ ǁŚ ǁŚ ). Ğ Ž as Ž ĨĞ ͘Ő ca Ě tc Ğ nected, maybeƌŬmo Ă ĞůƐ ƚŚĞǇ ĂƌĞ ƌ lo site ͙ ĐĞ͖ con ůů ƚƌanswer thethe ain ƚŽ ůĂpossible. ƚĞĚ Ŷ Ɖcomplex x ch Ğƚ Ɛƚ ligithton leĞůĂ hcom reĂthe ĞƚĐ Žǁpupils tha ͘ Ž Once have they write slip of paper take back to the teacher. If the answer is nshowing mpand Ŷƚŝ Hig onc ŵĂthe web. Highlight the local connections and the global connections. Ask the pupils what they think the ŶƵĞ .m e,xto they co b ƵŶ ͚ , e for ƚŝů Ğ ƚŽ ƚŚĞŝƌthe w ͙ cy ǀĞƌ a Ž n ǇŽŶ e ƚ Ğ ŝƐ le ple what they think web is them? (interconnections, dependency, complex chains etc). d Ě p x Ğ n we possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is e m b. Đƚ Ğ pupils what thetoy fo co ns, dep Highlight the local connections and the ĐŽŶŶthe rmk athe io ƌĞweb Ă ct thin e Ǉ n Ğ , n Ś ce o we ƚ n b ůƐ rc is o glo Ğ sho is showing them? (interconnections, dependency, complex chains etc). bal te n win ĨĞ correct the teacher then hands them the second question, if incorrect they must return to their group to find out the n a con g (i the nec th ? m? tio ns. (int re m Ask o e erc onn m the teacher isthen ections, dep ing th them the second question, if incorrect ybeAc hands they must return to their Ğ group to find out the Śins end macorrect Activity ency, ͞d com tiv Ğ͘Ő x͘ cha eb show ŶĞ͖ ple etc ). connected, correct the wThis ǀĞƌǇŽ inkity Ɛ Ğquestions. thanswer. strategy is repeated until each group has received all 10 Place an on it being a Đƚ y Ğ e emphasis ĨĨ th Ă ŚŝƐemphasis t ď ƚ a Ğ Ś h ŝƚ ǁ w Ğ Activity ǁ correct answer. This strategy is repeated until each group has received all 10 questions. Place an on it being a ils ŝů ƚŚ p Ɖ Ĩ u Ƶ Ž p Ɖ ƌƚ e Ğ Ă Ś Ɖ th dŽ ŝůůƵƐƚƌĂƚĞ ƚŚĞƐĞ ŝŶƚĞƌĐŽŶŶĞĐƚŝŽŶƐ ĨƵƌƚŚĞƌ ƐŚŽǁ ŚŽǁ ŽŶĞ ƚŚŝŶŐ ĂĨĨĞĐƚŝŶŐ ƉĂƌƚ ŽĨ ƚŚĞ ǁĞď ĂĨĨĞĐƚƐ ĞǀĞƌǇŽŶĞ͖ Ğ͘Ő͘ ͞dŚĞ dŽ ŝůůƵƐƚƌĂƚĞ ƚŚĞƐĞ ŝŶƚĞƌĐŽŶ ƚ Ő ƐŬ ŝŶ Ă Đƚ Ě Ğ Ŷ ĨĨ Ă ͟ Ő Ăsheet ŶĞĐ ŝŶŽǁ competition so theinterconnections pupils are scanning the and taking inaffecting the information quickly. Reward the winning group with Śfact ƚŝŽ ŚŶƐ ŽƉ ͙ ƚƌ ƐŚ to theireveryone; ĨƵƌ Ğ Đƌ n ƚŚĞ Ŷ Ő e Ŷ Ž p p Ɛŝ ǁ ŚŽ a Ž To illustrate these further show how one thing part of the web affects ǁ Ž h ůŽ t ŶĞ ƌĞ competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with y h ƚŚŝ ǁ Ă ŶŐ Ž ig Ğď ďĂŶĂŶĂ ƉůĂŶƚĂƚŝŽŶ ǁ ĂĨĨĞĐƚŝŶŐ ƉĂ ivit at m Ğƌ ƐŚ whĨ ƚŚ ƌƚŚĞƌ Đ ActďĂŶĂŶĂ ƉůĂŶƚĂƚŝŽŶ ǁŽƌŬĞƌ ĐĂŶŶŽƚ ĐŽŶƚƌŽů Ăůů ŽĨ ƚŚĞ ďƵŐƐ ĂŶĚ ƉĞƐƚƐ ƐŽ ƚŚĞǇ ĂƌĞ ůŽƐŝŶŐ ĐƌŽƉ ͙͟ ĂŶĚ ĂƐŬ ƚŚĞ ƉƵƉŝů ǁŝƚŚ ƚŚŝƐ Ğ ǁ Ğ͖ Ğ͘Ő͘ ƐƚƐ ƐŽ ƚŚĞǇ ĂĨĨ ŶƐ ĨƵŽƌŬ ĂŶŶŽƚ ĐŽŶ ĞĐƚ ƉĞ ƚŚĞ ŝŶŐƐ nsiderƌƚ Ž Ɛ Ğ ƚŚǀĞƌ ŶĚů ŽĨ ĐƚŝŽ co ƚƌŽ ǇŽŶ ƌ Ğ Ă ů Ăů Ğ Ŷ a Ğprize! to ŐƐ Ŷ ůŝǀ Ƶ Ž ͞dŚ Ğ ils ďƵ ď Ğ ƌĐ p Ě ŐƐ Ă Ğ u ƚĞ ŶĚ ƚŽ p ƚŚ e.g. “The banana plantation worker cannot control all of the bugs and pests so they are losing crop …” and ƉĞƐ Ĩ Ő ll ŝŶfiletheir pro ƚƐ Ɛall Ž Ŷ Ɖ ͙ a ƐĞ Ž ƚŚ Ɛŝ ĐƌŽ to sha a prize! ĨƵ Ś Ask web? ĂƌĞ profile ƚto shake hands ʹirŶwhat happens to the rest Ask what might happen to their ůŽƐ ƌĞconsider ƚƌŽů Ă ŝŶŐ b?the eof ƌĞto han dsůů ͟ ĂŶĚ ʹ whate hap e wthe ƌƐ Ă ƚ ĐŽ ĂƐŬ ƚŚĞ ǀĞĞǇ ŶŽthe ƌŝpupils Ŷke of th dŽ ŝůůƵƐƚƌĂƚĞask ƌŽů ƉƵ s to Ɖŝů ǁŝƚto Ě ĚAsk ƌ ĐĂ restpen Ś ƚŚŝƐ res ĂŶb? ƌŬĞƐ Ś twhat ofƐƚthe Ž ƚŚŝ ŬĞ th ƌŝ ǁ we Ŷ to the pupil with this profile to shake their hands – happens to the rest of the web? Ask all pupils Ğ ŝĨ Ž Ǉ s ͘ ƚŝ n ƌƌ all ƚĐ e pup ƚĂ ĂƉƉ Ğ p ůŽ Ŷ ils ĞŶƐ ͟ p Ƶ Ă to ƌŽůĞ ŝĨ ƚŚŝƐ ŚĂƉƉĞŶƐ͘ ŝƐĐƵƐƐ͘ &ƵƌƚŚĞƌ ĞǆĂŵƉůĞƐ ŵŝŐŚƚ ďĞ ͞ƚŚĞƌĞ ŝƐ Ă ůŽƌƌǇ ƐƚƌŝŬĞ ĂŶĚ ĚƌŝǀĞƌƐ ĂƌĞ ƌĞĨƵƐŝŶŐ ƚŽ ĚĞůŝǀĞƌ ƚŚŝŶŐƐ ůĂ a ͘ Ž con z happen siderŵwh ƌĞ ŝƐŝŐŚƚ ďĞ ĞƐ ŵ ƌĞ͘ ht ƚŚĞ atŚĞmig what h ŝƐĐƵƐƐ͘ &Ƶƌŵ ƚŚ ƌ Ğǆ ƌĞ ůŽƐƚ ͙ Ă ͞ ʹ Ăŵ ďĂŶĂŶĂ Ɖ ǁ Ğ Ɛ ƉůĞ s Ğ ď Ɖ d ƚ n ƌŽ to Ž Ś a Đ Ɛ h ŝŐ ͞ƚŚ Ŷ ŝŶ ir Ž ĞƌĞ Ă e Ɛ ŝƐ Ă ƚƚ th ĂƵƐwhat ůŽƌƌǇ Ɛ ĐŚǀĞƌƐ Ămight ƉůĞ Ğ ŽĨ ƚŚmight keďĞĐ to roleĚifŝŶŐ this happens. Further be “there is a their ƚƌŝŬ ŝŶexamples ŵƌŽů aPlenary ƚŚĞĚƌŝ Ğ Ɖ ĂŶǇ ĐŽ Discuss. ŶĚ ƌŝĐĞ ŵ ŽĨ ƌ ĞǆĂ ƉĞƚ n ůŝǀĞ ƐŽ ŚĞhappen ƌĞ ƌrm le to shconsider ͙͟their ĞĨƵ Žƌ give ƐŝŶ ͞d ĨŚĞƌ &Ƶƌƚ nŐ ƚŽ Ă ͚ďƌĞĂŬ͛Ğ Ă Ž profiďĞĐĂƵƐĞ ŽĨ ƚŚĞ ƉƌŝĐĞ ŽĨ ƉĞƚƌŽů ͙͟ Žƌ ͞dŚĞƌĞ ŝƐ ƐĞǀĞƌĞ ĨůŽŽĚŝŶŐ ƐŽ ŵĂŶǇ ĐŽƚƚŽŶ ĐƌŽƉƐ ĂƌĞ ůŽƐƚ ͙͟ ĞƚĐ͘ ͘ o ĚĞ Ɛ Ğ ŝƐ ůŽ ti ƐƐ Ă ƐĞ a ƌ ƚŚ ǀĞƌ ĐƵ ǁ Ğ Ĩů ƌĞ ŝƐ ŽŽĚ ƌĞ ǀĞ Ğ fo ŝŶŐ Plenary Ğ Ś ƐŽ Ɛ͘ in Ɛ ƚ ǆƉ ŵĂ e…” ůĂŝŶ ƚŚĂ ŝƐǁƌŝ to deliverŚƚ Ŷ ŝĨ ƚŽŶ ƚ ƚŚdrivers ĂƉƉĞŶ ĐƌŽ ĞǇ ŚĞƌĞ strike and are refusing things of ŶǇ theĐŽƚ price oftoƉƐ petrol is severe ŝŶŐƐ use ĂƌĞ ͞d ĂƌĞth ŚĂƉƉĞbecause ůŽƐ ŝŶŐ Žƌ ŐŽ ƚ ͙or ƚŽ ͟ Ğ“There ŝĨ ƚŚŝƐ Ślorry ŝŐǁ Ž ave ƚĐ͘ ƚĞ Ă ů ͙͟ Ŷ Ž yifhanyone ƚ ofŵ Žfact ƌŽůĞ ǆƉůĂŝŶ ƚŚĂƚ ƚŚĞǇ ĂƌĞ ŐŽŝŶŐ ƚŽ ǁƌŝƚĞ ĂŶ ŽǀĞƌǀŝĞǁ ŽĨ ǁŚĂƚ ŵŝŐŚƚ ŚĂƉƉĞŶ ŝĨ ƚŚĞƌĞ ǁĂƐ Ă ͚ďƌĞĂŬ͛ ŝŶ ƚŚĞ ĐŚĂŝŶ ƐŽŵĞǁŚĞƌĞ͘ zŽƵ e ĂǀĞƌ ƚƌ ǀŝĞ Ś Ğ th ǁ Ɖ Ĩ ǁ d Ĩ Ĩ ŚĂƚ n Ž Ž ŵŝ a ŐŚƚ ) Take away the sheets and ask some the questions again to see can remember the answers. Once again ǁ ĐĞ ŚĂ ŝĞ ƌŝ ve ƉƉĞ o ƌǀ are Ɖ ld Ŷ ŝĨ Ğcou ǀĞ ƌĞ ǁĂƐ Ă ͚ď ƚŚ giv Ĩ flooding ed abagain emany Ŷ Ž eac Ă hfact so cotton crops lost …” etc. ƌĞĂ chi Take away the sheets and ask some of the to see ƚŚĞ ifand anyone can remember the answers. Once again ƚĞ Ŭ͛ ŝ ƵƐĞ Žgive ntionmentioned Ŷ ƚŚ ƌŝld/ gro equestions up Ğ Đ ǁ diff ŚĂŝ ďĞĐĂ Ŷ Ɛ ere(snt s m(so ƚŽ Žŵ a could each child/group different scenarios (some ideas above) they have to use the information given Ő e Ğǁ sce ŝŶ ŚĞƌ nar id Ž Ğ͘ z ios e Ő ŽƵ could m me ƌĞ o ide Ă as me ĞǇ ŝŶŐthat This part on some ofare the statistics groups Ɖto think about what concepts it was makes them think about. osby asking . ntione ƚŚĚƵƌ ƚ reflect ariwrite d abo n ͙͍͛ e ve) ƚŚĞ and ŝĨ sc Ŷ ŐĂ t the Ğ ŵĞ they going to an overview of what might happen if there a ‘break’ in the chain n ůĂŝŶ ƚŚĂExplain y Ɖ hav ƚŽ re ĐŽ This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. e Ă to ŵƉ ǆƉĚƵƌŝŶŐ ƚŚĞ ŐĂŵĞ ƚŽ ĐŽŵƉůĞƚĞ ƚŚĞŝƌ ǁƌŝƚŝŶŐ ƚŝƚůĞĚ ͚ǁŚĂƚ ǁŽƵůĚ ŚĂƉƉĞŶ ŝĨ ͙͍͛ . fe use ůĞƚĞ Ś if the ƚŚĞ d ůĚ info Ƶ ŝƌ ǁ p Ž rm u ƌŝƚŝ atio ŶŐ ǁ ro ƚŝƚů n ƚ giv ĞĚ Ă /g en ͚ǁŚ Ś ild used as a stimulus ͚ǁP4C enquiry.Ăƚ ǁŽƵůĚ ŚĂƉƉĞŶ ŝĨ ͙͍͛ . ch ƚůĞĚchild/group then be for a ach ƚŝ e Ő Thi Ŷ s ve par ƚŝ gi t ƌŝ cou somewhere. You could give each different scenarios (some ideas mentioned above) and they ld ld ǁ the u ŝƌ n be used asfor co This partthen be as a P4C enquiry. .P4C ƚŚaĞstimulus a stim uirayenquiry. ůĞƚĞ qfor sP4C ŵƉbe en Žused could then used as a stimulus Ca 4ulu Ž Đ enquiry. a Pfor ŵĞto ƚna s for during ŐĂPle tter/ if …?’ . ulu im use the information given the game to complete their writing titledFo ‘what m would st ple hohappen a ry ĚƵƌŝŶŐ ƚŚĞhave s a d se u e b ain. r exa n e ch th e ld th u Plenary in co e n rt then be used as a stimulus for a P4C enquiry. ryo This pa This Mapart ke a could list of mo ences for eve re positive scenarios, and econ nseerquthe cosid th r e d con si sequenfor n ry Make a list of more positive scenarios, and consider the consequences in the chain. For example hotter/ ces everyone for everyone wetter climates ... inc nd co Plena Plenary s, apro in the ariosed chain. For example hotter tc. ducre g eexp ve scenrea tio in ti n ... si rt mo o o / re p xp e ort re ing o o more exporting etc. etc. climates ... of increased production t of ma list ... m... ake a lis ductionscenarios, Mwetter Make more ro positive and consider the consequences for everyone in the chain. ased p ates ... incre im cl r e tt e w For example hotter/wetter climates ... increased production ... more exporting etc.

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ion ideas

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A proje ject funded by the European Union and led

in England by CDEC A project funded by the European Union ledby in England CDEC AAproject funded by the European Union and led in England projectA funded the European Union and led and in England by CDECby project by funded by the European Union and led inCDEC England by CDEC

String Connections — Banana Production Line Banana plantation worker – I take care of the banana crop by keeping bugs off them. Van driver – I make sure there is no rubbish and transport boxes of bananas around. Banana packer – I collect the banana hands, wash them, and pack them into boxes. Banana plantation owner – I am in charge of lots of workers and lots of banana plants! Shipper – I work on the container ships that bring bananas over from The Windward Isles to the UK. Distributor – I decide which bananas are going to which shops. Lorry driver – I drive lorries around the UK to deliver bananas to shops. Buyer – I decide what products our shops sell. Shelf stacker – I make sure the supermarket shelves are full of fresh food for people to buy. Checkout till operator – I scan through people’s food shopping and pack it in bags. Market stall trader – I sell fruit and veg in the local market. Café owner – I run a coffee and cake shop. We sell lots of banana muffins! School teacher – our children love to have bananas as their morning snack. Dad – I like a banana after my sandwiches at lunch time. Canteen worker – I make fruit salad for people to have for a healthy breakfast. Child – I eat bananas for a healthy snack!

A project funded by the European Union and led in England by CDEC 26

String Connections — Cocoa Production Line Cocoa plantation worker – I look after the cocoa tree crop and make sure they are growing well. Cocoa pod picker – I cut the cocoa pods from the trees and cut open the pods to collect the beans. Cocoa fermenter – I collect all of the cocoa beans and wrap them in leaves to ferment and then dry them out on large tables. Weigher – I collect and weigh the dried beans to make sure they are good quality. Trader – I buy sacks of cocoa beans and send them to be turned into chocolate bars. Shipper - I work on the ships that transport cocoa beans from Ghana, Africa to Europe. Factory worker – I work the machines that roast the cocoa beans and grind them into powder and butter. Factory worker – I work the machines that add sugar and milk to make a chocolate mixture that is stirred and then cooled and poured into moulds to make chocolate bars. Factory worker – I work the machines that wrap the chocolate bars and pack them into boxes. Lorry driver - I drive lorries around the UK to deliver chocolate bars, Easter eggs, hot chocolate powder and other things to shops. Supermarket worker – I stock the shelves with lots of diﬀerent chocolate bars. Newsagents – I stock the shelves with chocolate bars for hungry drivers. Café owner – we make yummy hot chocolate in the winter and chocolate milk shakes in the summer. Hotel worker – we always give people a free chocolate when they arrive. Grandma – I buy my grand children chocolates as a treat when they visit. Girl – I love chocolate ice cream for my pudding. A project funded by the European Union and led in England by CDEC 27

String Connections — Cotton Production Line Cotton plantation worker – I prepare the ground ready for planting. The bullocks plough the fields. Cotton planter – I plant the seeds and tend to them as they grow (I have to use some chemicals). Cotton worker – I pick the ‘bolls’, which are the balls of cotton and put them into sacks. Transporter – I lift the sacks of cotton ‘bolls’ that have been picked and transport them by cart to traders. Trader – I buy sacks of cotton bolls so I can make cloth and sell this as clothes. ‘Ginning’ machine worker – I work the machines that separate the fluffy lint from the seeds. This is called ‘ginning’. Pala house worker – I sort out the lint and check that it has no brown bits in it. Spinning machine worker – I work on the machines that spin the cotton into thread and then into cloth. Cloth worker – I use the cloth and make it into items of clothing. Factory owner – I sell our clothing to be sold overseas. Shipper – I work on the ships that import cotton products from India. Lorry driver - I drive lorries around the UK to deliver items to shops. Shop worker – I fold all of the t-shirts and hang shirts on hangers on the shop floor. Hotel worker – I make sure all of the bedrooms look nice by using fresh, white sheets on the beds. Teacher – we sell school uniforms for the children to wear with our school logo on. Mum – I have just been shopping and used my new re-usable cloth bag.

A project funded by the European Union and led in England by CDEC 28

Quick The Fact orOn Opinion - which is which? Quick On The Draw Draw To aa deeper understanding global Togain understand the importance ofof thinking critically To gain deeper understanding of global issues. issues. about what is fact and what is consider the inequalities between the global To opinion. To consider the inequalities between the global north north and and south. south. To understand what a fact is, and what an opinion is. To scan for key To be to facts from To be able able to to distinguish scan aa document document for opinion. key information. information.

perceptions

equality equality

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Literacy Geography Geography Citizenship

Literacy Literacy P4C P4C

needs needs & & wants wants

Intro

Intro Stand in a circle and play ’ups and downs’. Pupils stand up if they totally agree, crouch in the middle if they Intro half and into kneel downoforaround sit if they agree.they Questions: Who readsa newspapers? reads Splitagree the class groups 5/6 don’t and explain are going to have competition inWho which they will need to scan Split the class into groups of around 5/6 and explain they are going to have a competition in which they will need to scan magazines? Who watches news on TV?and Who fromtothe Internet? Who gets from Facebook some key information for the answers trygets to benews the first report the answers backnews to the teacher. Hand out the fact some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact etc.? Who is not interested in news? ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Now focus on news about other countries: Where do you learn about what happens in other countries? (Europe and other continents) Do you get the news from the TV? Radio? Newspapers? Big Internet? First hand account from a person? Do you always believe what you read and hear? Do you think Big Ideas Ideas Ask the groups, whaton/in do you about these statistics? How do they affect you? Which fact stands out most to you and everything reported thefeel news is true? Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and why?discuss When do youideas hear about any of these facts? arequestions happening EVERY singlecan day). Then these further as a whole group(as by they asking such as How you tell what is true why? When do you hear about any of these facts? (as they are happening EVERY single day). and what is not? How can we form a balanced opinion? How can we find information on the same topic but coming from different perspectives? Activity Activity Write down their main ideas and conclusions on the board or a flipchart to use as reference in further The teacher remains at the front of the classto with a pile of questions group. One memberofofarticles each group then activities devoted to media Explain pupils that theyfor willeach be looking excerpts The teacher remains at the literacy. front of the class with a pile of later questions for each group. at One member of each group then from thetomedia but first will question investigate the differences between facts and comes the teacher forthey the first and goes back to their own group to tryopinions. and find out the answer as quickly as comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is Big Ideas possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is correct the teacher hands them thedifferences second question, if incorrect they returnDiscuss to their group to find the Ask pupils what they then already know about between “fact” and anmust “opinion”. ideas as a out correct the teacher then hands them the second question, if aincorrect they must return to theirtheir group to find out the whole class and write down on the board on the flipchart, they will them in thePlace nextan stage of the on it being a correct answer. Thisthem strategy is repeated untilor each group has received alluse 10 questions. emphasis correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a activity. Then ask thepupils pupilsare whyscanning it is so important to beand abletaking to make a distinction between facts and opinions? competition so the the fact sheet in the information quickly. Reward the winning group with competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with a prize! points to be included are the following: Important a prize! - a fact is something that cannot be challenged, it exists or occurred in the reality, - a fact is the same regardless of who looks at it, - Plenary you can check the fact, there is evidence for it, Plenary - Take when the the phrases “I believe...” “I think...” used inagain a statement, they indicate that a person is away fact sheets and askorsome of the are questions to see if anyone can remember the answers. Once again Take away the fact sheets and ask some of but the opinions questionscan again to see if anyone canif remember thepreceded answers.byOnce again presenting her or his opinion, not a fact, be disguised as facts they are not reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part could reflect some of the statistics by asking groups to think about what concepts it makes them think about. This part could “In myon opinion...”, “I think...”, then be used as a stimulus for P4C be used a stimulus for aasubjective P4C enquiry. enquiry. - then adjectives thatassignal a personal judgement about the quality of things are often clues to an opinion masked as a fact eg. wonderful, good, bad, the best, the worst etc. - using generalising words like “everybody”, “all”, “always” is more common in relation to opinions and presumptions rather than facts. - you cannot challenge facts, they exist regardless of our opinion on them. However, you can interpret facts and thus form your opinions. People may have different opinions, it also depends on their values – on what they believe is important in life. Did you know? ... - however, present Didwhen youthey know? ...their opinion as a fact, they may manipulate you and persuade you to think as they do if you don't know facts yourself. There are 2.2 billion the ...... out the ‘Fact or opinion - which is which?’ sorting cards. Pupils must Put thechildren pupils intoin children inpairs/threes. the world worldHand decide1which statements are facts and which are opinions and sort them into 2 groups. Quick 1 billion billion of of them them are are Quick on the on the draw Plenary dra w living in poverty ... living in poverty ... There are 2.2 billion Activity

Discuss their answers as a whole class. Ask them what has helped them in each case tell the facts from the opinions. Ask volunteers to give their examples of statements about facts and opinions regarding other countries. Discuss and verify these.

Stimulus Stimulus // Resources Resources // Worksheets Worksheets

Stimulus / Resources / Worksheets ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘

͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ‘Fact or opinion - whichslips is which?’ sorting cards.should be in order from 1-10 with one set of questions per group). Questions on separate of paper (questions Questions on separate slips of should be in order from 1-10 with one set of questions per group). NB: The statements included inpaper it can(questions be modiﬁed or replaced depending on pupils' interests and knowledge. projectbyfunded by the Union European Union and ledby in England by CDEC A projectAAfunded the European and led in England project funded by the European Union and led inCDEC England by CDEC 29

Fact or opinion which is which? sorting cards

NOW WE ARE IN SCHOOL.

FRENCH IS DIFFICULT.

I THINK THAT MOST PEOPLE IN POLAND HAVE ACCESS TO INTERNET.

RICH PEOPLE SHOULD SHARE WHAT THEY HAVE WITH POORER PEOPLE EG PAY HIGHER TAXES.

SENEGAL IN AFRICA HAS ACCESS TO THE ATLANTIC OCEAN.

IN POLAND YOU CAN VOTE WHEN YOU ARE 18.

SPAIN IS MORE BEAUTFUL THAN GREECE.

MICHAEL JACKSON IS DEAD.

EARTH IS A PLANET, NOT A STAR.

THE GOVERNMENT BEHAVED DISGRACEFULLY OVER THIS ISSUE.

A project funded by the European Union and led in England by CDEC 30

Quick The Fact or On Opinion - how do we know? Quick On The Draw Draw Fact or Opinion - how do we know? To gain a deeper understanding of global issues.

Togain understand the importance ofof thinking To a deeper understanding global critically issues. about what is fact and opinion. ToTo understand the importance of showing thinking critically about what is and fact and opinion. consider the inequalities between the global north challenge stereotypes by development “success stories” in the South. To To consider the inequalities between the globaland north and south. south. dŽ ĐŚĂůůĞŶŐĞ ƐƚĞƌĞŽƚǇƉĞƐ ďǇ ƐŚŽǁŝŶŐ ĚĞǀĞůŽƉŵĞŶƚ ĂŶĚ ͞ƐƵĐĐĞƐƐ ƐƚŽƌŝĞƐ͟ ŝŶ ƚŚĞ ^ŽƵƚŚ͘ To assess the reliability of information presented in the media by distinguishing To be able to aof for key information. befrom able to scan scanTo a document document for keyuse information. ToTo assess the opinion. reliability information presented inofthe media by language. distinguishing fact from fact be able to detect persuasive opinion. To be able to detect use of persuasive language.

perceptions Intro

Intro

Curriculum Links Curriculum Curriculum Links Links Curriculum Links

Literacy Geography Geography Citizenship Literacy Literacy Geography Literacy

P4C Citizenship P4C Geography

equality needs equality needs & & wants wants perceptions

Intro Begin by asking the pupils what they know about the country which is featured in the articles you have Split the class into groups ofuse around 5/6 and article, explain they“What are going to have a competition which they will need to scan selected, for example if you the sample do you know Kenyain Kenyans?”. Split the class into groups of around 5/6 and explainask they are going to have a about competition inand which they will need to scan Intro some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact Write down any preliminary ideas they have about the place. You can also check on the map exactly some key information for the answers and try to be the first to report the answers back to the teacher.where Hand out the fact Begin by asking the pupils what they know about the country which is featured in the articles you have selected, for ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ these countries are located. Then ask how or where they have learnt about these ideas – from TV, Internet, example if you use the sample article, ask ͞tŚĂƚ ĚŽ ǇŽƵ ŬŶŽǁ ĂďŽƵƚ <ĞŶǇĂ ĂŶĚ <ĞŶǇĂŶƐ͍͘͟ Write down any preliminary theirthey parents, friends ideas have about theetc? place. You can also check on the map exactly where these countries are located. Then ask how or Big Ideas

BigIdeas Ideas where they have learnt about these ideas ʹ from TV, Internet, their parents, friends etc? Big Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and Ask the groups, what do you feel about about these statistics? about How do theyand affect you? Which fact standslesson) out most to you and Remind pupilsdoofyou your discussion the facts? differences facts opinions (in the previous why? When hear about any of these (as they are happening EVERY single day). why? When do you hear about any of these facts? (as they are happening EVERY single day). andIdeas revisit the criteria list you came up with. Ask the pupils why they think it is important to think about the Big difference between fact and opinion. the discussion to opinions the use (in of ‘persuasive askthe Remind pupils of your discussion about theMove differences about factsonand the previous language’ lesson) andand revisit Activity why the might use this. Activity criteria listmedia you came up with. Ask the pupils why they think it is important to think about the difference between fact and The teacher remains at the front of the class with a pile of questions for each group. One member of each group then ŽƉŝŶŝŽŶ͘ DŽǀĞ ƚŚĞ ĚŝƐĐƵƐƐŝŽŶ ŽŶ ƚŽ ƚŚĞ ƵƐĞ ŽĨ ͚ƉĞƌƐƵĂƐŝǀĞ ůĂŶŐƵĂŐĞ͛ ĂŶĚ ĂƐŬ ǁŚǇ ƚŚĞ ŵĞĚŝĂ ŵŝŐŚƚ ƵƐĞ ƚŚŝƐ͘ The teacher remains at the front of the class with a pile of questions for each group. One member of each group then Activity comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as the teacher for the or first question and goesown backappropriate to their ownarticles group to tryshould and find out the answer as quickly as 1comes sampletoarticle is available, you can find your that highlight “success possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is Activity stories” ofOnce the global South challenge stereotypes, suchofas successful local initiatives, solutions, areas possible. they have theand answer they write it on the slip paper and take it back to the teacher. If the answer is theoften teacher then hands theItsecond question, incorrect they must return to theiran group to find out the ofcorrect life not associated withthem Africa. is preferable to ififuse the African media to present African correct the teacher then hands them the second question, incorrect they must return to their group to find out the ϭ ƐĂŵƉůĞ ĂƌƚŝĐůĞ ŝƐ ĂǀĂŝůĂďůĞ͕ Žƌ ǇŽƵ ĐĂŶ ĨŝŶĚ ǇŽƵƌ ŽǁŶ ĂƉƉƌŽƉƌŝĂƚĞ ĂƌƚŝĐůĞƐ ƚŚĂƚ ƐŚŽƵůĚ ŚŝŐŚůŝŐŚƚ ͞ƐƵĐĐĞƐƐ ƐƚŽƌŝĞƐ͟ ŽĨ ƚŚĞ correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a perspective or provide two perspectives (eg an article from the European media and an article from correct answer. This strategy is repeated until each group received all 10 questions. Place emphasis on it being a global South and challenge stereotypes, such as successful localhas initiatives, solutions, areas of life notan often associated competition the pupils are scanning themedia fact sheet taking inofthe information Reward the winning group with African media). It useful if you find aand selection articles so pupils can access different with Africa. It isso preferable tobe use the African to present an African perspective or quickly. provide two perspectives (eg an competition so thewould pupils are scanning thecould fact sheet and taking in the information quickly. Reward the winning group with articles which can thenmedia be shared inarticle the plenary. a prize! article from the European and an from African media). It would be useful if you could find a selection of a prize! Give each pupilcan a sheet one news article Ask be theshared pupilsintothe quietly read the text and individually articles so pupils accesswith different articles whicheach. can then plenary. decide which sentences present facts and which present opinions. They could useand a highlighter pen forwhich this. Give each pupil a sheet with one news article each. Ask the pupils to quietly read the text individually decide Plenary Plenary Next, ask the pupils to get into groups of 3-4 people so they can discuss their answers in a group. Then they sentences present facts and which present opinions. They could use a highlighter pen for this. Take away the fact sheets and ask some of the worksheet” questions to their see ifanswers anyone can remember the answers. Once again can fill inthe the table the doof we – writing theinfacts and opinions Next, ask pupils toon get into“how groups 3-4know? people they canagain discuss a group. Then they can fillthe in the Take away the fact sheets and ask some of the so questions again to seedown if anyone can remember the from answers. Once again This reflectasonwell some the statistics by askinglanguage. groups down to think what concepts it makes them article as of examples of persuasive pupils count thefrom score and decide howasabout. reliable a ofpart ƚĂďůĞ ŽŶ ƚŚĞ ͞ŚŽǁ ĚŽ ǁĞ ŬŶŽǁ͍ tŽƌŬƐŚĞĞƚ͟ ʹ theabout facts and opinions the article as think well examples This part could could reflect on some of the statistics by asking writing groups to Finally, think about what concepts it makes them think about. then be used as a stimulus for a P4C enquiry. given article is. persuasive language. Finally, pupils count the score and decide how reliable a given article is. then be used as a stimulus for a P4C enquiry. Plenary

Plenary Ask pupils to present their articles to the rest of the class if they have worked with several diﬀerent articles.

Discuss reliable thearticles articles what examples of persuasive language from the articles Ask pupilshow to present their to are the and rest of the impact class if they have worked with several different articles. Discuss how may have on readers and how it may inﬂuence their perception of a given issue or country. reliable the articles are and what impact examples of persuasive language from the articles may have on readers and how it may influence their perception of a given issue, country.

Did Did you you know? know? ... ... Extension ideas Extension ideas

There are 2.2 billion Pupils may create aacatalogue ‘aware’media media recipient what to pay attention to, what Pupils may create catalogue of of an an aware recipient eg.eg. what to pay attention to, what should There are 2.2 billion should us,tohow ﬁnd alternative information, howthe to ﬁlter the meaningful from the etc. alarm alarm us,inhow find to alternative information, how to filter meaningful from the meaningless children the world ... children in the world ... meaningless etc. also Thisprovide lesson may alsostarting providepoint a useful starting point for discussing stereotypes. This lesson may a useful for discussing stereotypes. First, pupils may discuss 11 billion of them are Quick billion of them are First, pupils may discuss why we form opinions and then explore further the issue of stereotypes o why we form opinions and then explore Q further issue of stereotypes ʹ their origin and their role –in n th uick othe n thee draw living in poverty ... their origin and our around understanding structuring our their understanding of the world us. draof wthe world around us. living in poverty ...role instructuring Stimulus Worksheets Stimulus // Resources Resources // Worksheets Stimulus / Resources Worksheets Sample news article (provided) and //and a selection of news which the teacher source (see above for more details). Stimulus / Resources Worksheets Sample news article (provided) a selection of articles news articles which the must teacher must source

Highlighter pens ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ (see above for more details). Highlighter pens ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group). ͚,Žǁ ĚŽ ǁĞ ŬŶŽǁ͍ tŽƌŬƐŚĞĞƚ͛ ‘How do weon know? Worksheet’ Questions separate slips of paper (questions should be in order from 1-10 with one set of questions per group). projectbyfunded by the Union European Union and ledby in England by CDEC A projectAAfunded the European and led in England project funded by the European Union and led inCDEC England by CDEC A project funded by the European Union and led in England by CDEC 31

Fact or opinion - sample news article Habiba Rage, 38 years old, from Alago Alba in Kenya's North Eastern region works as a trader. In her work she uses a mobile phone on a daily basis, for example to keep track of stock arriving from Isiolo, the nearest urban centre. Habiba's village doesn't have electricity but her mobile uses solar energy – it is ﬁtted with a charger that absorbs and stores energy directy from the sun. Such a type of a mobile is quite cheap. It costs 1,500 Kenyan shillings (18 US dollars), which is about half the cost of the cheapest conventional mobile phone. What's more, it is environmentally friendly as it is manufactured from recycled electronic waste. The phone is produced by telecommunications company Safaricom (owned by the UK's Vodafone) and Mobitelea Ventures. “This is a brilliant innovation”, says Michael Odera, director if the climate change oﬃce in Kenya's Ministry of Environment and Mineral Resources. “It meets environmental goals and also deals with problems linked to power cuts in the country”. It is estimated that only 5% of Kenya's rural areas and 51% of the urban population have access to electricity. Based on “Kenya: Solar Powered Phones Recharge Nation's Conversations” by David Njagi, 10 May 2012, Alternet, http://allafrica.com/stories/201205110322.html

A project funded by the European Union and led in England by CDEC 32

Fact or opinion how do we know? worksheet List the sentences which present facts.

List the sentences which present opinions.

List words or sentences which include a personal judgement of the author (either positive or negative).

Reliability score (number of facts versus number of opinions).

A project funded by the European Union and led in England by CDEC 33

Fact or opinion - Answer Sheet List the sentences which present facts.

List the sentences which present opinions.

Habiba Rage, 38 years old, from Alago Alba in Kenya's North Eastern region works as a trader.

Such a type of a mobile is quite cheap. “This is a brilliant innovation”, says Michael Odera, director if the climate change oﬃce in Kenya's Ministry of Environment and Mineral Resources.

In her work she uses a mobile phone, for example to keep track of stock arriving from Isiolo, the nearest urban centre.

“It meets environmental goals and also deals with problems linked to power cuts in the country”.

Habiba's village doesn't have electricity but her mobile uses solar energy – it is ﬁtted with a charger that absorbs and stores energy directy from the sun.

It is estimated that only 5% of Kenya's rural areas and 51% of the urban population have access to electricity.

It costs 1,500 Kenyan shillings (18 US dollars), which is about half the cost of the cheapest conventional mobile phone. What's more, it is environmentally friendly as it is manufactured from recycled electronic waste. The phone is produced by telecommunications company Safaricom (owned by the UK's Vodafone) and Mobitelea Ventures

List words or sentences which include a personal judgement (either positive or negative) of the author

Reliability score (number of facts versus number of opinions) 6/5

quite cheap brilliant innovation

A project funded by the European Union and led in England by CDEC 34

Links Pupils Take Action: global citizens String Connections Curriculum Quick On The Draw Quick On The Draw itizenship ns

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Geography Citizenship Geography PSHE Literacy CuGeography rriculum Links Literacy P4C Ci tiLiteracy zenship P4C PSP4C HE

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Stimulus / Resources / Wor tsets eehe kshks ͚'ůŽďĂů ŝƚŝǌĞ/Ŷ Ɛ orĨŽƌ W Stimulus Resources / Worksheets / ƚĂƚ Ğŵ s ĞŶƚ e Ɛ͛ Đ Ƶƚ c ƵƉ r Stimulus / Resources / Worksheets u ĞĂ es/ngoResources Ɖ͘ ƵƉ͘ /ofRlini ƌŽƵŐƌŽ ŐĐŚ Lar Stimulus /ĂĐŚ Worksheets Stimulus /sCitizen ugelurol lResources Žƌ Ğup paper, dra Ĩcut Ɖ Stim ‘Global statements’ for each group. ƚ /ƵWorksheets win

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g/writinguequ ŶƚƐ͛ ĐƵ ent.ent. ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ipmipm CDEC ĞŶ ƐƚĂƚĞŵĞprofile and byThere ŝǌstatement ting eq up ri nglcocoa. w Ăů ŝƚroll g/ Ball ͚' ofůŽLarge string, cards shuffled (aequipment. focus can be made on bananas, are 16 cards per ď͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ in d in Eor w le of lining paper, drawing/writing ra dcotton d n a r, e n p io a n p Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group). U g n pea from f linin uro E e e ro th on separate slips of (questions should be in order 1-10 with one set of questions per group). product). NBll othese roles and chains arepaper simplified to allow more accessibility to this activity y b LargQuestions d e A proct fund

A proje ject funded by the European Union and led

in England by CDEC AAproject funded by the European Union and led in England by CDEC project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 35

Pupils Take Action Global Citizen Statements

Pupils Take Action -

Global Citizen Statements

I am as important as everyone else

I try to understand what other people are feeling I know what is fair and not fair and try to do the right thing

Everyone else is equal to me but different from me

I look after the environment and don't waste things

I want to learn more about the world

I try to help others and not fight with them

I think I can change things in the world

I have my own ideas but can alter them if I realise they are wrong

Ideas from http:// Ideas from http:// www.mylearning.org/globalwww.mylearning.org/globalcitizens--make-an-impact/p-2015/ citizens--make-an-impact/p-2015/ and http://www.teachers.org.uk/ and http://www.teachers.org.uk/ files/Intro-to-being-a-globalcitizen.pdf ďŹ les/Intro-to-being-a-global-

citizen.pdf

A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC 36

Curriculum Links

We Can All Make A Difference To enable children to understand that they can make a difference to the life of others

Quick Draw We CanOn AllThe Make A Difference Quick On The Draw

To gain aaadeeper understanding global issues. question in to a small group,of agree on consensus answer to the life To To enable children understand that they cana make a diﬀerence Todiscuss gain deeper understanding ofand global issues. consider the inequalities between the global north and To others the inequalities between the global north and south. Toofconsider south.

responsibility

change

Literacy Citizenship Curriculum Links Curriculum Curriculum Links Links Literacy Geography Geography Citizenship

power

To discuss a question in a small group, and agree on a consensus answer To To be be able able to to scan scan aa document document for for key key information. information.

Literacy Literacy P4C P4C

Intro

responsibility change equality needs equalitypower needs & & wants wants

Ask pupils to close their eyes and try to think of someone or a group of people who have made a positive difference/change to their life or to the lives of others. It could be someone they know or someone they have ŚĞĂƌĚ ŽĨ͕ ƐĞĞŶ ŽŶ ds Žƌ ƌĞĂĚ ĂďŽƵƚ͘ /ƚ ĚŽĞƐŶ͛ƚ ŵĂƚƚĞƌ ǁŚĂƚ ƐŝǌĞ ƚŚĞ ĐŚĂŶŐĞ ŝƐ͘ KŶĐĞ ƚŚĞǇ ŚĂǀĞ ƚŚŽƵŐŚƚ ŽĨ Intro Intro Intro someone, get them to telleyes theirand neighbour who the person is and what they did. who have made a positive Ask pupils to close their try5/6 to think of someone or going a group of people Split the class into groups of around and explain theythinking are toand have a competition in which theythese will need to scan Ask the group to call out some examples of who they were of, what theyknow have done. Record Split the class into groups of around 5/6 and explain they are going to have a competition insomeone which they will need to scan difference/change to their lifeanswers or to theand lives could be someone they some key information for the tryoftoothers. be the It first to report the answers back toorthe teacher.they Hand out the fact some key information for answers andIttry to be the firstfurther to report the change answers to they the teacher. Hand out the fact on theheard flipchart. If youon feel be helpful, give thematter group examples of people who have brought have of, seen TVitthe orwould read about. doesn’t what size the is.back Once have thought ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ about positive change for others. Include examples of young people who have made a difference. of someone, get them to tell their neighbour who the person is and what they did. Ask the group to call out some examples of who they were thinking of, and what they have done. Record these on the flipchart. If Big Ideas Bigfeel Ideas Activity you it would be helpful, give the group further examples of people who have brought about positive Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and change for others. Include examples of or young people who have made a difference. Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and Divide group into smaller groups 4 and ask(as them carry out the following: why? the When do you hear about any of of 3these facts? theytoare happening EVERY single day). why? When do you hear about any of these facts? (as they are happening EVERY single day). ͻ hƐŝŶŐ Ă ůĂƌŐĞ ƉŝĞĐĞ ĨƌŽŵ Ă ƌŽůů ŽĨ ƉĂƉĞƌ͕ ĚƌĂǁ ƌŽƵŶĚ Ă ŵĞŵďĞƌ ŽĨ ƚŚĞ ŐƌŽƵƉ͘ /Ĩ ƚŚŝƐ ĚŽĞƐ ŶŽƚ ƐĞĞŵ ĂƉƉƌŽƉƌŝĂƚĞ͕

Activity

use stickthe figures Ask them to think the ask characteristics of the from 1 (i.e. what they think Divide groupinstead. into smaller groups of 3about or 4 and them to carry outpeople the following: Activity Activity made that person do what they did) and write those characteristics on the body shape e.g.what active, caring, l Ask them to think about the characteristics of the people they were thinking of ʹ(i.e. they think The teacher remains at the front of the class with a pile of questions for each group. One member each group then hardworking, The teacher remains at the front of did) the class with athose pile ofcharacteristics questions for each group. member of each group then made thatconcerned. person do what they and write on the bodyOne shape – e.g. of active, comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as ͻ ƐŬ ƚŚĞ ŐƌŽƵƉ ƚŽ ƚŚŝŶŬ ĂďŽƵƚ ŽƚŚĞƌ ĨĂĐƚŽƌƐͬƚŚŝŶŐƐ ƚŚĂƚ ŵĂǇ ŚĂǀĞ ŚĞůƉĞĚ ƚŚĂƚ ƉĞƌƐŽŶ ďƌŝŶŐ ĂďŽƵƚ ĐŚĂŶŐĞ ĂŶĚ ŐĞƚ caring, comes to hardworking, the teacher forconcerned. the first question and goes back to their own group to try and find out the answer as quickly as Once they have the answer write the slip of paper and take back tosupport, the teacher. Ifchange the answer is them tothe write these or around their body shapeititʹon e.g. working with / that in itait team, resources, lpossible. Ask group toon think about otherthey factors/things that may helped person bring about possible. Once they have the answer they write on the slip of have paperothers and take back to the teacher. If the answer is correct thethem teacher then hands them second question, if incorrect they must return to their find out the money, fame, power, influence, job. and training, get to write these on or the around their body shape – e.g. working with others / in agroup team,to correct the teacher then hands them the second question, if incorrect they must return to their group to find out the support, resources, money,istraining, influence, job. all 10 questions. Place an emphasis on it being a correct answer. This strategy repeatedfame, until power, each group has received correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with Plenary Plenary competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with a prize! Bring the facilitate a discussion on how everyone is capable of making positive change Bring thegroup groupback backtogether togetherand and facilitate a discussion on how everyone is capable of making positive a prize! change for others. Points to draw out include the following: for others. Pointshappen, to drawitout include following: *To make change is not simplythe money or being Plenary Examples people havea Examples ofof people who who have made Plenary famous or doing very well atitschool that is necessary. *Take To make is not or being again to made awaychange the facthappen, sheets and ask simply some ofmoney the questions see if anyone can remember the answers. Once again a difference difference Take away factvery sheets and some of the questions if anyone can remember the answers. Once again *Everyone is the capable of making aask change. Hard work, gainingagain to see famous or doing well at school that is necessary. reflect on some of the statistics by asking groups to think about what concepts it makes them think about. l Helen Skelton, trekked 500 miles to theThis Helen Skelton, trekked 500 miles to the This part part could could reflect some of the statistics by asking groups to think about what concepts it makes them think about. skills andon information, working together, support ofwork, a teacher *then Everyone is capable of making aachange. Hard South Pole to raise awareness of the be used as a stimulus for P4C enquiry. South Pole to raise awareness of the charity be used as amaking stimulus forworking a finding P4C enquiry. orthen other adults, contacts, out about local gaining skillsetc, and information, together, charity Sport Relief Sport Relief projects and opportunities to get involved are support of a teacher or other adults, etc, important. making l Martin Luther King Jr, campaigned for Martin Luther King Jr, campaigned for civil contacts, finding out about local projects and civil rights in America rights in America Endopportunities the activity bytoexplaining that are the important. Global Literacy ʹ Pupils get involved l Martha Payne, school girl from Argyll, Martha Payne,aschool girl from Argyll, who Take Action project is all about children in Cumbria schools who started blog about school finding to take action to make fairer place, started a blog about school dinners End theways activity by explaining that the theworld Globala Literacy – dinners around the world, andaround the Did you know? ... and improve the lives of others all over the world. world, and campaigns to provide Pupils Take is all DidAction you project know? ...about children in Cumbria campaigns to provide meals meals for schools finding ways to take action to make the world a pupils in Malawi for pupils in Malawi There are 2.2 ĚĂƉƚĞĚ ĨƌŽŵ ͚DĂŬŝŶŐ ŚĂŶŐĞ ,ĂƉƉĞŶ͕͛ www.participationworks.org.uk fairer place, the lives of others all over the Thereand areimprove 2.2 billion billion world.children in the world ...

children in the world ... 1 of are Adapted from ‘Making Change 1 billion billion of them them areHappen’, Stimulus / Resources / Worksheets living in poverty ... www.participationworks.org.uk living in poverty ... Large roll of paper, felt-tip pens

Quick Quick on the on the draw dra w

A project funded by the European Union and led in England by CDEC

Stimulus // Resources // Worksheets Stimulus / Resources / Worksheets Stimulus Resources Worksheets

͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Large roll of paper, felt-tip pens ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group). Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group). projectbyfunded by the Union European Union and ledby in England by CDEC A projectAAfunded the European and led in England project funded by the European Union and led inCDEC England by CDEC 37

QuickTake On Action: The Draw Pupils spheres of influence To gain aa deeper understanding of global ToTo gain deeper understanding global issues. issues. recognise what attributes areofrequired to be an active global citizen. To begin To consider the inequalities between the global north south. Tothinking consider the inequalities global north and south. problem. about what actionsbetween could be the taken to address aand particular beable ableto toscan follow a set of instructions to take part in eﬀective team work. To aa document for ToTobe be able to scan document for key key information. information.

Curriculum Links Curriculum Curriculum Links Links

Citizenship Geography

Geography Literacy Literacy P4C P4C

rights responsibility change equality needs equality needs & & wants wants Intro

Intro

Intro NB this session is best delivered AFTER children have been learning about the Global Literacy project Split class into groups of 5/6 and going a competition in they will need to scan Split the theso class of around around 5/6interdependence, and explain explain they they are are going to to have have competition in which which themes, thatinto theygroups understand about inequalities, and apoverty, and can beginthey to will need to scan some for answers and try to to the answers back teacher. Hand some key key information information for the the to be be the the first first to report report answers back to to the the teacher. Hand out out the the fact fact understand ways in which theiranswers actionsand cantry help address these issues.the Revisit the previous session on Global ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Citizens and review learning outcomes. Refer to group posters of the skills, knowledge and attributes of an excellent global citizen. Explain that in this session the class will be thinking about how THEY can take action Big Ideas and a diﬀerence that will start to address global issues. Bigmake Ideas Ask the groups, Ask the groups, what what do do you you feel feel about about these these statistics? statistics? How How do do they they affect affect you? you? Which Which fact fact stands stands out out most most to to you you and and Activity why? When do you hear about any of these facts? (as they are happening EVERY single day). why? When do you hear about any of these facts? (as they are happening EVERY single day). Split the class into four groups. Explain that for this activity they will need to nominate the following roles: a

scribe, a spokesperson, a facilitator, a time keeper. Read the role cards out loud, and give one set to each Activity Activity team, and explain that this will help them learn how to work as an eﬀective team. The teacher remains the the aa pile of each One member of group Give team threeat pieces of A3of andwith explain they will for be 5 minutes ‘brainstorm’ Theeach teacher remains at the front front ofpaper, the class class with pilethat of questions questions forgiven each group. group. Oneto member of each eachtheir group then then answers, as a group, to a series of questions. Remind the children that in brainstorming, there are no right comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as as orpossible. wrong answers, that it isthe an activity to help them think creatively and and come up it with lots of ideas. ShowIf the Once they have answer they write it on the slip of paper take back to the teacher. the answer is possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is following three questions one at athem time—revealing the question and thenthey giving 5-10 minutestheir for discussion: correct correct the the teacher teacher then then hands hands them the the second second question, question, ifif incorrect incorrect they must must return return to to their group group to to find find out out the the lcorrect What answer. does it mean to be a Global Citizen? This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being aa l What issues or problems are you particularly interested in? competition so the pupils are scanning the the pupils the fact fact sheet sheet and and taking taking in in the the information information quickly. quickly. Reward Reward the the winning winning group group with with lcompetition What ideassodo you haveare forscanning taking action? aa prize! prize! The scribe should write the question in the middle of a page and then record people’s answers. Create large concentric circles (see ‘What Can I Change’ diagram). You can do this on a massive poster, using ropes to make rings on the ﬂoor, or by projecting the page onto a screen onto which you can then stick postPlenary Plenary itTake notes. Askthe the children toand circulate around other’sagain ‘What ideas do you have for takingthe action?’ sheet, away ask of theeach questions to ifif anyone can remember Once Take away the fact fact sheets sheets andtaking ask some some questions to see seeto anyoneor can remember the answers. answers. Once again again and read other groups’ ideas, noteofofthe ideas which again are similar theirs, new ideas which they This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. would like to add to their brainstorming (the scribe should bring paper and pens with them). Back in their then be used as a stimulus for a P4C enquiry. then be used a stimulus a P4Ctheir enquiry. own groups, askas the children tofor choose favourite 5 ideas for action, and write these onto a large post-it note (or piece of paper which can be stuck to the whiteboard with blu-tack). Then ask each group to bring their ideas to the front, placing them into the relevant circle to show whether the change is aimed to impact on their own behaviour, their community, their country or the whole world.

Plenary First review the team roles: what Did you know? ... went well?, what was difficult?, did having these roles help you be more Did effective as ayou team?know? ... Review the activity by having a whole class discussion about what the children now think about the There are 2.2 billion There arethey 2.2 can billion potential impact have, looking at the actions suggested to start with themselves, through widening children in the world ...... see how our own actions can influence the whole world. End the their sphere of influence until we can children in the world session1 by sharing the ‘Global Citizenship Quotes’ with the children. billion of them are Quick 1 billion of them are Q u ic Keep the large circle of influence diagram with children’s it, as it will be useful for the next lesson ko he drin on n ttideas he dra living in poverty ... aw w living in poverty ... of it). ‘Powerful People’. (Take a photo

Stimulus / Worksheets Stimulus/ Resources / Resources / Worksheets

Stimulus / Resources / Worksheets Four sets of ‘Team Role’ cards. A3 paper and pens. Three ‘Global Citizenship’ questions on powerpoint or ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ large posters. Ropes and labels for making large concentric circles on classroom ﬂoor, or Concentric circles Questions on slips of should be from with set per group). Questions on separate separate of paper paper (questions (questions should be in in order order from 1-10 1-10Global with one one set of of questions questions diagram projected ontoslips a whiteboard. Post-it notes or paper and blu-tack. Citizenship quotes. per group). project by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC 38

What can I change? Team Roles What can I change? Team Roles Facilitator Facilitator

Scribe Scribe

It is your role to make sure that your group completes the task, and that the quality of the work you do represents your groups highest quality thinking.

It is your role to keep a record of what is said during the task. If you are asked to write anything down as part of the activity, make sure it represents the groups shared ideas (not just your own!)

You must make sure that everyone has the opportunity to contribute their ideas.

Make sure your writing is clear.

If there is disagreement, you must find a way of reaching agreement. You should try to make your group feel good while they are doing this task together

Time keeper keeper Time

Spokesperson Spokesperson

It is your role to make sure that the group complete their task within the time that they are given.

It is your role to speak on behalf of your team when you are asked to report back to the whole class.

This means you should listen carefully to zŽƵ ŵƵƐƚ ƉĂǇ ĂƚƚĞŶƚŝŽŶ ĚƵƌŝŶŐ ǇŽƵƌ ŐƌŽƵƉ͛Ɛ instructions from the teacher, check what discussion so that your reporting is clear time it is when your task begins, and work and a true account of their ideas. out when your time is up. Make sure you report back the shared ideas, not just your own! You should let your group know how they are getting on, for example, telling them when they are half way through the task, or if they have two minutes left.

project funded European Union in England by CDEC AA project funded by by thethe European Union andand led led in England by CDEC 39

What can I change? What can I change?

Photocopy Photocopy ontoonto A3 A3 A project funded European Union ledEngland in England by CDEC A project funded by by thethe European Union andand led in by CDEC 40

Quotes about Global Citizenship “All that is needed for evil to triumph, is for good men to do nothing.”Edmund Burke “No man is an island; every man is a piece of the continent, a part of the main.”- John Donne “We must be willing to learn the lesson that cooperation may imply compromise.” - Eleanor Roosevelt “Before you finish eating breakfast this morning, you’ve depended on more than half the world.” - Martin Luther King, Jr. "...we all have an obligation as citizens of this earth to leave the world a healthier, cleaner, and better place for our children and future generations.” - Blythe Danner “I have no country to fight for: my country is the earth, and I am a citizen of the world." - Eugene V. Debs "Today, every single one of us is a 'Global Citizen', whether we are conscious of it or not. Global inter-dependence happens every day. We rely on countless different people from all over the world for the clothes we wear, the food we eat and the technology we use. Our daily lives are constantly affected by what people on the other side of the planet are doing!" - Anonymous

A project funded by the European Union and led in England by CDEC 41

Citizenship P4C

To begin to understand the meaning of power, and empowerment To think about which people they need to include in their project

People Quick On The Quickand On power The Draw Draw

To evaluate a list of items, and come to a group consensus. To be able to justify their decisions. To gain aa deeper understanding of issues. begin to understand the meaning of power, and empowerment ToTo gain deeper understanding of global global issues. consider the inequalities between the global and south. To think about which people they need to include in their To To consider the inequalities between the global north north andproject south.

ntro

power

change

rights

Curriculum Links Curriculum Curriculum Links Links

Citizenship Geography Geography P4C

Tobeevaluate a list of items, and come to a group consensus. To be able to justify To to Totheir be able able to scan scan aa document document for for key key information. information. decisions.

Literacy Literacy P4C P4C

Ask everyone to sit in a circle. Explain that the group is going to think about who has the power in their lives. To do this here will be a short drama activity to get them thinking about what it feels like to do things and dependence on how powerful you are. When you hold up a card and call out an action, the participants must perform the action ʹ when it is a ed card they must perform the action as if they were the most powerful person in the room (link power and confidence); Intro when it is a yellow card, theytomust as if they the least powerful person in who the room. Intro Ask everyone sit inperform a circle. it Explain thatwere the group is going to think about has the power in their Intro Actions: Split To thedo class into groups of around 5/6 andactivity explain to they are going to haveabout a competition in which need to scan lives. this there will be a short drama get them thinking what it feels like tothey do will things Split the class into groups of around 5/6 and explain they are going to have a competition in which they will need to scan ƌŝŶŬ Ă ĐƵƉ ŽĨ ƚĞĂ Žƌ ĐŽĨĨĞĞ some key information forpowerful the answers and try to beyou thehold first to report the answers back to the the teacher. Hand out the fact and dependence on how you are. When up a card and call out an action, participants some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact ŶƚĞƌ Ă ƌŽŽŵmust perform the action – when it is a red card they must perform the action as if they were the most ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ DĞĞƚ Ă ƉĞƌƐŽŶ ĨŽƌ ƚŚĞ ĨŝƌƐƚ ƚŝŵĞ͘ powerful person in the room (link power and confidence); when it is a yellow card, they must perform it as if they were the least powerful person in the room. dƌǇ ƚŽ ŽƌĚĞƌ ƐŽŵĞ ĨŽŽĚ͘ Big Ideas Big Ideas Ask the groupActions: to describe how it felt to perform everyday actions with more or less power than usual. Ask the groups, what docoffee you feel about these statistics? How do they affect you? Which fact stands out most to you and lAsk Drink a cup tea or l Enter a room the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and Big Ideas why? When doofyou hear about any of these facts? (as they are happening EVERY single day). lwhy? Meet a person forhear the about first time. l (as Try to order some food. When do you any of these facts? they are happening EVERY single day). Ask the children what they think it means to have power, is it the same as influence? Is it or a good thing or a bad thing (can Ask the group to describe how it felt to perform everyday actions with more less power than usual. ŚĞǇ ƚŚŝŶŬ ŽĨ ĞǆĂŵƉůĞƐ ŽĨ ďŽƚŚ͍Ϳ ĂŶ ƚŚĞǇ ƚŚŝŶŬ ŽĨ ĂŶǇŽŶĞ ǁŚŽ ĚŽĞƐŶ͛ƚ ŚĂǀĞ ƉŽǁĞƌ͍ /Ɛ ŝƚ ƉŽƐƐŝďůĞ ƚŽ ĞŵƉŽǁĞƌ ŽƚŚĞƌƐ ;ŐŝǀĞ Activity Big Ideas Activity power) - how Ask might that happen? could UN Convention the Rights of theOne Child that ALL Thethe teacher remains atthey the frontexplain ofmeans the that class with apower, pile of questions for each group. each children whatYou think it tothe have is it theonsame as influence? Is member itmember astates goodof thing orgroup a then Theright teacher remains atinthe front of theaffect class with alivesͶdo pile of questions for that eachall group. One have of each to group then hildren have bad the to have a say matters that their they think children the power thing they think of examples of both?) Canback theyto think anyone who doesn’t have Is it as quickly as comes to (can the teacher for the first question and goes theirofown group to try and find outpower? the answer comes to the teacher for theuse firstthis question and back to their own group to try and find out as quickly as toOnce empower others power) -write how You could thethe UNanswer nfluence theirpossible own lives? You could then section asgoes the a P4C possible. they have the(give answer they itmight on stimulus thethat sliphappen? offor paper andenquiry. take itexplain back tothat the teacher. If the answer is possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is Convention on the Rights of the Child states that ALL children have the right to have a say in matters that correct the teacher then hands them the second question, if incorrect they must return to their group to find out the Activity affect their theyhands think them that all the power to influence their owntolives? correct thelives—do teacher then thechildren second have question, if incorrect they must return their group to find out the correct answer. Thisthis strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a You could then use section as the stimulus for a P4C enquiry. EŽǁ ĂƐŬ ƚŚĞ ŐƌŽƵƉ ƚŽ ǁŽƌŬ ŝŶ ƐŵĂůů ŐƌŽƵƉƐ ŽĨ ϯ Žƌ ϰ͕ ĂŶĚ ŐŝǀĞ ĞĂĐŚ ŐƌŽƵƉ Ă ƐĞƚ ŽĨ ƚŚĞ ͚WŽǁĞƌĨƵů WĞŽƉůĞ͛ ĐĂƌĚ͘ correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a competition so the pupils are scanning fact sheet and taking in the information quickly. Reward the winning group with Go through the people or organisations surethe everyone competition so the pupils to aremake scanning the fact sheet and taking in the information quickly. Reward the winning group with Activity a prize! nows who orNow what they are. ask the group to work in small groups of 3 or 4, a prize! Extension idea Extension idea Ask groups to and place theeach cards on the with the people or give group a setfloor/table of the ‘Powerful People’ card. Divide Divide the the participants participants into intosmall smallgroups groupsand and through thethe people organisations toand make sure organisations Go they feel have mostorpower at the top those Plenary give each group a copy of ‘Your Project—who Plenary who or what they groups to ŐŝǀĞ ĞĂĐŚ ŐƌŽƵƉ Ă ĐŽƉǇ ŽĨ ͚zŽƵƌ WƌŽũĞĐƚͶwho with the least everyone power at knows the bottom. The cards canare. be Ask placed in any Take away the fact sheets and ask some of the questions again to help?’ see if anyone can remember the answers. Once again can handout. place the cards on the floor/table with the people or hape that the group agrees ʹ e.g. single Take away theon fact sheets andcolumn, ask somediamond of the questions againĐĂŶ ŚĞůƉ͍͛ ŚĂŶĚŽƵƚ͘ to see if anyone can remember the answers. Once again Ask the groups at of This reflect on some of feel the statistics asking groups to think what makes them think about. organisations they theby most power at the top about Ask theconcepts groups to toititlook look atthe thediagram diagram ofpeople people hape, triangle. This part part could could reflect on some of the have statistics by asking groups to think about what concepts makes them think about. who could help. Get them to circle the people and those with the least power at the bottom. The then be used as a stimulus for a P4C enquiry. who could help. Get them to circle the people Ask groups to add other people or organisations by writing them on then be used as a stimulus for a P4C enquiry. cards can be placed in any shape that the group or or organisations organisationsthat thatthey theythink thinkwould wouldbe bethe the he blank cards. These should be based on the particular project agrees on – e.g. single column, diamond shape, triangle. most helpful and with whom it would be good most helpful and with whom it would be good hat they haveAsk decided will other work on. groupsthey to add people or organisations by to to develop developcontact contact–ʹor oreven evenaapartnership partnership Plenary writing them on the blank cards. These should be within which they could work together. within which they could work together. based on the particular project that they have Ask inish the activity with a discussion: Ask them them to to think think about about any anyother otherpeople peopleor or decided they will work on. organisations that may help. Get them to name ǁŚŝĐŚ ƚŚĞǇ ĨĞĞů ŚĂǀĞ ƚŚĞ ŵŽƐƚ ƉŽǁĞƌ͕ Žƌ ǁŚŝĐŚ ĂƌĞ ƚŚĞ ŵŽƐƚ organisations that may help. Get them to name Did Plenary Did you you know? know? ... ... these powerful people these in in the the other other circles. circles. Finish the activity with a discussion: Ask them to think ǁŚǇ ƚŚĞƐĞ ŚŽůĚ ƚŚĞ ŵŽƐƚ ƉŽǁĞƌ Ask them to think about about how how these these might might help help There are 2.2 billion l which they feel have the most power, or which and what they want from them. They should ǁŚŝĐŚ ƉĞŽƉůĞ Žƌ ŐƌŽƵƉƐ ŽĨ ƉĞŽƉůĞ ƚŚĞǇ ĨĞĞů ŚĂǀĞ ůĞĂƐƚ ƉŽǁĞƌ ʹ e.g. There are 2.2 billion and what they want from them. They should the most powerful peoplepoorer write children in the world ... babies and youngare children, disabled children, people, write this this next next to tothe theappropriate appropriatecircle. circle. the world l whychildren these holdinthe most power... Encourage them to list in order the 33people ǁŚŝĐŚ ƚŚĞǇ ƚŚŝŶŬ ĂƌĞ ŵŽƐƚ ůŝŬĞůǇ ƚŽ ůŝƐƚĞŶ ƚŽ ƚŚĞŵ Žƌ ƚŽ ƚƌĞĂƚ ƚŚĞŵ Encourage them to list in order the people or 11 billion of them l which people or groups ofare people they feelQhave u ic billion of them are k o organisations that they think would be their Quick n the or nd their project with respect. organisations that they think would be their on the draw least powerin – e.g. babies...and young children, dra w living poverty best contacts. Ask them to feed back to the living in poverty best contacts. Ask them to feed back to the disabled children, poorer...people, rest restof ofthe thegroup. group. Resourcesl /which Worksheets they think are most likely to listen to them

power

changeequality rights equality

needs needs & & wants wants

or to treat and their can project respect Powerful People cards; Yourthem projectͶwho helpwith handout

Stimulus / Resources / Worksheets

Stimulus / Resources / Worksheets Stimulus / Resources / AWorksheets project funded by the European Union and led in England by CDEC

͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Powerful People cards; Your project—who can help handout. Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group). Questions on‘Making separate slips of paper (questions should be in order from 1-10 with one set of questions per group). (Adapted from Change Happen’, www.participationworks.org.uk) projectbyfunded by the Union European Union and ledby in England by CDEC A projectAAfunded the European and led in England project funded by the European Union and led inCDEC England by CDEC 42

Powerful People cards

Headteacher

Councillor

Parents

Local shopkeepers

Teacher

Prime Minister

TV personality

Sportsperson

Religious leader

(Adapted from â&#x20AC;&#x2DC;Making Change Happenâ&#x20AC;&#x2122;, www.participationworks.org.uk) A project funded by the European Union and led in England by CDEC 43

Powerful People cards

Police Oﬃcer

Young person 7-11

Teenager

Business Owner

National charity

Local Press

School councillor

(Adapted from ‘Making Change Happen’, www.participationworks.org.uk) A project funded by the European Union and led in England by CDEC 44

Your project—who can help? Your projectĠwho can help?

My top 3 contacts: 1.

__________________________________________________________________________

My top 3 contacts: 2. __________________________________________________________________________ 1. __________________________________________________________________ 2.3.___________________________________________________________________ __________________________________________________________________________ 3.___________________________________________________________________ ; ĚĂƉƚĞĚ ĨƌŽŵ ͚DĂŬŝŶŐ ŚĂŶŐĞ ,ĂƉƉĞŶ͕͛ www.participationworks.org.uk) (Adapted from ‘Making Change Happen’, A project www.participationworks.org.uk) funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 45

Quick Draw Making theThe World a Better Place... QuickMaOn On The Draw

Curriculum Links Curriculum Curriculum Links Links

Geography king the Wo rld a Better ...... PlaGec ph P4CLiteracy ulum Link aware of glob e c gra oe la P ce r .. Pla e ter . al is t Bet a t rld su e To uWo B e the s/ y g raph p a n Makkin Geog ro d e b ld rs le r ta m o n s d an W h d o w personal ac who is affecte hableeatoposter GP4C eography ship tions an d by th Ma ingToTotbecreate em. ‘a global Cit th emiz by words illustration that represents citizen’. P4C ch . en ctded by doic scan using a document forand information. affe affecte esthem. is is who ms have probleand who issues/ enship dkey global Links Geography To gain aa deeper understanding of Geography rriculumCitizenship To deeper of global global issues. issues. Togain be more awareunderstanding of global issues/problems and who is aﬀected by them. ToCuCurric Links ulum To consider the inequalities between the global north and south. beinequalities Curric more how personal actions and choices have (global) understand To considerTo the between the global north andconsequences. south. y Literacy

ofto scan an key information. aware lobal) conseq Citiz To be more To be able a document s/problemsfor . s. nces(g l issue ba uenceP4 nsequeuence of glo co Citizenship e l) To ar s. C ba conseq l) aw lo w (globa e (g have s o or ve choice rk m and s ha action be as s al person ce ToTo understand how ans team chdoito b andan tio ac al on rs P4C e pe ab w le to give reas To understand ho oning to prese P 4C w. nt a point of view int ofofvie po a t view. en point a t es . presen pr to ing to reason g give to in able be to on and as team a as re To work to be able to give work as a team and ToIntro Intro Show the ‘issues Introcards’, either by presenting them as large cards to the whole class or by asking small Intro groups to look at them. Ask to 5/6 voteand andexplain ﬁnd out how class arein currently Split the class into groups ofthem around they aremany goingpeople to haveina the competition which they will need to scan ^ŚŽǁ ƚŚĞ Split the class into groups of around 5/6 and right explain they are going to have a competition in is which theyor will need to scan ͚ŝƐƐ ƵĞ Ɛ ĐĂ involved/working on these issues/problems now. Make sure you reinforce that there no right ƌĚ Ɛ͛ ͕ Ğ ŝƚ some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact ŚĞ ƌ ďǇ th ƉƌĞ em. Ask them ƐĞ Ŷƚ some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact ŝŶ Ő ƚŚ‘problems’ Ğŵ ĂƐ ůĂƌŐĞ ĐĂ to vothen wrong answer. Pupils should any more orƌĚ‘issues’, local or global, te anthink ŽŬ Ăƚ are d find of ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƚŽ ůŽthey ƉƐthat ƌŝŐŚƚ ŶŽǁ͘ DĂŬ Ɛ ƚŽ ƚŚĞ ŽƵ out how man Őƌ Ăůů Introinterested ŵ Ő Ɛ ǁ ŬŝŶ ŚŽ ĂƐ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ůĞ ĐůĂƐƐůů ŐƌŽƵƉ y pe Žƌ ďǇ ƐƵƌĞ ǇŽƵ ƌon/involved Ŭ Ăƚ in or currentlyĞ working with. Ɛ ƚŽ ůŽŽ Žes leŚŽ ƌ ďǇ inůĞ Ğ ǁ ĐůĂƐƐ Ž thĐůĂ ƚŚop ĞŝŶĨŽƌ ĂƐ ůĂƌŐĞ ĐĂƌĚƐ ǁŚŽůĞ ƐŬ ue e clƐƐas ƌ ďǇ ĂƐŬŝŶŐ ƐŵĂ ƚŽ ƚŚĞ iss ŝŶs/ e Ă Žƌ ĂƌĚƐ ƚŽ Ő problems

responsibility interdependence equality needs equality needs & & wants wants

responsibilit y inteenrc e pendenc enddendce eppen d r e rde t inte in lity e sibi pon res y it il ib s respon

ĐĞ ůĂ ŶŐ ƚŚĞŵ ƐŵĂůů ŐƌŽƵƉƐ th s ar tro ŚĞ ͚ŝƐƐƵĞƐ ĐĂƌĚ ͚ŝƐ͕͛ ĞŝƚŚ ƚƌŐ ƐƐƵĞƐ͕͛ ů Ğƌ ďǇ Ɖ ŚĂĞ Đ In ƚ ƚŚĞƌĞ ŝƐ ŶŽ ƌŝ cuor kintlgyon ^ŚŽǁ ƚ rren /w ŽĐ Ő ƚŚĞŵ ĂƐ eded/work olv ŽƌĞƐĞŶƚŝ ĞƐ inv ƌ ŐůĞŶ problem lylyƌŽ issues/ nt ǁ ŽďƚŝŶ ďǇĂů Ɖƌ these ŐŚrre onvo lvǇ ŵ ing in ůĞŵƐ͛ s ƚŽ ůŽŽŬ Ăƚ Ăůmany ed/w ƚ Žƌ ŝƚŚĞƌfind Žď ͕ ƚŚĂƚ people e cu involve current Ğ ͚kiƉƌ ĚƐ͕͛ Ğand are ss ar class Žƌor Ăƌvote the in ŝŶ cla ƚŚop Ɛ ĐtoB e ŶŐ ng ƵĞ ĞǇ th ĂŶ how Ă ŝƐƐ in out Big Ideas Ă on ŽĨ ŶƐ Ğ ͚ le ƌĞ ŝŶŬ ǁ thes them ƚŚ pe Ask Ğƌ Žǁ ƚŚ y ĞŶ them. ƚĞ ^Ś ͘ W ƚŚ an ig ƌĞ m ůĚ ƵƉ Big Ideas Ɛƚ w ŽƵ Id ŝůƐ ĞĚ ho ƐŚ ͛ e issues/problems t Ɛ e ŝůƐ ŽďůĞŵƐ ŝŶ ou ŚŽ ŽƌĞ ͚Ɖƌ a ƵƉ d Ž Ĩ ĂŶǇ ŵ s ͘ W fin Ƶů ƚŚŝŶŬ Ž ƌ d ŶĨŽƌĐĞ Ě ůĚ ƚŚĞŶ ĐƵƌƌon anwhich ƐǁĞƌ ƚŚĞŶ Ğƌ͘ WƵƉ ĂŶworking Big Ideas ĞŶŝůƐ ƐŚŽƵ voteǇŽƵ ƌĞŝ ŶŐ ĂŶƐǁ ŶŐ Žƌ ǁƌŽ ƚŚŝŶŬany toresults ƚůthe Ž ƌŝŐŚƚ Ǉ ǁŽƌ ƌ ǁƌŽare ƚŚĂƚ ƚŚĞƌĞ ŝƐ Ŷ Share the illustrate how many pupils issues/problems. Are there k them ŽĨ Ă ŝŐŚƚ Ž As Ŭŝ ŶŐ͘ ŽŶͬŝŶǀŽůǀĞĚ ǁ͘ DĂŬĞ ƐƵƌĞ ŶǇ ŵto em. Ask ƌŝŐŚƚ ŶŽ th Ğ ŝƐ ŶŽ ƌ ŝƚŚ ŽƌĞ ͚ƉƌŽand ƚŚĞƌabout Ě ǁ ShareŽƵ ƚŚĂƚfeel ǀŽůǀĞ thwhat the groups, do these statistics? How doͬŝŶ they affect you? fact out most ďůĞŵƐ͛ ŽŶ ŝŶĨ ǁ e re Which ƌĞ ŝŶŐ Ě ǁŝƚŚ͘ ŝƚŚ͘stands ƌŬ ŝŶǀŽůǀĞ suŽƌ ŝŶŐ ŽŶͬ ǁŽ Ǉ ǁŽƌŬ ltĐĞ ƵƌĞ Ǉ ƵƌƌĞŶƚů s you Ğ Ɛ ŝŶ Žƌ Đ w ƌĞŶƚůǇ ĂŬĂů Žƌ Őů ĞƌĞƐƚĞĚ Ƶƌ hi ĂƌĞ ŝŶƚ ƌ Đ patterns? Are more pupils interested and involved in local issues? (this will probably be the case). Why is to you ch Ăƚ ƚŚĞǇ Ask groups, what do you feel about these statistics? How do they affect you? Which fact stands out most you and ǁ͘ Dthe ŽďĂů͕ ƚŚ Ŷ Ž ill Ě ŝ Śƚ ŶŽ ĞƐ͕͛ ůŽĐ us ƚĞ Žƌ ͚ŝƐƐƵ ƌŝŐ ĞƐ tr Ğƌ at Ŷƚ ƉƵ e Ğ ŝ ho Ɖŝ Ăƌ ĞǇ ůƐ w ŝŶ ƚŚ m Ăƚ ƚĞ an ƚŚƌĞhear why? When doĂů͕ you ofproblems these facts? (as happening EVERY day). y pu ƐƚĞĚ Žď Őů‘touched’ pilsthey Žƌ Ăabout Ăů ŶĚ ŝŶ arthey ͕͛ ůŽĐ this? we more byǀŽany local because us? Orsingle areywe affected e are ĞƐ ore w mglobal why? When hear about any facts? (as they are EVERY single day). orare ͚ŝƐƐƵ ůǀĞĚof kihappening Žƌ ngcloser rns? Areby ŝŶthese pr on theto tte ůŽĐĂů ŝƐƐ obdo pa sAre lemyou Idea Big isAr erroeblan s because they su ƵĞ th e es Ɛ͍ /p s. ;ƚ Śŝ lem Ɛ ob more ǁ Are em pr s? s/ ŝůů pattern problems because they might have more media coverage? Which issues/problems are we connected/ any ue s. Ɖ ŽĐ there ar Are iss Ǉ ů ƌŽ s. A e e re problem Ğ ď ďĂ th cl issues/ Žƌ the th os s on ďů g ŵ Ǉ ďĞ ƚŚĞ ĐĂƐ ĞͿƌĞ ǁĞ ͚ƚŽƵĐŚĞĚ͛ ere any paĂůtter ersto earesultscowhich are verageillustra many wo g Id te how e workin Bi arus ? Ork ? Whiatch the Share r ing pupil are of ŝƐ͍ ƌĞ ǁĞ ͚ ͘ tthis anroy pupils ƚŚ wďĞ ŚǇ ŝƐ wesm/p issu eissues’ ŚǇ ŝƐ ƚŚŝƐ͍ ĐĂů ns? Are more ho af e ͘ t Ě͛ ŵŽƌ ƚŚŝ the fe ĞͿ engaged with? Next show the outline of the ‘graph (either drawing on board or ƚŽƵĐŚĞ ĂƐ ct str ia by Ğ Đ ed illu tŚǇ ŝƐ Activity or ƚŚ bl ĐĂƐĞͿ͘ ich by ƌĞ e ǁmĞ ďǇ ůŽ ďĞ ƚŚĞ em wh ůǇ ŽďĂďůǇ EĞǆƚ ƐŚ globby Ăď ǁŝůů Ɖƌ lts s ar Ğ ed Ɛ͍ ;ƚŚŝƐ Žď ͚ƚŽƵ Ăů ŝƐƐƵĞ alus t haveƐ͍m e resuĞĚ ĂŶĚ th preob ŝŶǀŽůǀĞ ighca ǁeŝůů wƉƌ Žǁ ƚŚĞĚ ŝŶ ůŽĐ ĐŚĞĚ͛ ŵŽƌĞ ďǇ m e ŚŝƐ ŶƚĞƌĞƐƚ Activity co ey ;ƚ ƉƵƉŝůƐ ŝ Shareusing le th Ɛ͍ nn m ƵĞ Ž s ec ŝƐƐ Ƶƚ ca be Ăů te be ůŝŶ ŽĐ s d/ media Ŷ ů each Ğ ŽĨ ƚgroup), use thmore lem ůŽĐĂů have enlarged sheets explaining the the bottom is ‘who the issue/problem might obge ůǀĞĚ ŝfor ga e theyaxis prAlong ŚĞare becaus ey m ŝŶ balen problem d sw global gloaxis. Ě Ă by affecte ight ith? ƉŚ ƚĞŐƌ ĞƐ us?? Or Ž to front ƉͿ ha ŶƚsĞƌ are ͕ ĞǀŽ afĨ ŝfeƐƐcte they eŽƵŶĚ ve mgroup ǆƉůĂcloser becaus we ƵĞddƐ͛by The teacher remains the of ͚Ő class with a pile ofďǇ questions forworld), each group. Oneside member ofabout each then eƌĂwe problem ƉƵƉŝůƐ ŝ arthe ore med ŝŶat ;Ğ Or ŝŶseŐ ŝƚ us ŚĞ ƚŚ toĞ front r ƌ ia Ăǆ affects’, from a personal level (i.e. me) to a international level (i.e. the and the axis is how clo Ě ĐŚ The teacher remains at the of the class with a pile of questions for each group. One member of each group then e ŝƐ ar ƌĂ ͘ ĞĂ ? Žƌ ey ǁ th ůŽ Ɛ Ĩ th ŝŶ with? wi ŶŐ e Ğƚ in gaged d Ő ƚŚŝƐ ŽŶ ƚŚ ƵƐ ƚted/en ge Ă causteissues/ connec ŚĞ Ě ƐŚĞ gaŵ rnatioproblem areewe s the enƚŽ s be ďand ůĂƌŐĞfind Žƚ ted/ ĞŶ Which nal lelem ec ge? ŝŶŐ problem covera Ğ to nn ďŽ ďǇ ve ǆŝƐ back we Ăƌ Žƌ comes to the teacher forlwill first question goes to their own group try out the answer quickly as Ě and ar ŝƐ ͚ǁ (i. sthe ŽƌŐĞĚ ƐŚĞ ĞĂĐŚ ŽĂ e.take ĞƚƐ ĨŽƌ ďǇ th long this issue/problem to solve (aand short term solution aƌĚvery long term problem). Ő ĞŶůĂƌ e wco ƚŽ Ă as ƵƐ ƚ ƚŚ ďǇ ƵƐŝŶ ŽŶ ĞͿ s/prob͚ŐƌĂƉŚ ŚĞĞ ď ĂƌĚ Žƌ ŝƐ ŚŽ ŵ ƚŚĞ ďŽ ue or ƚŚ ŝƐor Ő ͘Ğ͘ ƚŚŝƐ ŽŶ iss ld ŶŐ ĞŶthe so ƌĂǁŝŶŐ ƐƵ h comes to the teacher for first question goes back to their own group to try and find out answer as quickly as ǁŝ Ğƌ ďǇ Ě ), ǀĞŝŶů ;ŝ lu hic ůĂƌŐ Ğͬ Ɛ͛ ;ĞŝƚŚ ƌĂ an W ti ů ůĞ ŽĨ ŝƐƐƵĞ Ɖƌ Ǉ Ě ? on d ŶĂ ĞĚ ƌ ď ge Žď ŽĨ ƚŚĞ th ƌƐŽ ra ŚĞ or ŽƵƚůŝŶĞ ƐŚĞĞƚƐ ůĞ e ve ƉĞ Žǁ ƚŚĞ Ğŝƚ ŵ a Ă co EĞǆƚ ƐŚ si ͛ ; ve de ĞƐ Ă ƌŽ ƐƵ ĨĨ ry ͕͛ Ĩ ax ŝƐ ĨŽ ĞĐ lo ŽĨ ĐƚƐ ƌ ĞĂĐŚ is ƚƐ Ă ĨĞ ng ƉŚ is ͕͛ ͘ ŵĞͿ ƚŽ ĂĨ ƌĂ ǀĞů ;ŝ͘Ğ Ĩƌto ͚Ő theteanswer ŽŶĂů ůĞ Žŵ possible. Once they have it Ğ ŝ onƐƵĞͬƉƌ the slip of paper and take it back the Ifrm the answer is ďůĞ rmŽŵ Ăǆŝ Ă ƉĞƌƐ ou t te Ĩ ƚŚĞ ƌŽ ͕͛ ĨƌŽŵ Ă orů ů ĂĨĨĞĐƚƐ tŵ probthey Ğ Ž ŽďůĞŵ shŶĂ ho ƵĞͬƉab (a ĞƌƐŽ w long Ž ƚŚĞ ŝƐ leƐ ŝƐ ͚ǁŚ lve Ɖteacher. Ğ Ž ƚŚ mŝƐ to ).write ůŽŶŐ ƚ Žǁ ƚŚŶŝŶŐ ƚŚ ͚ǁŚŽ ke th Ğ ĂǆŝƐ͘ possible. Once they haveŐ ƚŚĞ ďŽƚƚ the answer they write it onƐƐ the slip of paper and take itll pr back tosothe teacher. If Ğůthe answer ƐŚ Ğǀ ta ŝƐ is AcƵƚ ͕ ĞǆƉůĂŝ Ăǆ wi EĞǆƚ Activity ŐƌŽƵƉͿ is ;ŝ ŵ su m ͘Ğ tůŝŶ ƚƚŽ iv e/ ͘ ŵ ble ďŽ ro it ŚĞ ĞͿ ƚŽ isĂ /p ob term ue y short (a le iss ůŽŶ solve to is m take will th ŝƐ͘ g roblem w Ăǆ issue/p lon ill this ŚĞ long w how Ő ƚ ta correct the teacher then hands them the second question, if incorrect they must return to their group to find out the ho about is t where to place them on the graph. For example, ŶŝŶ (i.e. axis to so‘climate anddthe world), is abouon ͕ ĞǆƉůĂŝ the ‘issues ƉͿcorrect some of the cards’ and level lvefind axisadvice tional ŐƌŽƵShare interna sideask (a shout eside then the second question, if incorrect they must return to theirke group to the ort te an ththem ^Śthe rld),hands ĂƌelĞ teacher rm wo e Ĩ ƚ th ƐŽe. ŵterm (i. Ğ This Ž l lev ).).Ɛ ŚĞ ͚ŝas problem tio correct answer. strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a long na might be placed a problem that affects the world and will take centuries to solve, OR you might a very ƐƐ orna ncorrect interchange’ solutio ƵĞ ĐĂ ƌĚ lem Ɛ͛ be ob Ă answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a pr ŶĚ pl rm ac Ă te ƐŬ ed g Ă lon as Ěǀ ry ve itso a pupils ŝĐĞ ŽŶ ǁ problem or athat ion is something that isafpersonal, so should be placed above ‘me’. In groups, ask them to come ƚ to group with ŚĞ solutdecide ŝŐŚ th ƌĞ ŵ competition the are scanning the fact sheet and taking in the information quickly. Reward the winning at Ğ͛ ƚ Ž ŶŐ ŚĂ Ɖů fe ity ĂĐ Ğ Đ ŝƐ ct Activ Ăƚ Ɖ Ğ s th ĞƌƐŽso ůŝŵ Reward the winning group with ƚŚĞŵ e wfact ƉůĞ͕ ͚Đ ŶĂ competition are scanning the takinggraph in Ğ Ő the quickly. Ž͘ & Ăŵ orldsheet ů͕ the Ŷ ƚŚ Ğǆ ƐŽ ŽƌĞ Ɛpupils ancards ŚŽƵůto ƉŚ Őƌ d wand ƌĂinformation ĂƉ Ě ďĞ agreement on where place all the issues on and explain that they must be able illĞ ƚ ŐĞ͛ ŵŝŐ at Ś͘ & ͚ĐůŝŵĂƚ ƚŚie thto taŚĞ g Śƚ ƉůĂĐĞĚǀŝĐĞ Ž kethe Žƌ ĂŵƉůĞ͕ ŵ hin &Žƌ Ğǆ ityisĨ ƚŚĞ ͚ŝƐ Ğ ce ŽŶ ŐƌĂƉŚ͘ ǆĂ ŽŶ ƚŚĞ ntur Ě Ăof ĂĐ ĐĞ ƚŚĞŵ ŵ isƉůsoĞ͕m Actan Ğ ƚŽ ƉůĂ Ɖů aiv prize! sues card itĞ ĐŚĂŶ Ŷ ǁŚĞƌ ďŽ ƚŽ at ƌĞ s ǀĞ Ě ĂƐŬ Ă th ͚Đetůŝŵ ŚĞ to e ƌĚƐ͛ ĂŶ ͚ŵ ǁ ƐƵĞƐ ĐĂ cid so ŽŶ de Ğ͛ Ăƚcard. ŽŵĞ Ž s lv t ŝĐĞ ^ŚĂƌĞ Ɛ on ͘ / Ğ e, igh Ěǀ Ŷ ĐŚ m O th a prize!reasoning Ŭ Ă u Őƌ R ĂƐ e yo ŽƵ yo ŶĚ gr that OR ing present for their decisions. They must decide collaboratively as a group where to place the ƉƐ , ͛ Ă u ap someth is ĚƐ it ͕ Ă lve m that h Ăƌ soŵ ƚOR ŚĞ ĂŶŐĞ͛ ŵŝŐŚƚ ight ƐŬto might decideŚĞƌĞ ƚsolve, you ƵĞƐ Đaffects theanworld d expland ůů Ž ŚĞ Ğ Ăth co ĂĐde ƚŚ centuresiesto lla Ɖůci aian Ž ĐŽ kecenturi ƚŽde Ğ n dwill boĞ ͚ thwi raŝƐƐ atĨ ƚit is somethi ŵĞĞ that atlltake Ğ ƐŽŵ tive Ğ ƚŽ problem a ŽĨ Ŷ ǁ ĂƌOnce asthey thtacards, ƚ Ž be^Śplaced ly as ey Ă rld ĞŶ ŵ Ŷ wo m e ĂŐ a us Őƌ th ƌĞ gr Ŷ Ă t cts Ĩ ƚŚĞ have finished the suggested issues they can think of more problems/issues they are Ğŵ ou be ng that fe Ž Ă ĐĞ Ăůů Ž af Ğ ƚŽ ƉůĂ Ğ ƚ p ĞŶ Ŷ ǁŚĞƌ s.ƚ Th cide wheĞ͛͘ /Ŷ Ő that leŵto prŶ ĂŐƌĞĞ ĐŽ lem ŵĞ ƚŽ Ă re to plƌŽƵƉƐ͕ ǁŚĞ mor mus obob Ğŵ ƚŽab ƚŚŵ ƚŽ ĐŽ aƐŚŽƵůĚ esent reŵĞŶƚ Ž ƐŬrd eprpr ƌĞt ƚde ŽǀĞ ͚ŵ acŽƵ ƉƐĂƐŬ ƚŚĞ ĐĞĚ Ăď ion ŽŶey ced as Ž ƉůĂĐĞ Ăůů ŽĨ ƚ ďĞ ƉůĂ e th lemare ŶĂů͕ ƐŽ defocis as be pla /Ŷ Őƌ e͕ Ăca ŝƐ ƉĞƌƐŽ eir on Ğ͛͘ s/ th r in ͚ŵ is fo su ǀĞ g . ďŽ O ing es Ă nc decide concerned about, working on or are interested in and place them on the graph. The important aspect on r ŚĞ must th ĞĚ as th e They of ns. re ĂĐ ey then t have ing Ɖů explain that their decisios caeird Plenary r s, think arethey ďĞand deth teyreason pres ƵůĚ cisi presen conc toto eyoncas.nTh able must abt,le imŚŽ finisfor ů͕ ƐeŽ Ɛ erm be ŶĂTh po neusdbe tab he graph rtisan the Plenary eymade desanswer! cards issggue ŝƐ ƉĞ ey issues m th d th thas ou te us e at su th t pe gg de ar in su ct e e of pla ci es think ofƌƐŽ thismon process the thinking and discussion, there is no right or wrong Make sure this is th w ex o de can they te d f or ed cards, th an to place d ison ishon king ted issues them is pr h. fin sugges ap where sues the dto gr gr finishe egroup oc have ethe have they thca ey es or on card. th e th sad the s isrd rdap areifin ce cl s,answers. cardaway On ea th sratively . the they can th athe as cean Take sheets ask some ofOnce questions again see can remember rfact e discuss tere to th issue pla th collabo e ca dShare th in anst ce king differences ewh ed in danyone pu pla teifin in ink ofagain to es an clear to the pupils too so are happy to of opinion. the graphs by asking is Once graph. er lsand erpiethey the d on Take away the fact sheets and ask some of the questions again to see anyone can remember the answers. Once again int d to them di e place p pl and ar o re thiseach sc ou ted ac su or so us gr interes e are e a or Sh on on ak si th g th as M workin o ar ing ey are ! em n, rk ely e about, er ned ar wo th th sw concer on e are e er an e gr ar s they borativon g ha t, s/issue th e on problem ou ap is colla pp e more wr ab gr no hs y d or This part reflect some of the statistics by asking groups to think about what concepts it makes them think about. ap to ne ht by ri er h. rig gh di nc as is no sc this co t sure ki is e group to move around the classroom and look at other groups results. Then ask them what they think the o us Make e r! ar ng r answe er s w ey dith eathe or wrong right softh no fferis ch ng anthink This part could could reflect on theproces statistics bygr asking toscthink about what concepts it makesro them about. sion, there Th ion, us en discuss s/some en and ggroups ou di sw ce thinkin lem d as is p s s er an to kissthue o g prob this of ! f e aspect kin M m op ant em in ov mor ak import th in The e e e io w th around ha is sfor esin then be used as aath stimulus aaeP4C enquiry. octh inio. n.adults.n.How would it differ? 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How nd if by ou rs or ot rersu e cle asking it by Pgraphs ar he th le e w ac madthe ov Share ey as te m s, ath fil pa to nt ry p le re re ou pa d nt gr in ey s, ch th adults. by ea other te or by rs g de ac teache s, parent hers or otheHow askin ci they s filled bysion hs by it wafilled look mak would eŝŶgrƚ ap k likifeitifwas think the graph erlit e th they loolike r adults. How what ar s or them ShPlenary ask Then s? would WŽ po h an ici ap lit gr ic e ŽƵ po ia th or ns ƚ s ink ƚŚ er ? th ak Ğ eyĂůit ŝƐlook m or politicians? ŐůthŽď atwould makers cisnion whglobal decisio by de ingraph, filled em by was ƐƵĞƐlike ifďůeitĞŵ in ed ͬƉ fill What enit as s differ? ƌŽ ThPoint wa would issues/problems on the perhaps highlighting those that pupils may feel ofkout it if wthaythe Ɛ ŽŶ ƚŚĞ ŐƌĂƉŚ s atha uldleitmlook lik thtewo prob ͕ ƉĞƌŚĂƉƐ ŚŝŐŚů fer?thW indi uld ŵ ĂŶĚ ƚŚŝŶŬ wo rectlythat ͛ ĨƌŽto thitindif ĞĚdo ŝŐ ‘removed’ and think of ways problem affects Consider what we can ŚƚŝŶŐ ƚŚus. k abfrom af ŵŽǀ fethe ry out why cts us Plena ĨĞĞů ͚ƌĞ ŽƐ ĂǇ ŵ Ğ . Considerindirectly ŝůƐ ƚŚ ƵƉ we should bo Ăƚ ƚ Ɖ Ɖ ŚĂ ƵƉ Ğ ƚ ĂŶĚ ƚŚ ŽƐ Ě͛ ĨƌŽŵ ŝůƐ wha ƚŚ ŵƌĞŵŽǀĞ Ǉ ĨĞĞů ͚ ƉŝůƐ ŵĂ t Śƚ ĂǇ ues andŝŶŬ ƚŚĂƚ ƉƵ w ƚŚŽƐĞ therĞ ŐƌĂƉŚ ůŝŐwhy issĞĚ eŝŶŐ e Žǀ ŝŐŚ ca ƉƐ ŚŝŐŚ Ɛ ŚůŝŐŚƚŝŶŐ wŚĞ arory contribute ͚ƌes ͕ ƉĞƌŚĂ n do ĂƉabout ith ŐƌthĂƉ Ğŵ lveĞůth en ƌŚ toƌŽďůĞŵ solve Ɛ ŽŶ ƚŚ these issues and think we should bother with at all. so ĨĞ Plsolve to so Ś͕ ƉĞ em e to them ůŽďĂů ŝƐƐƵĞƐͬƉ ut Ƶƚ ƚŚĞ Ő ͛ Ĩ WŽŝŶƚ Ž rib lv at nt e al Ŷ ƚ co or l. Ɛ Ž or A co lve ůĞŵ t nt so th Žď issues to is po bute these do ƵĞƐͬƉƌ tly affects us. Consideride n. ƌŽŵ ĂŶĚ ƚŚŝŶŬ n tto ordcontribute torisolve ioand ca in sses Ăů ŝƐƐ do can we Žď yosolve C eseth solv at we what u coul ŚĞ Őů a P4 rawh ƚ ƚ ŽƵDid indirec AtŝŶƚthis point you could raise questions P4C session. problem and runto the Consrun .and that ra WŽ e ns you know? ... us of ways issues and is tio e cts es fe qu qu af y es ise ctl ra . ti ire d session o a P4C ns an ind Did know? ... themthem u coul raise questions and run oblem d run a P4C se could int yo pr eyou point is poyou at all. at th At th bother with should all.this we ways th why at At of about ss think ion. th wi er th bo out why we should think abThere are 2.2 billion s ea nsid EExxnstio Exte There are 2.2 billion io n id tee ideas nn Extension sio n yidofeathseeagrsaph and pla dis a te C ea re Cr at children in the world ... e a dofispthe graph eate a di MD a display d ap Create Cr ofth children in the world ... ts ep thean eand lalanc Gs yyof lems,spco d pr grgr ad an apuh hand dd ob MDG MDGs ad ad d and ts p concep s, ro pr problem yo add b ob as le litter s le up m 11 billion of them are e m s, m s, co co co at Q n th nc s ce u ep ion ts an lutlu ts anpdge soso billion of them are Quic n you ti as up onscome ick tion nsluthat s th solutioso allen & d that ko Ch e dra w at e th on tth co h ug co m ro m e th e u ss h p re up og as e dra w as prppr yo yo litter litter living in poverty ... uu & ge rooggr Challen the h .ro throug re ess progress th living in poverty ... ug ugh h th ckro Path th eeCh iry ss qu En C al h le al ng le nege& En & Equ Pack. Enquiry nqiruyirPa . k. y ck Pac

Stimulus / R esou

rces / Work Issues cards (1 sheets set per group) >Ă ƌŐĞ ĐŽƉǇ;ƐͿ ŽĨ ƚ Stimulus / Resources / Worksheets ͚ŐƌĂƉŚ ŽĨ ŝƐƐƵĞ / Worksheets Stimulus / ŚĞ Resources ts s / Work Stimulus / Resources urce Ŷ /Ŷ lus / Reso ƚĞhe Stimu ƌĂĐƚet ks or ŝǀĞ stŚŝƚĞďŽĂƌ / Ɛ͛W Žshee ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ s/ Worksheets ce ur so Re Ě͕ ďůĂĐŬďŽĂƌĚ / ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ us ul im ĞĞƚƐ ŽĨ ƉĂƉĞƌ St ŐĞ ƐŚ Issues cards (1 set per group) group) per set Žƌ Žƌ (1 Ž ůĂƌset cards Ŷƚone Đ1-10 IssuesQuestions on separate slips ŽƉ Ě ŽƚŽ ŝĞƉŝĞ Ě with ĐŽ ŽŶƚŽ ůĂ of paper (questions should͕ ďůĂĐŬď beƌĚin͕ ďorder from of questions per group). ŽŶ ƌĚ ĂƉĞƌ p) ŽĂ ĞƚƐ ŽĨ Ɖ ou ůĂ Ŭď ƌŐĞ ƐŚĞ gr r ƌŐ ůĂĐ ĐŽƉŝĞĚ pe Ğ t ŽĂƌĚ Žƌ ƐŚ se ŽĂ Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group). ĞďŽĂƌĚ (1 ĞĞ Ğ tŚŝƚ ƚƐsheets rds of the ŚŝƚĞď ĞƌĂĐƚŝǀ ͛ ŽŶ /Ŷƚ ŽĨ ƉĂƉof s caŽĨ ƚŚĞ ͚ Ğ t Ĩ ŝƐƐƵĞƐ uecopy(s) ŐƌĂƉŚ Ž ƚŝǀ ĂĐ IssŽƉǇ;ƐͿ Ğƌ Large ‘graph of issues’ on Interactive Whiteboard, blackboard or copied onto large paper A Ğƌ >ĂƌŐĞ Đ Ŷƚ pr Ŷ / oj ͛ Ž ec ĞƐ ƐƵ t ŝƐ fu ŽĨ nd ƉŚ ƌĂ ed ͚Ő by ŚĞ Ĩ ƚ th Ϳ Ž e European U >ĂƌŐĞ ĐŽƉǇ;Ɛ in England by CDEC ddled onion danlein CDEC peanniUn in Engldanby roUnion Englan Euan andanled e th Europe by the by ed d by funded nd A project fu ct CDEC A proje projectbyfunded by the Union European Union and ledby in CDEC England by CDEC A projectAAfunded the European and led in England project funded by the European Union and led in England by CDEC 46

Making the World a Better Place... Issues

climate change

carbon footprints

unfair food trading systems

energy use

food waste

litter

child labour

pollution

human rights

access to education

Millennium Development Goals

extinction of species

A project funded by the European Union and led in England by CDEC 47

Making the World a Better Place... graph Making the World a Better Place... graph centuries

decades

years

months

weeks

days

hours

me group community

Graph of Issues

country continent world A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 48

Quick The Rights & Quick On OnResponsibilities The Draw Draw

ties Responsibili &aa deeper To gain understanding of global issues. Rights To deeper understanding ofrights globaland issues. Togain understand more about human who actually has them. To be aware

Curriculum Links Curriculum Curriculum Links Links Curriculum Links

To the inequalities between the global north and south. the responsibility humans have to one another (locally - globally). ofconsider To consider theabout inequalities between the global north south. them. has and actually who and human rights more To understand To be aware of the responsibility humans have to one another (locally - globally). To be able able to create a list of basicfor humaninformation. rights. To To be be able to to scan scan aa document document for key key information. To be able to create a list of basic human rights.

Geography Geography Geography Geography Citizenship

Literacy Literacy Citizenship P4C P4C

rights responsibilities equality equality needs equality needs & & wants wants Intro

responsibilities

rights

equality

Using a large open space, ask the pupils to stand in a line, all facing the same way, side by side. Explain you Intro Intro are going to make and if 5/6 theyand agree theythey should large step forward; part agreethey = take Split the class intostatements groups of around explain are take goinga to have a competition in which willa need to scan Intro Split step; the class into groups of around 5/6orand explain they arestill. going tothe have a competition in which they willare need to scan small disagree = step backwards; are unsure = stay Ask pupils to close their eyes so they some information for the answers andintry to be the firstthe to same reportway, theside answers back to theyou teacher. Hand out the fact to going are Explain side. by facing all line, a stand to pupils the ask space, open a largekey Usingmaking some key information for the answers and try to be the first to report the answers back to the teacher. Hand independent decisions. Statements to read aloud: (it may be a good idea to note down if/when out the fact ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ they should take a large step forward; part agree = take a small step; disagree = step they agree and ifsteps statements makepupils ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ take large forward/back) eyes so they are making independent decisions. close their pupils theto still. stay = unsure are or backwards; “Everyone in this room has theAsk right cleantowater to drink” if/when down note to idea good a be may (it aloud: read to Statements Big Ideas “Everyone in this country has the right to clean water to drink” pupils take large steps forward/back) Big Ideas ƌŝŶŬ͟ to drink” ŚĂƐ ƚŚĞ ƌŝŐŚƚ ƚŽ ĐůĞĂŶ ǁĂƚĞƌ ƚŽ Ě ͞ ǀĞƌǇŽŶĞ ŝŶ ƚŚŝƐ room “Everyone in the what world right to clean Ask the groups, dohas youthe feel about these water statistics? How do they affect you? Which fact stands out most to you and Ask the groups, what do you feel about these statistics? How‘in dothis they affect‘inyou? Which fact stands out most to you and ƌŝŶŬ͟ ŚĂƐ ƚŚĞ ƌŝŐŚƚ ƚŽ ĐůĞĂŶ ǁĂƚĞƌ ƚŽ Ě ͞ ǀĞƌǇŽŶĞ ŝŶ ƚŚŝƐ country “Everyone ... has the right to 3 healthy meals a day” (Insert room’ thissingle country’ why? When do you hear about any of these facts? (as they are happening EVERY day).and ‘in the world’) why? When do you hear about any of these facts? (as they are happening EVERY single day). ƌŝŶŬ͟ ŚĂƐ ƚŚĞ ƌŝŐŚƚ ƚŽ ĐůĞĂŶ ǁĂƚĞƌ ƚŽ Ě ͞ ǀĞƌǇŽŶĞ ŝŶ ƚŚĞ world “Everyone ... has the right to a comfy bed to sleep in” ŚŝƐ ƌŽŽŵ͛ ͚ŝŶ ƚŚŝƐ ĐŽƵŶƚƌǇ͛ ĂŶĚ ͚ŝŶ ƚŚĞ ǁŽƌůĚ͛Ϳ ͞ ǀĞƌǇŽŶĞ ͘͘͘ ŚĂƐ ƚŚĞ ƌŝŐŚƚ ƚŽ ϯ Ś “Everyone ... has the rightĞĂůƚŚǇ ŵĞĂůƐ Ă ĚĂǇ͟ ;/ŶƐĞƌƚ ͚ŝŶ ƚ to a TV” Activity ͞ ǀĞƌǇŽŶĞ ͘͘͘ ŚĂƐ ƚŚĞ ƌŝŐŚƚ ƚŽ Ă Đ “Everyone ... has the rightŽŵĨǇ ďĞĚ ƚŽ ƐůĞĞƉ ŝŶ͟ to new clothes and trainers when they want them” Activity s͟front of the class with a pile of questions for each group. One member of each group then ͞ ǀĞƌǇŽŶĞ ͘͘͘ ŚĂƐ ƚŚĞ ƌŝŐŚƚ ƚŽ Ă d The teacher remains at the Big TheIdeas teacher remains at the front of the class with a pileǇ ǁĂŶƚ ƚŚĞŵ͟ of questions for each group. One member of each group then ǁ ĐůŽƚŚĞƐ ĂŶĚ ƚƌĂŝŶĞƌƐ ǁŚĞŶ ƚŚĞ ͞ ǀĞƌǇŽŶĞ ͘͘͘ ŚĂƐ ƚŚĞ ƌŝŐŚƚ ƚŽ ŶĞ comes the teacher theeyes first question andline goes back to their own groupagree to try and find out the answer quickly as Ask the to pupils to openfor their what is the now? Did everyone Askas comes to the teacher for the first-question and goeslike back to their own group to trywith and the findstatements? out the answer as quickly as Ideas Big pupils to volunteer reasons for when and why they stepped forward/backwards. possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is possible. theyAsk have the answer theythink writethat it oneveryone the slip ofinpaper and take itstatements? back theAsk teacher. Iftothe answer is pupils the Sit down inOnce ateacher circle. the pupils they this country and the to world does actually withmust agree Did everyone like now? linesecond is ifthe - what eyes their open to pupilsthe Ask the correct then hands them the question, if incorrect they return to their group to find out the correct the teacher them the second question, incorrect return to theirHas group to find out the have all of the mentioned? Why might they not haveif access to they somemust of those things? it made forward/backwards. stepped why they and hands whenthen forthings reasons volunteer correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis people think of any big ideas? (poverty, equality, rights etc) Sit down in a circle. Ask the pupils if they think that everyone in this country and the world does actually have all of theon it being a competition so themight pupilsthey arenot scanning the fact sheetof and taking in the information quickly. Reward the winning group with things? those to some have access Why mentioned? so things competition the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with Activity a prize! etc) rights equality, (poverty, ideas? big any of think people made Has itWrite a prize! the words ‘responsibility’ and ’right’ on the board and ask the pupils to think quietly about what they mean (deﬁnitions) and what they mean in relation to what we have been discussing. Whose responsibility Activity isPlenary it to make sure that people in this room, this countryŬ ƚŚĞ ƉƵƉŝůƐ ƚŽ ƚŚŝŶŬ ƋƵŝĞƚůǇ ĂďŽ and this world have rights toƵƚ ǁŚĂƚ ƚŚĞǇ ŵĞĂŶ the things we tƌŝƚĞ ƚŚĞ ǁŽƌĚƐ ͚ƌĞƐƉŽŶƐŝďŝůŝƚǇ͛ Plenary (water, food, ĂŶĚ ͛ƌŝŐŚƚ͛ ŽŶ ƚŚĞ ďŽĂƌĚ ĂŶĚ ĂƐ mentioned? a bed etc). After 30 seconds thinking time ask pupils to write down on a post-it sure that again to make is it the responsibility discussing. have been to what relation in meanand they what and (definitions) Takeor away the fact sheets ask some of who thewe questions again to see ifWhose anyone can remember answers. note small slips paper suggestions should take responsibility and throw them into the middle Once Take away the factofsheets and ask someof of the questions again to see if anyone can remember the answers. Once again 30 part could After etc). bed athink food, we mentioned? thingswhat thesuggested) rights have this and country this room, in this people This on some ofthrough the statistics by world asking groups to to think about concepts it(water, makes them about. ofreflect the circle. Read the ideas and (if not already put forward the idea that it is everyone's reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part could should take who of paper or small note a post-it on down to write time ask thinking seconds responsibility. small groups ask athe pupils to create a list of 10slips more thingssuggestions they think of that EVERYONE has then aa pupils stimulus for enquiry. then be be used usedInas as stimulus for a P4C P4C enquiry. the right and to access them with clean water, foodthe to ideas eat ...and if groups are struggling make put suggested) (if not already through circle. Read of the drinking middle theoﬀ them into throw (start responsibility other like ‘what about school?’, ‘what about having fun?’, ‘what about the right not to be responsibility. everyone's idea that it is thesuggestions forward bullied?’, ‘what about the right to be listened to?’. pupils to create a list of 10 more things they think that EVERYONE has the right to access (start them In small groups ask the Plenary ŽĚ ƚŽ ĞĂƚ ͘͘͘ ŝĨ ŐƌŽƵƉƐ ĂƌĞ ƐƚƌƵŐŐůŝŶŐ ŵĂŬĞ ŽƚŚĞƌ ƐƵŐŐĞƐƚŝŽŶƐ ůŝŬĞ ͚ǁŚĂƚ ĂďŽƵƚ ƐĐŚŽŽů͍͕͛ ͚ǁŚat ŽĨĨ ǁŝƚŚ ĐůĞĂŶ ĚƌŝŶŬŝŶŐ ǁĂƚĞƌ͕ ĨŽ Share some of the lists and ask pupils to consider whatŚĂƚ ĂďŽƵƚ ƚŚĞ ƌŝŐŚƚ ƚŽ ďĞ ůŝƐƚĞŶĞ we can do about those people who do not have Ě ƚŽ͍͛͘ ƚ ƚŚĞ ƌŝŐŚƚ ŶŽƚ ƚŽ ďĞ ďƵůůŝĞĚ͍͕͛ ͚ǁ ĂďŽƵƚ ŚĂǀŝŶŐ ĨƵŶ͍͕͛ ͚ǁŚĂƚ ĂďŽƵ

access to these things. Have a discussion about what you could do on a personal level, as a class, a school or as a wider community.

Plenary Did Did you you know? know? ... ...

Share some of the lists and ask pupils to consider what we can do about those people who do not have access to these are billion what you could do on a personal level, as a class, a school or as a wider community. about a discussion things. HaveThere There are 2.2 2.2 billion

children children in in the the world world ...... 11 billion billion of of them them are are living in poverty ... living in poverty ...

Extension ideas ideas Extension Qu

ick on Qu Look Development to RIGHTS. RIGHTS. Can ickMillennium e ra on tth relation to in relation Goals in Development Goals Millennium the atthe Lookat he d draw w Can the RIGHTS you have been discussing link to any of the MDGs? Make the RIGHTS you have been discussing link to any of the MDGs? Make a spider diagram. Investigate projects working towards the a spider diagram. Investigate projects working towards the MDGs. MDGs.

Stimulus // Resources // Worksheets Stimulus Resources Worksheets / Worksheets / Resources Stimulus

Stimulus / Resources / Worksheets ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ (on lesson plan but you can amend as you see fit). Statements Statements (onseparate lesson plan you can amend should as you be seeinﬁt). MDGs extension Questions on slips but of paper (questions order fromsheet 1-10 for with one set ofwork. questions per group). work. on separate slips of paper (questions should be in order from 1-10 with one set of questions per group). sheet for extension MDGsQuestions A project funded by the European Union and led in England by CDEC projectbyfunded by the Union European Union and ledby in England by CDEC A projectAAfunded the European and led in England project funded by the European Union and led inCDEC England by CDEC 49

Rights & Responsibilities - MDGs sheet Rights & Responsibilities - MDGs sheet

A project funded by the European Union and led in England by CDEC

A project funded50 by the European Union and led in England by CDEC

Part 1 Food & Trade Messy maps Pods, Planning & Production Sharing the Chocolate The Fairest Teacher Fairtrade Means something to me Fairtrade Alphabet Cocoa Clues Mystery Alien Headlines 1 Alien Headlines 2 10 Myths About Hunger

A project funded by the European Union and led in England by CDEC 51

Curriculum Links

Messy Maps Quick Maps On The Draw Messy

Curriculum Curriculum Links Curriculum Links Links

products are grown (& imported from). where Fairtrade ing ofunderstanding stand under To gain anTo deeper of global Togain gainaaan understanding of where products are grown To gain deeper understanding of Fairtrade global issues. issues. To consider the inequalities between the global imported from). (& To consider the inequalities between the global north north and and south. south.

Maps Messy Maps Messy

ation. To read forToinform read forto information. products are grown (& imported from). of where Fairtrade understanding anable To gain To be for information. are grown (& imported from). To an beunderstanding able to scan scan aaofdocument document for key keyproducts information. where Fairtrade To gain

Geography Geography Geography Links Curriculum Links CurriculumGeography Literacy Literacy Geography Geography P4C P4C

trade ndence interdependence trade epe interd To read for information. To read for information. equality needs equality needs & & wants wants Intro

Intro

interdependencee interdependenc

trade trade

Present products and look on the packaging to ﬁnd out the country (this of may Intro Introthe pupils with a range of Fairtrade ry of origin count the out find to ging packa the on look and cts produ de of Fairtra origin (this may say ‘country of origin5/6 …’, ‘produced in …’,are ‘grown into…’,have ‘product of …’). Sort out the products a range with pupils Split the going aa competition in they will need to Present the Split the class class into into groups groups of of around around 5/6 and and explain explain they they are͛Ϳ͘ ^Žƌ goingƚ ŽƵƚ ƚ to have competition in which which they will needƵth to scan scan ŝĐĂ͕ ^Ž ƚƐ͖ Ĩƌ ŶƚŝŶĞŶ ŝŶƚŽ ĐŽ ĚƵĐƚƐ ŚĞ ƉƌŽ Đƚ ŽĨ ͙ ͚ƉƌŽĚƵ ŝŶ ͙͕͛ into continents; Africa, South America, North America, Asia, Australia, Europe, Antarctica; and stand them ƌŽǁŶ ͙͕͛ ͚Ő ĐĞĚ ŝŶ some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the ͚ƉƌŽĚƵ ŝŶ ͙͕͛ ŽĨ ŽƌŝŐ ƐĂǇ ͚ĐŽƵŶƚƌǇ Intro some key information for the answers and try to be the first to report the answers backThen to thestart teacher. Hand out the fact fact more g lookin map. large the on them Intro on the large map. Then start looking more closely for particular countries within those continents. stand andon the packaging to find out the country of origin (this may ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Antarctica; Europe,products lia,Fairtrade Asia,aAustra ca, with Ameri North and look ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ range of the pupils America,Present packaging to find out the country of origin (this may products the pupils with a range of Fairtrade Present ents.and look on the Big Ideas those contin Ĩ ͙͛Ϳ͘ ^Žƌƚ ŽƵƚ ƚŚĞ ƉƌŽĚƵĐƚƐ ŝŶƚŽ ĐŽŶƚŝŶĞŶƚƐ͖ ĨƌŝĐĂ͕ ^ŽƵth ƐĂǇ ͚ĐŽƵŶƚƌǇ ŽĨ ŽƌŝŐŝŶ ͙͕͛ ͚ƉƌŽĚƵĐ ular countries within ĞĚ ŝŶ ͙͕͛ ͚ŐƌŽǁŶ ŝŶ ͙͕͛ ͚ƉƌŽĚƵĐƚ Ž partic closely for ĞĚ ŝŶ ͙͕͛ ͚ŐƌŽǁŶ ŝŶ ͙͕͛ ͚ƉƌŽĚƵĐƚ ŽĨ ͙͛Ϳ͘ ^Žƌƚ ŽƵƚ ƚŚĞ ƉƌŽĚƵĐƚƐ ŝŶƚŽ ĐŽŶƚŝŶĞŶƚƐ͖ ĨƌŝĐĂ͕ ^ŽƵth ƐĂǇ ͚ĐŽƵŶƚƌǇ ŽĨ ŽƌŝŐŝŶ ͙͕͛ ͚ƉƌŽĚƵĐ Big Ideas more looking map. Then large Ask the pupilsAmerica, what trends they canEurope, see. Why are products grown mainly in thestart global south, due on the(i.e. themhere? and stand Antarctica; Asia, Australia, North America, Big Ideas s Europe, Antarctica; and stand them on the large map. Then start looking more Australia, Asia, Idea America, North Big America, toAsk weather conditions), who buys these products? (mainly people from theyou? north) How these the groups, what do you feel about these statistics? do they affect fact stands out to you continents. those within countries weath for particular closely tomost due ,do south global theWhich inglobal mainly Ask the groups, what do you feel about these How do (i.e. they affect you? Which fact stands out most toer you and and here? cts grownHow produstatistics? are Why see. can continents. those within countries they particular for trends what pupils Ask theclosely products travel? (mainly by ship as they are travelling over sea). Introduce the terms ‘import’ and ‘export’ if why? When do you hear about any of these facts? (as they are happening EVERY single day). ship by ly (main ? travel cts When do you hear cts? about any of these facts? (as they are happening EVERY single day). produ Ideas these Bigwhy? do (mainly people from the global north) How produ yet. theseaddressed who Ideas has buys not been Bigthis conditions), to weather due south, in the global mainlyƐ ŶŽƚ ď (i.e.ƚŚŝƐ ŚĂ here? grown products Ě ǇĞƚ͘ Ask the pupils what trends they can see. Why are ĚƌĞƐƐĞ ĞĞŶ ĂĚ Žƌƚ͛ ŝĨ Ě ͚ĞǆƉ Žƌƚ͛ ĂŶ Ɛ ͚ŝŵƉ Ğ ƚĞƌŵ ƵĐĞ ƚŚ south, due to weather global the /ŶƚƌŽĚ in mainly (i.e. here? grown ƌ ƐĞĂͿ͘ products are Why see. can they trends what ŶŐ ŽǀĞ pupils the AskActivity ƌĂǀĞůůŝ ĂƐ ƚŚĞǇ ĂƌĞ ƚ Activity these products travel? (mainly by ship who buys these products? (mainly people from the global north) How do conditions), Activity travel? (mainly by ship these products? (mainly people from the global north) How do these products who buys conditions), ƌĞƐƐĞĚ ǇĞƚ͘ Use the actual ingredients tofront create a multi sensory map by illustrating where eachOne product comes from,group for then ͚ĞǆƉŽƌƚ͛ ŝĨ ƚŚŝƐ ŚĂƐ ŶŽƚ ďĞĞŶ ĂĚĚ ŶƚƌŽĚƵĐĞ ƚŚĞ ƚĞƌŵƐ ͚ŝŵƉŽƌƚ͛ ĂŶĚ ĂƐ ƚŚĞǇ ĂƌĞ ƚƌĂǀĞůůŝŶŐ ŽǀĞƌ ƐĞĂͿ͘ / The teacher remains at the of the class with aa pile of questions for each group. member of each Activity The teacher remains at the front of the class with pile of questions for each group. One member of each group then ƌĞƐƐĞĚ ǇĞƚ͘ ͚ĞǆƉŽƌƚ͛ ŝĨ ƚŚŝƐ ŚĂƐ ŶŽƚ ďĞĞŶ ĂĚĚ ŶƚƌŽĚƵĐĞ ƚŚĞ ƚĞƌŵƐ ͚ŝŵƉŽƌƚ͛ ĂŶĚ ĂƐ ƚŚĞǇ ĂƌĞ ƚƌĂǀĞůůŝŶŐ ŽǀĞƌ ƐĞĂͿ͘ / examp for from, comes ct India etc. There will be le by example by gluing coﬀee onto Ethiopia, cocoa powder onto Ghana, tea leaves onto produ

each to try and find out the answer as quickly as ting where by illustra mapgoes sensory and comes to teacher for the first back a multi to create Activity ients ingred actual Use theActivity comes to the the teacher formessy! the first question question and goes back to to their their own own group group to try and find out the and answer as be quickly as crossovers and it will be it will vers If the crosso be There India etc. onto leaves , tea possible. Once they have the answer they write itit on the slip of paper and take ititwill back to the teacher. answer isis Ghana onto by powde for example from, comes product each where illustrating ia, cocoa by map sensory armulti to create Ethiop ingredients actual the Use onto gluing coffee possible. Once they have the answer they write on the slip of paper and take back to the teacher. If the answer ﬁnished cover the wholeamap insensory sticky map backed plastic and use each as a brilliant displayfrom, which haveby example for will product comes where by illustrating multi create to ingredients actual the UseOnce correct the teacher then hands them the second incorrect they must return to group to find the be out it will and be crossovers will There India etc. onto tea leaves ifif Ghana,question, onto powder cocoa Ethiopia, onto coffee gluing correct the teacher then hands themonto theGhana, second question, incorrect must return to their theirand group find outand the messy!gluing many textures and aromas. be it willtotextur be crossovers will There India etc.they leaves onto tea powder cocoa Ethiopia, onto coffee es many have will which y displa t brillian a as use correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being and messy! plastic d backe sticky in map whole the correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being aa d cover Once finishe messy! Plenary and group with many textures will have display which brilliant as a in and plastic in sticky backed mapscanning wholeare thepupils cover finished Once competition so the the sheet anduse taking quickly. Reward the winning competition sothe the pupils are scanning the fact fact sheet in the the information information quickly. Reward the winning and group with many textures have will which display aromas. as a brilliant usetaking andand plastic sticky backed in map whole cover finished Once Look at the map and talk about which continents the Fairtrade products come from and if anyone can aromas. aa prize! prize! any particular countries. Ask the pupils what might happen if it was too rainy or if there was aromas. remember Plenary Plenary ber any remem not enough sunshine for the crops grow consider dependent we are onifimported food and how anyone can and cts come from Plenary produ de how the– Fairtra contintoents about which talk map the Look at Look any can remember the Fairtrade products come from and if anyone continents which and talk about map at theand Plenary dependent producers are on us buying it. h sunshine not enoug there anyfor the crops or iffrom can remember if anyone andwas come too rainy the nFairtrade continents about which talk pupils and the mapAsk if it wasproducts at theries. LookPlenary happe might whatwhat count particular happen if it was too rainy or if there was not enough sunshine for the crops might Ask the pupils countries. particular buying Take away the fact and ask some of again if can remember answers. Once on usthe crops theit. aresunshine for enough not cers was if there orsee rainyto too it was iffood produ happen might pupils thedent dent Ask sheets countries. particular depen how the depen fact and askare some of the the questions to see if anyone anyone can remember the answers. Once again again tedquestions impor on are wewhat it. on us buying are producers how how dependent er andagain foodand imported on we consid dependent howsheets ʹ Take consider grow ʹaway to growto This reflect on some of the statistics by asking groups to think about what concepts it makes them think about. it. buying us on are producers dependent how and food imported on are we dependent how ʹ consider to grow part could could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part then be used as a stimulus for a P4C enquiry. then be used as a stimulus for a P4C enquiry.

Ideas n the Actio Ideasmulti Action PupilsPupils Show oﬀ messy map other classes, multi the messy Showtooff multi messy the off teachers and parents in an multi messy the off ShowShow classes, other map to classes, other to map assembly to make them Did you know? s, classe other an ... to in parents and map teachers Did you know? ... an in parents and teachers more aware of what an in them make to ts rs and paren teacheassembly them and make to assembly products are available what of aware more them There are 2.2 billion make to bly assemmore There are 2.2 billion what of aware where they come from. and available are products what of aware moreproducts and available are children in the from. come they where children the world world ...... and blein availa cts are produwhere from. come they 11 billion of billion of them them are are come from. where they

living living in in poverty poverty ......

ideas ideas and and add packaging Fairtrade Collect gingadd de packaand Fairtra t Collec Collect Fairtradepackaging packaging add and Fairtrade Collect show to map the to string of lines to map the tomap string of string lines add lines the to map to show show to theto of string lines are products additional where cts are onal produ show whereadditi additional products where where from.additional products are are from. from. from. Research weather conditions in a Research weather conditions er condit a a in a ininions weath conditions Research rch Reseaweather (area of country). country particular particular country (area of country). country). (area of count particular (area ryof ular particcountry to ry). take products long howcount Research Research how long products take to take products long how Research cts produ long how rchtheir country of origin take to Resea from travel to travel from their country of of origin country their from travel ry ofĞǇ origin their count ƚŽ ƚŚĞ h< ;ƐŚŽǁ ƚŚĞ ƐŚŝƉ͛Ɛ ũŽƵƌŶ from travel origin to the UK (show the ship’s ĞǇ ƚŽ ƚŚĞ h< ;ƐŚŽǁ ƚŚĞ ƐŚŝƉ͛Ɛ ũŽƵƌŶ the map). onƚŽ ƚŚĞ ŚŽǁ ƚŚĞ ƐŚŝƉ͛Ɛ ũŽƵƌŶĞǇ journey on h< ;Ɛ the map). on the map). Extension Extension Extension ideas Extension ideas

Pupils Action Ideas Ideas Pupils Action

sy Map! One huge Mes sy Map! es M ge hu e On Map!

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Stimulus / Resources / Worksheets Stimulus / Resources / Worksheets Variety of Fairtrade products (with labels showing country of origin), large world map outline (the bigger the betshowing labels (with products Fairtrade of Variety ets country of origin), large world map outline (the bigger the betStimulus / Resources / Worksheets / Wor s plastic. Stimulus //urce Resources //kshe Worksheets / Reso Stimulus backed sticky glue, ter!), Stimulus Resources Worksheets backed plastic. (with labels ter!), glue,ofsticky outline (the bigger the betmapoutline ), large ry ofoforigin Fairtrade showing country origin), large world world map ing count ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ cts (with labels show produproducts Fairtrade of VarietyVariety ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ (the bigger on theseparate better!), glue, sticky backed plastic. Questions slips c. of d plasti backe sticky Questions on separate slips of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per per group). group). ter!), glue, A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC project by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC

A project funded by the European Union and led in England by 52

CDEC

Pods, People & Ptrio odnunction Pods , Peop le & Prod uctio c u d o r Pods, People & Production P To & ha le ve greater unders eToounpdersaPeople PQuick , Pods, PodToshave tand& inDraw g ofProduction On The cocoa fa ta nd ing ing Quick On theThe a greater understand ong. and prod of cococoa Drawrmin

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Geogra phy Geography Geography cti production.uction. farming anddu production. mfar pl dfopro ex an ng it mi ie s oa of To have a greater understanding of cocoa farming and coc of C g od P4 din an pr rst de od un r G uc ate eograph ti . gre Geography on a le) To ve understand tab (fproduction. toandto the ro To ha s ofdfood field(from production mtofiel Toing have greater understanding of cocoa farming (from field table). To gain aacomplexitie deeper understanding ofon global issues. (from P4C d to table). cti pro To foo To understanding the complexities ofdu food production field table). Geography of P4C be ies xit ab ple P4C le com To gain a deeper understanding of global issues. to the g se din an en cecomplexities To underst understanding the ofen food production to table). Toca an orde To consider thequ inequalities between the global north(from and ﬁeld south. racy r of ev Lite To Literacy Literacy rry out athe ts. global P4C To consider inequalities between the north and south. se To be able to archofpr sequence anreorder events. Literacy oj.of Literac y ectevents. an Literacy nts d ac Totobe able to sequence an order eve pr of ro es er ss en ord a an n t numto find nceable will spa rtpart seqTo inly. besequence pa gs ap le out r of leand Toab carry NB aue research To be project sson ate present opsri findings be an ofgsevents. pri appropriate pro ly.prthi NB P4C this s. at ap LP4C ely. iteracy din fin torder Nwill sen Bpart pre Tot carry out aable research project thspan and present findings appropriately. NB this d iswill an t partspan jec pro rch will span To be to scan a document for key information. ea res a ry oua number across of lessons. To car To carry out a research project and present ﬁndings appropriately. be ables.of tolessons. scan a document for key information. acrossTo aof number lesson across a numberNB this part will span across a number of lessons.

interdepende trade equality needs &trade wants interd ncetrade ce needs ndenence etrade pepend e interdependence trade interd equality & wants Ininterdependence tro

t of all ask the Intro Intro wFirs children to talk Intro in pairs about w Intro Intro ith the shop/sup colate. Start hin cho cocoa wit herecom r the ula er rtic Split the class into of around 5/6 and explain they are going to have a competition in which they will need to scan ch pa mgroups ro ,in ar oc m nt First of allGask ke ol fro the children es at t to talk in pairs ... about e where First of all ask the children to talk in pairs about where chocolate comes from, in particular the cocoa chocolate co an ate comes from col ,in particular d tr .Start the cocoa choexplain es within chocolate. ... Etc etSplit ac5/6 from verwill eere t wh somthe class into groups of around they are going m to have a competition in which they need to scan ou stand ry dri

ab First ofsome all askkey children talk epwhere inanswers pairs about comes from ,in particular cocoa within chocolate. ,in pa live irsthe dethe stry fethe intopa bato the kd ed rtic s to ckbe ba tocktal ard wchocolate en ulthe ar ckw ldr information for and the first to report answers back to Hand out the Start fact ar ba ds d the th Anle the chiechocolate. tosal ... e teacher. er shop/super co th all ask y to market ...an andtrfor e co ole trace st of the steps backwards within Start with the shop/supermarket ... and trace steps backwards to the wholesaler w wh Firwith a cr to the ho wholesaler the w ea ... And to backwards it s to te hi the delivery sa ard driver n ... a Etc. le ckw some key information the answers and try to be the first to report the answers back to the teacher. Hand out ch lis rAnd ps basteps octhe ...nta t ofbackwards with the shop/supermarket ...ce and stetrace wholesaler ...pla to the delivery driver ...olEtc. Abackwards er. nd the peopletointhe atfact tra B arm d e. Star ig ba an n/f ... tio ck et Id ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ark w ar e erm the up a ds ch p/s s vo rea Get to some u sho feedback lvyou and try toto the delivery dr create ed un til yo a list ...ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ And backwards the delivery driver ...leEtc. of ununtil the people with theGet some involved edinvolved olv reach ti the plantation/f inv l armer. yo op pe u re the iv of ac feedback and try to create a list of the people until you reach the plantation/farmer. er list h a ... the plantation/f ate Etc. try to creand Coudb dfeedback anm ntack ho e fee w armer. Get some t som GeBig an y people aretryinto create a list of the people involved until you reach the plantation/farmer. Ideas vo lv er ed in BigsgrIdeas at oth in your list. Do ed ientIdeas Big s are put with co y out? Now think about wh wwe ema ssed anany thmay mimissed g Idea Ideas in BiCount ve how many people y khaw coaintoyour are involved Big Ideas list. e Do we we think m nk have lk)other ay thi m out? mi Now andBig think we ak ar,other about ha what Do e sug . ve gu ch list ate ur m es oc col Count how many people are yo involved in your list. think we do may have missed out? Now thinkout about what isse s ho in cho olatDo of dWhich Ask the groups, what youinvolved feel about these statistics? How they affect you? fact stands most to you and ba w elist. aan (ifwe m onany are yrou aninv lemany list ne ts op ywhat ce pe ien t? molv ny put red ssat N ored ma ing ar ow w Count how people are in your Do we think we may have missed any out? Now think edo are the y with cocoa pe to make lo k th unt ho chocolate op (if ok Coingredients necessary loo in y look at the le k Ask the groups, do you feel about these statistics? How do they affect you? Which fact stands out most to you and ingredients sar at the list ab on ces of m m a bar of th chocolate ne on ou ai ig sugar, (if e cti milk) ht n du t in ate raw in w pro col be gr ha ingredients are put with cocoa to make chocolate (if necessary look at the ingredients list on a bar of chocolate sugar, milk) cho ed the in ke t at l ie vo ot ma why? When do you hear about any of these facts? (as they are happening EVERY single day). gr tai nt to de her lv ed oa s list at edto ientpeople coc hmore . (as in more g EVERY Exmake wit onthe t what , co kinnecessary pu loo a ba ai co be and l happening about other ingredients are put with cocoa (if look ingredients list how a,might many wil ients are thwill r of un chocolate an redguess yo at be tpl involved. ing Explain d be tha chocproduction yo that why? When do more you hear about any of these facts? they are single day). you ho be looking lain u in more detail w Exp w at ol . the production ill ed co at of the olv be e m inv pl lo su and guess how many people might be involved. Explain that you will be looking in more detail at the of the t ex gh ok ga mi Aho thishow r, m cingredient, ople - sugar, milk) and guess g in moreExplain ton partmany deind. re peand ilk) adbe are ny isoth ts might ma y mo ien beer wiv detail at ait bar ofcocoa, chocolate more people involved. that you red main raw fo ing reingredients how complex d guess this ot an part e is before other he for th be are added. r is e rt in pa pr gr s od thi ed x uc ple ie main raw ingredient, cocoa, and how complex this part is before other ingredients are added. nt ti com w on s ho ar d of an e , th oa ad coc in more detail at the production of the main raw ingredient, cocoa, anddehow e Activity ien d. complex this red will be looking ĂĐĞ in rawWůing ƚŚĞ ma ͚Đt, ŽĐ Activity ŽĂ ƉƌŽĚƵĐƚŝŽŶ Activity ůŝŶ Ğ͛ Activity Ɖ to ŚŽ part is before other ingredients are added. ĂǀĞ ƉŝůƐ Ś ŝŶ ƚŚĞ ter mThe teacher remains at the frontƚŽ ofƐ the class with pile of questions for ƌ Đ each group. One each group then ŽƌƐ ŽĨĨ ƐŽof ƉƵ ŵŝĚ atch ŝƉƚmember ĚůĞ aaŽĨ tivlaity the deŝŽŶ ůŝŶĞ͛ ƉŚŽ ƚŚĞ ĚĞƐĐƌ Ac Ƶƚ group. ŚĞeach ƚůĞ ; Ğŝƚ scriptions ŚĞof WůĂĐĞ ƚŚĞ ͚ĐŽ ŽƵ;ǇůĚ Đquestions ĐŽĂ ƉƌŽĚƵĐƚ The teacher remains at the front of the class with pile for One member ƐŽ ƉƵƉŝůƐ ŚĂ of each group ŝƌƵ Đ ǇŽ ĐůĐŽƵůĚ ĞŝƚŚĞƌ ƚŽƐ ŝŶ ƚŚĞ ŵ Ğ ŝĚĚůĞ ŽĨ ƚŚĞ ŝƌĐ ĐŝƌĐůĞ ;ǇŽƵ Ğ Đ w ŽƵ ĐƵƚ ƚŚĞ ĚĞƐ Ĩ ƚŚ it ĐƌŝƉƚŽƌƐ ŽĨĨ h Đ ůĞ Ž ŽƵ ph ŝĚĚ to asto k then AsǀĞ Ğ ŵ ůĚ ot ). ƚŚ Ğ ed os WůĂĐĞ ƚŚĞ ͚ĐŽĐŽĂ ƉƌŽĚƵĐƚŝŽŶ ůŝŶĞ͛ ƉŚŽƚŽƐ ŝŶ ƚŚĞ ŵŝĚĚůĞ ŽĨ ƚŚĞ ĐŝƌĐůĞ ;ǇŽƵ ĐŽƵůĚ ĞŝƚŚĞƌ ĐƵƚ ƚŚĞ ĚĞƐĐƌŝƉƚŽƌƐ ŽĨĨ ƐŽ ƉƵƉŝůƐ ŚĂǀĞ someo Ɛ ŝŶfirst question ŝƚto ach comes toƵĐƚ the teacher the goes back to their own group try and find out the as quickly ŚĞ or leavand ŽƚŽ attanswer Activity dy ƌ ĐƵati Ğ͛ ƉŚfor ea ůŝŶ ne alr ŝŽŶ ƚ on e ƚŚ to th ŽĚ Ğ orm lo em Ɖƌ ĚĞ inf ok ĐŽĂ nt ƐĐ on ͚ĐŽ eva fo ƌŝ ƚŚĞ rel Ɖƚ s r so ĐĞ later match the ha wwith comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as Žƌ WůĂ ea descriptions hat th oto Ɛ ph photos ch ŽĨ or leave ch them on Ĩ ea so ph each photo ƐŽ ey so has relevant ot information on Ɖ thsline’ already mwrite ohas ƵƉ attached). inor to ŚAsk the Ask ha eŝůƐ k lea els scould mphotos neoff re igve later match the descriptions photos orthey leave them onthe so each photo relevant information already attached). possible. Once they the answer it on paper and take it back torm the teacher. answer isĂǀĞ to look fo Place the ‘cocoa production in middle ofslip theofcircle (you either cut the descriptors legva ht oto somIfeothe phwith co hhave ask nt wit enio m sthey r thde Th inw. ethe ionot fo ipt fi efor gro rs scr newhat to t at ... xtOnce rtin sta w ph is n he nt possible. have the answer they write it on the slip of paper and take it back to the teacher. If the answer is al er match someone pla n lat tothe re o look oa th they inthink adto coc might come th first ... wh cocoathem when the at cocoa e se en plant isplant starting taelse toeach grow. ... 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chtio . ct. pro nsje Cocoa ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ production ap s/cthe otofor phphotos/captions. eline lin ctitoonthe du ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ pro Access Internet research project. Access toathe Coco Internet for the research project. Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group). t. jec pro rch AccessQuestions to the Internet for the research project. resea for theslips onet separate of paper (questions should be in order from 1-10 with one set of questions per group). Access to the Intern A project Afunded byfunded the European and led in England byinCDEC project by theUnion European Union andinled England byECCDEC A proj ect fund nd by CD glaEngland En led d ed an ion A project funded by the European Union and led in by CDEC by Un n th ea e rop Eu Eu the A project ro funded by by the d pe European de 53by thean and in England by CDECby CDEC ject fun UUnion nion an pro AA project funded European Union and led in England d leled d in England by CDEC

Cocoa Cocoa production production - 1 Cocoa - 1 -- 11 Cocoa production Cocoaproduction production

Cocoa crossbreeding crossbreeding Cocoa crossbreeding Cocoa crossbreeding Cocoa crossbreeding done by hand hand by by is done by hand by done by hand by done by hand planting blossom ont blossomby on planting blossom planting blossom ont onto the branches planting blossom ont the branches of trees branches of tree of trees. the branches the branches of of trees trees

Small shoots shoots are are taken take Small shoots taken Small shoots areare Small shoots are taken from trees, grown into from trees, grown int taken from trees, from trees, grown into from trees, grown seedlings and take 4-5 grown into seedlings seedlings and takeinto 4seedlings and take 4-5 and take 4-5 yearsinto seedlings and take 4-5 years to grow tree years to grow into tree to growtointo trees.into tree years grow years to grow into tree

Workers keep the Workers keep the Workers keep the Workers keep the seedlings well Workers keep the seedlings well watered seedlings well watere watered andwell they watered seedlings seedlings wellprotecte watered and are arethey protected and they are protecte and they protecte from the direct sun. and they are protecte from theare direct sun.

from the the direct direct sun. sun. from from the direct sun.

Cocoa Cocoa podspods grow ingrow in Cocoa pods grow in in Cocoa pods grow about 4-5 months Cocoa4-5 pods grow in about months on the4-5 trunkmonths on about o about 4-5 months on about 4-5and months on and branches the trunk branch the trunk and branch branch of the trees. the trunk and the trunk and branch of the trees. of the the trees. trees. of of the trees.

A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC 54 A project funded by the European Union and led in England by CDEC

Cocoa Cocoa production production -- 22 Cocoa - 2-- 2 Cocoa production Cocoaproduction production 2

A mature pod pod isis usual usua A mature A mature pod is usual A mature pod is Ayellow, mature pod is usual yellow, red red or or purple purpl usually yellow, red yellow, red or purple yellow, red or and is cut open 7-10 or purple and isopen cut purple 7-10 and cut open 7-10 openis 7-10 days and is cut open 7-10 days after harvesting harvesting after harvesting. days days after after harvesting harvesting

The pod is cut cut with with aa sha sha Thepod pod isiscut with The cut with aa sha The pod is cut with sha knife collect the bean bean to collect the a sharp knife to knife to collect the bean knife to collect the collect the beans. There are around around 50 50bean bea bea There are around bea There are around 50 50 There are around 50 bea in a wet pulp. wet pulp. beans in a awet pulp. in wet in a wet pulp. pulp.

beansareare placed The are placed und und The beans placed The beans are placed und The beans are placed und banana leaves or in boxe under banana leaves leaves or in box banana leaves or in boxe or in boxes to ferment banana leaves or in to ferment for days for 7-10 7-10boxe day for 7-10 days, allowing to ferment for 7-10 days to ferment for 7-10 days allowing the flavour and the flavour an the ďŹ&#x201A;avour and allowing the flavour and allowing the flavour and colour to develop. colour to develop. to develop. colour colour to to develop. develop.

The beans needneed to The beans to bb need to The beans need to b be dried out under The beans need to b dried out under the dried out under the the the sun,out which dried under dried out under the takes around sun, which takes sun, which takes sun, which takes 2 weeks. sun, which takes around 2 weeks. around 22 weeks. weeks. around around 2 weeks.

A project funded by the European Union and led in England by CDEC

55 A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC

Cocoa Production Cocoa - 3-Cocoa Production Cocoaproduction Production

3 33

They are turned They are turned They are turned They are turned regularly and carefull regularly and regularly and carefull regularly and carefull carefully checked checked so they do no checked do no so they doso notthey go checked so they do no go mouldy. mouldy. go go mouldy. mouldy.

The beans are sorted o The beans sorted o The beans areare sorted The beans are sorted o for size, quality and to out for size,quality quality and to for size, for size, quality and to check that check that thereand are to n check that there are there are no other check that there there are n n other materials materials there. other materials other materials there there

TheThe cocoa beansbeans are cocoa are The beans are scooped into sacks The cocoa cocoa beans are scooped into sacks an and stored ready to scooped into sacks an scooped into sacks go to theready processing stored to go toanth stored ready storedplant. ready to to go go to to th th

processing plant. processing processing plant. plant.

The sacks sacks ofof cocoa The cocoa bea The sacks of bea beans are piled up The sacks of cocoa cocoa bea are piled up in a storag inpiled a storage are up in are piled upready in aa storag storag house ready for house for house ready transportation. house ready for for transportation. transportation. transportation. A project funded by the European Union and led in England by CDEC 56 A by A project project funded funded by the the European European Union Union and and led led in in England England by by CDEC CDEC

Cocoaproduction Production -4 Cocoa 4 Cocoa Production - 4

The cocoa beans are are The cocoa beans The cocoa beans are transported toto a a coco transported transported cocoa processingto a coco processing company company. company processing

The beans wait to be b

The beans The beans wait towait be to be turned into cocoa turned into cocoa turned into cocoa liquor, cocoa butter liquor, cocoa butter aa and cocoa cake.butter an liquor, cocoa cocoa cake. cocoa cake.

First of all the beans a First of all the beans First of alltothe beans a are cleaned make cleaned to to make make sur sur cleaned sure there are no wood, are sand no wood, there there are no wood, or stones. sand or stones. sand or stones.

The beans are roaste roaste Thebeans beans are The are roasted to bring out to bring out the to bring out the the chocolate ďŹ&#x201A;avour chocolate flavour an an and colour further. chocolate flavour colour further. colour further. A project funded by the European Union and led in England by CDEC 57

A project funded by the European Union and led in England by CDEC

Cocoaproduction Production - 55 Cocoa 5 Cocoa Production Cocoa Production - 5

͚ǁŝŶŶŽǁŝŶŐ͛ ŵĂĐŚŝŶ ͚ǁŝŶŶŽǁŝŶŐ͛ ŵĂĐŚŝŶ ͚ǁŝŶŶŽǁŝŶŐ͛ ŵĂĐŚŝŶ A ‘winnowing’ is usedisto to remove th is used remove th machine used to is used to remove th removefrom the shells shells the bean bean shells from the shells from from the beans,the bean just leaving the nibs nibs just leaving the nibs. just leaving the just leaving the nibs

The are are grinded Thenibs nibs grinded The nibs are grinded The nibs stages are grinded in several several stages to crea crea to createstages cocoa to several several stages to crea liquor. cocoa liquor. liquor. cocoa cocoa liquor.

Theliquor liquor isis The liquor isthen then press press The then The liquor is then press pressed to extract tococoa extract the cocoa cocoa to extract the the butter to extract the cocoa (which is(which then is butter (which is then then butter butter (which is then used to make used to to make chocolate chocolat used usedchocolate). to make make chocolate

Cocoa butter is Cocoa butter is cleane cleane Cocoa butter is cleaned using ﬁlters Cocoa butter is cleane andfilters stored and using filters and store store using using filters in huge tanks.and store in huge huge tanks. tanks. in in huge tanks. A project funded by the European Union and led in England by CDEC 58

A project funded by the European Union and led in England by CDEC

Cocoa production - 6- 6 Cocoa Production Cocoa Production - 6

The cocoa butter butter is The cocoa is The cocoa butter is then poured into then poured 25kg cardboard then poured into into 25k 25k boxes with boxes wit cardboard cardboard plastic liners.boxes wit

plastic plastic liners. liners.

Several checks Several checks Several checks are are are carried out to check forto check f carried out carried out to check f contamination.

contamination. contamination.

The boxesboxes The cardboard Thecardboard cardboard boxes aa are stored until they stored until they until they are are arestored completely solid completely and ready for solid completely solid and and transportation. ready for transportatio

ready for transportatio

Boxes transported Boxes areare transported Boxes are transported toother other factories so so tha factories other factories so tha that other ingredients other can other ingredients can b b can beingredients added to make chocolate. added to added to make make chocola chocola Some factual information hasAbeen taken from www.thechocolatereview.com project funded by the European Union and led in England by CDEC Some factual information has been taken from www.thechocolatereview.com And the International Cocoa Organization www.icco.org And the International Cocoa Organization www.icco.org 59

Curriculum Curriculum Links Curriculum Links Links

Quick Onthe TheChocolate Draw Sharing

Literacy Geography Geography Citizenship Curriculum Links Links Curriculum Curriculum Links Literacy P4C Literacy LiteracyP4C Literacy P4C To write a narrative using a given structure (to write a story based on ‘fairness’). Literacy To aa document information. To be be able able to to scan scan Ɖƚ ŽĨ ĨĂŝƌŶĞƐƐ ŝŶ ƌĞůĂƚŝ document for for key keyŽŶ ƚŽ ƚŚĞ ĐŚŝůĚƌĞŶ͛Ɛ Ž information. dŽ ĐŽŶƐŝĚĞƌ ƚŚĞ ĐŽŶĐĞ ǁŶ ůŝǀĞƐ͘ dŽ ĐŽŶƐŝĚĞƌ ƚŚĞ ĐŽŶĐĞƉƚ ŽĨ ĨĂŝƌŶĞƐƐ ŝŶ ƌĞůĂƚŝŽŶ ƚŽ ƚŚĞ ĐŚŝůĚƌĞŶ͛Ɛ ŽǁŶ ůŝǀĞƐ͘ Ŷ͛Ɛ ŽǁŶ ůŝǀĞƐ͘ ƌŶĞƐƐ ŝŶ ƌĞůĂƚŝŽŶ ƚŽ ƚŚĞ ĐŚŝůĚƌĞ dŽ ĐŽŶƐŝĚĞƌ ƚŚĞ ĐŽŶĐĞƉƚ ŽĨ ĨĂŝ Citizenship Citizenship Citizenship fairness equality rights P4C P4C P4C dŽ ǁƌŝƚĞ Ă ŶĂƌƌĂƚŝǀĞ ƵƐŝŶŐ Ă ŐŝǀĞŶ ƐƚƌƵĐƚƵƌĞ equality needs & wants ;ƚŽ ǁƌŝƚĞ Ă ƐƚŽƌǇ ďĂƐĞ To To gain gain aa deeper deeper understanding understanding of of global global issues. issues. To consider the concept ofbetween fairness inthe relation tonorth the children’s own lives. To consider the inequalities To consider the inequalities between the global global north and and south. south.

Sharingthe theChocolate Chocolate Sharing the Chocolate Sharing equality

needs & wants

Ě ŽŶ ͚ĨĂŝƌŶĞƐƐ͛Ϳ͘ dŽ ǁƌŝƚĞ Ă ŶĂƌƌĂƚŝǀĞ ƵƐŝŶŐ Ă ŐŝǀĞŶ ƐƚƌƵĐƚƵƌĞ ;ƚŽ ǁƌŝƚĞ Ă ƐƚŽƌǇ ďĂƐĞĚ ŽŶ ͚ĨĂŝƌŶĞƐƐ͛Ϳ͘ ǀĞŶ ƐƚƌƵĐƚƵƌĞ ;ƚŽ ǁƌŝƚĞ Ă ƐƚŽƌǇ ďĂƐĞĚ ŽŶ ͚ĨĂŝƌŶĞƐƐ͛Ϳ͘ dŽ ǁƌŝƚĞ Ă ŶĂƌƌĂƚŝǀĞ ƵƐŝŶŐ Ă Őŝ

Intro

Intro Children are seated around a table in groups of 9 (you can adapt story characters depending on your group Intro fairness equality rights

fairness equality equality fairness

rights rights

Split the class groups 5/6 explain they are to which need size). Warm-up Put plate of 10and pieces of Fair chocolate in athe middle of in table andthey askwill children Split the class into intoactivity: groups of of around around 5/6 and explain theyTrade are going going to have have a competition competition in which they will need to to scan scan some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the to share what feelings and thoughts they have about the chocolate in front of them without touching! See if some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact fact Intro ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ any of them notice there are more than enough to share equally. It's good to break the chocolate up so all Intro ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Intro Children areseated seated around table inGet theare pieces arearound aaround diﬀerent size. groups to decide which character they will be (mum, dad, grandma, groups (you can adapt story characters depending on your group size). size). group your onon depending Children are aatable groups 99(you can adapt characters story characters depending your group size). story adapt can 9of(you of of groups in in a table seated Children Warm-up activity: Put plate of 10 pieces of Fair Trade chocolate in the middle of table and ask granddad, aunt, uncle, 3 children aged 5, 7 and 9). Ask additional adults to take on extra role if required. children to share what what share to to children askask and table of of Warm-up activity: plate pieces Fair Trade chocolate middle middle table and children share thethe what in in Big Ideas chocolate Trade Fair of of pieces 1010 of of plate PutPut activity: Warm-up Big Ideas feelings and thoughts they have about the chocolate in front of them without touching! See if any of them notice there are Make sure the plate of chocolate is next to the Mum character. Explain that they will all have a piece ofareare there notice them offact if any See touching! feelings and thoughts they have about the chocolate in front them without without touching! See if any of them notice there them of of front instatistics? chocolate the about have they thoughts and feelings Ask the groups, what do you feel about these How do they affect you? Which stands out most to you more Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and and than enough to share equally. It's good to break the chocolate up so all the pieces are a different size. size. a different areare pieces chocolate by end of theIt's activity. thethe more than enough allall to share equally. It's good to break so chocolate so pieces upup a different size. chocolate thethe break to good equally. share tothe enough than more why? When do you hear about any of these facts? (as they are happening EVERY single day). Get groups to decide which character they will be why? When do you hear about any of these facts? (as they are happening EVERY single day). (mum, dad, grandma, granddad, aunt, uncle, 3 children aged 5, 7 and 9). 9).9). 7 and 5, 5, aged 3 children uncle, aunt, Get groups decide which character they granddad, (mum, dad, grandma, granddad, aunt, uncle, 3 children aged 7 and grandma, dad, (mum, bebe willwill they character which decide to to groups Get

Ideasadults AskBig additional adults totake take on extra role required. Make sure the plate ofchocolate chocolate next tothe the Mum character. Explain Explain character. Mum the to to is next chocolate Ask additional of of extra role ififrequired. Make sure plate plate isisnext Mum character. Explain thethe sure Make if required. role extra onon take adults to to additional Ask that they will all have a piece of Read through story, stopping at the bit where it talks about the family giving reasons for who should have the last chocolate by the end of the activity. Activity that they have a piece chocolate end activity. activity. thethe of of end thethe byby chocolate of of a piece have allall willwill they that Activity

piece. In their group, ask children to decide who should have the last piece based on some of the reasons in the Big Ideas The teacher remains at front the class a pile of for each group. One member of each then Big Ideas Ideas Big The teacher remains at the the front of of class with with of questions questions eachto group. member each group group story – or are there new reasons or the solutions. Givea5pile minutes for eachfor group write One a solution andofreason that isthen

Readthrough throughstory, story, stopping atthe the bit where talks about the family giving reasons for who should have the last piece. In In In piece. last the have should who forfor reasons Read stopping at where itittalks about the family giving giving reasons who should have the last piece. family the about it talks where comes tostory, the teacher for first question and goes back to their own group to try and find out the answer as bitbit the atthe stopping through Read comes the teacher for the and goes back tobased their own group to try and find out the as quickly quickly as as fair onto a post-it note to and stickfirst on question ﬂip charthave paper. Share children’s ideas with the whole group. their group, ask children decide who should the last piece on some ofthe the reasons inthe the story ʹanswer orare are there there are or ʹ story the in reasons the of their group, some ask children to decide who should on have the last piece based on some of reasons in story ʹ or there based piece last the have should who decide to children ask group, their possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is Read through the rest of story. “Was this aittofair ending?” up iftake you agree. Stand up if note not. Go new possible. Once they have the answer they write on the of Stand paper and itthat back to the Ifand the answer reasons orsolutions. solutions. Give 5minutes minutes for each group towrite write solution and reason fair on post-it note and stick is stick a post-it onon fair is that reason new reasons and Give 5the each group to aasolution and reason that isisfair aateacher. post-it note solution and stick aslip write group each forfor 5 minutes Give solutions. oror reasons new correct the teacher then hands them the second question, if incorrect they must return to their group to find out ŽŶ ĨůŝƉ ĐŚĂƌƚ ƉĂƉĞƌ͘ ^ŚĂ ƌĞ ĐŚŝůĚƌĞŶ͛Ɛ ŝĚĞĂƐ ǁŝƚŚ ƚŚĞ ǁŚŽůĞ ŐƌŽƵƉ͘ around and ask individual children their reasons. Highlight that the word 'fair' can be confusing. What does correct the teacher then hands them the second question, if incorrect they must return to their group to find out the the ŽŶ ĨůŝƉ ĐŚĂƌƚ ƉĂƉĞƌ͘ ^ŚĂƌĞ ĐŚŝůĚƌĞŶ͛Ɛ ŝĚĞĂƐ ǁŝƚŚ ƚŚĞ ǁŚŽůĞ ŐƌŽƵƉ͘ ĞŶ͛Ɛ ŝĚĞĂƐ ǁŝƚŚ ƚŚĞ ǁŚŽůĞ ŐƌŽƵƉ͘ ŽŶ ĨůŝƉ ĐŚĂƌƚ ƉĂƉĞƌ͘ ^ŚĂƌĞ ĐŚŝůĚƌ ZĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ƌĞƐƚ Ž Ĩ ƚŚĞ ƐƚŽƌǇ͘ ͞tĂƐ ƚŚŝƐ Ă correct answer. This strategy is until each has received all Place an on ĨĂŝƌ ĞŶĚŝŶŐ͍͟ ^ƚĂŶĚ ƵƉ ŝĨ ǇŽƵ ĂŐƌĞĞ͘ ^ƚĂŶĚ ƵƉ ŝĨ ŶŽƚ͘ 'Ž ĂƌŽƵŶĚ ĂŶĚ Ă it reallyanswer. mean? This Lookstrategy at the ‘Fairness words’ sheet (which includes 2 blank spaces for any words ƐŬ ƚ͘ 'Ž ĂƌŽƵŶĚ ĂŶĚ ĂƐŬ ZĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ƌĞƐƚ ŽĨ ƚŚĞ ƐƚŽƌǇ͘ ͞tĂƐ ƚŚŝƐ Ă ĨĂŝƌ ĞŶĚŝŶŐ͍͟ ^ƚĂŶĚ ƵƉ ŝĨ ǇŽƵ ĂŐƌĞĞ͘ ^ƚĂŶĚ ƵƉ ŝĨ ŶŽƚ͘ 'Ž ĂƌŽƵŶĚ ĂŶĚ ĂƐŬ ŶĚ ƵƉ ŝĨ ǇŽƵ ĂŐƌĞĞ͘ ^ƚĂŶĚ ƵƉ ŝĨ ŶŽ ƌǇ͘ ͞tĂƐ ƚŚŝƐ Ă ĨĂŝƌ ĞŶĚŝŶŐ͍͟ ^ƚĂ correct is repeated repeated until each group group has received all 10 10 questions. questions. Placeadditional an emphasis emphasis on itit being being aa ZĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ƌĞƐƚ ŽĨ ƚŚĞ ƐƚŽ individual children their reasons. you may think of). Discuss decidethe in fact your groupand which youin or disagreequickly. with – rank in order to competition so the pupils are scanning taking the Reward the group individual children their reasons. reasons. their children individual competition so the pupils areand scanning the fact sheet sheet and taking inagree the information information quickly. Reward the winning winning group with with ,ŝŐŚůŝŐŚƚ ƚŚĂƚ ƚŚĞ ǁŽƌĚ ΖĨĂŝƌΖ ĐĂŶ ďĞ ĐŽŶĨƵƐŝŶŐ͘ tŚĂƚ ĚŽĞƐ ŝƚ ƌĞĂůůǇ ŵĞ ĂŶ͍ >ŽŽŬ Ăƚ ƚŚĞ ͚&ĂŝƌŶĞƐ Ɛ ǁŽƌĚƐ͛ ƐŚĞĞƚ ;ǁŚŝĐŚ ŝŶ ĐůƵĚĞs ŽƌĚƐ͛ ƐŚĞĞƚ ;ǁŚŝĐŚ ŝŶĐůƵĚĞs ,ŝŐŚůŝŐŚƚ ƚŚĂƚ ƚŚĞ ǁŽƌĚ ΖĨĂŝƌΖ ĐĂŶ ďĞ ĐŽŶĨƵƐŝŶŐ͘ tŚĂƚ ĚŽĞƐ ŝƚ ƌĞĂůůǇ ŵĞĂŶ͍ >ŽŽŬ Ăƚ ƚŚĞ ͚&ĂŝƌŶĞƐƐ ǁŽƌĚƐ͛ ƐŚĞĞƚ ;ǁŚŝĐŚ ŝŶĐůƵĚĞs ůǇ ŵĞĂŶ͍ >ŽŽŬ Ăƚ ƚŚĞ ͚&ĂŝƌŶĞƐƐ ǁ create the closest deﬁnition to fair. ďĞ ĐŽŶĨƵƐŝŶŐ͘ tŚĂƚ ĚŽĞƐ ŝƚ ƌĞĂů ,ŝŐŚůŝŐŚƚ ƚŚĂƚ ƚŚĞ ǁŽƌĚ ΖĨĂŝƌΖ ĐĂŶ aa prize! prize! blank spacesfor forany anyadditional additional words you may think of). Discuss and decide inyour your group which you agree or disagree disagree oror agree you which group your in in 22blank spaces words you may think of). and decide decide group which you agree disagree and Discuss of). think may you words additional for any 2 blank Atspaces this point you could raise questions and run a Discuss P4C session. with ʹ rank in order to create the closest definition to fair. with ʹ rank order create closest definition fair. fair. toto definition closest thethe create toto order in in ʹ rank with AtPlenary thispoint Activity pointyou youcould couldraise raise questions and run P4C session. this questions and run aaP4C session. session. a P4C run and questions could raise point you this AtAt Plenary

Ask pupils to think of things that have happened to them where they have said ‘it’s not fair’. Explain that Activity Activity Take away the sheets and of the again to see ifif anyone can remember the answers. Once again Activity Take the fact fact sheetstheir and ask ask some some the questions questions seeuse anyone canyou remember answers. theyaway are going to write own storyofabout ‘fairness’.again Theyto can the story have justthe read to baseOnce again

ƐŬ ƉƵƉŝůƐ ƚŽ ƚŚŝŶŬ ŽĨ ƚŚŝŶŐƐ ƚŚĂƚ ŚĂǀĞ ŚĂƉƉĞŶĞĚ ƚŽ ƚŚĞŵ ǁŚĞƌĞ ƚŚĞǇ Ś ĂǀĞ ƐĂŝĚ ͚ŝƚ͛Ɛ ŶŽƚ ĨĂŝƌ͛͘ Explain that they are going to part could toto going are they that Explain ƐŬ ƉƵƉŝůƐ ƚŽ ƚŚŝŶŬ ŽĨ ƚŚŝŶŐƐ ƚŚĂƚ ŚĂǀĞ ŚĂƉƉĞŶĞĚ ƚŽ ƚŚĞŵ ǁŚĞƌĞ ƚŚĞǇ ŚĂǀĞ ƐĂŝĚ ͚ŝƚ͛Ɛ ŶŽƚ ĨĂŝƌ͛͘ Explain that they are going ƚŚĞǇ ŚĂǀĞ ƐĂŝĚ ͚ŝƚ͛Ɛ ŶŽƚ ĨĂŝƌ͛͘ ŚĂǀĞ ŚĂƉƉĞŶĞĚ ƚŽ ƚŚĞŵ ǁŚĞƌĞ This reflect on of the statistics by asking groups to about what concepts itit makes them think about. ƐŬ ƉƵƉŝůƐ ƚŽ ƚŚŝŶŬ ŽĨ ƚŚŝŶŐƐ ƚŚĂƚ This part could reflect on some some statistics bycould askingchange groups to think think about ũƵƐƚ ƌĞĂĚ ƚŽ ďĂƐĞ ƚŚĞŝƌ what concepts makes them think about. their ideas on, of forthe example they the characters (to friends, made upŝĚĞĂƐ ŽŶ͕ ĨŽƌ ĞǆĂŵƉůĞ ƚ characters, animals), ǁƌŝƚĞ ƚŚĞŝƌ ŽǁŶ ƐƚŽƌǇ Ăď ŽƵƚ ͚ĨĂŝƌŶĞƐƐ͛͘ dŚĞǇ ĐĂŶ ƵƐĞ ƚŚĞ ƐƚŽƌǇ ǇŽƵ ŚĂǀĞ ŚĞǇ Ɛ ŽŶ͕ ĨŽƌ ĞǆĂŵƉůĞ ƚŚĞǇ ǁƌŝƚĞ ƚŚĞŝƌ ŽǁŶ ƐƚŽƌǇ ĂďŽƵƚ ͚ĨĂŝƌŶĞƐƐ͛͘ dŚĞǇ ĐĂŶ ƵƐĞ ƚŚĞ ƐƚŽƌǇ ǇŽƵ ŚĂǀĞ ũƵƐƚ ƌĞĂĚ ƚŽ ďĂƐĞ ƚŚĞŝƌ ŝĚĞĂƐ ŽŶ͕ ĨŽƌ ĞǆĂŵƉůĞ ƚŚĞǇ ŚĂǀĞ ũƵƐƚ ƌĞĂĚ ƚŽ ďĂƐĞ ƚŚĞŝƌ ŝĚĞĂ ŶĞƐƐ͛͘ dŚĞǇ ĐĂŶ ƵƐĞ ƚŚĞ ƐƚŽƌǇ ǇŽƵ ǁƌŝƚĞ ƚŚĞŝƌ ŽǁŶ ƐƚŽƌǇ ĂďŽƵƚ ͚ĨĂŝƌ then be used as aa stimulus for a P4C enquiry. then be used as stimulus for a P4C enquiry. could change change the item of food or change it to something else, but the story must be about the concept of fairness. the characters (to friends, made up characters, animals), change the item of food or change to something something it to change oror food ofof item the could change the characters friends, made characters, animals), change change the item food change itit to something animals), characters, upup made friends, (to(to characters the change could else, but the story must be about the concept of fairness. For example, it might be a story about a family of squirrels for are unsure about how to divide the last nuts else, but the story must about the concept fairness. fairness. ofof concept the about bebe must story the but else, Forthey example, it might be a story about a family of squirrels for are unsure about how to divide the last nuts they have have collected OR it might be a story about friends who have a collection of marbles. have they nuts last the divide to how For example, it might a story about a family about squirrels are unsure about how to divide the last nuts they have unsure are forfor squirrels ofof a family about a story bebe For example, it might collected OR OR itit might might be be a story story about friends who have a collection collection of marbles. collected a about friends who have a of marbles. marbles. of collection a have who friends about story a be might it OR collected Plenary

Plenary Plenary Plenary Share some of the stories and vote on whether the outcome was fair or unfair and to whom. Share some some of the the stories stories and vote on whether the outcome was fair or unfair and to whom. whom. toto and Share and vote whether the outcome was fair unfair unfair and whom. oror fair was outcome the whether onon vote and the stories some ofof Share

Did Did you you know? know? ... ...

There There are are 2.2 2.2 billion billion children in the children in the world world ...... 11 billion billion of of them them are are s on ti es qu living in poverty ... c p4qu s...s tion ng p4 tion eses living in Creatiin c c qu g poverty p4 ing atat Cre Cre

Example P4C question Example P4C question question P4C Example P4C question Example

Why dodo people think that Why people think that that Why people think that think dodopeople Why they deserve more? they deserve more? they deservemore? more? they Qudeserve Q ick uick o on n tth hee d dr ra aw w

Cr ea tin CrCr g p4 p4 eaea tin c qu tin qu g p4 g es c qu tio c ns eses tio tio nsns

Stimulus/ //Resources Resources/ //Worksheets Worksheets Stimulus Resources Worksheets Stimulus Stimulus / Resources / Worksheets ^ŚĂƌŝŶŐ ƚŚĞ ŚŽĐŽůĂƚĞ͛ ƐƚŽƌǇ ;ĂĚĂƉƚĞĚ ĨƌŽŵ :ŽŚŶ &ŝƐŚĞƌ͛Ɛ ͚^ŚĂƌŝŶŐ

ƚŚĞ &ŝƐŚ͛ ƐƚŽƌǇͿ͕ ďĂƌ ŽĨ ĐŚŽĐŽůĂƚĞ͕ ĐŚĂƌĂĐƚĞƌ Stimulus //Chocolate’ Resources // Worksheets ^ŚĂƌŝŶŐ ƚŚĞ ŚŽĐŽůĂƚĞ͛ ƐƚŽƌǇ ;ĂĚĂƉƚĞĚ ĨƌŽŵ :ŽŚŶ &ŝƐŚĞƌ͛Ɛ ͚^ŚĂƌŝŶŐ ƚŚĞ &ŝƐŚ͛ ƐƚŽƌǇͿ͕ ďĂƌ ŽĨ ĐŚŽĐŽůĂƚĞ͕ ĐŚĂƌĂĐƚĞƌ ŚĂƌŝŶŐ ƚŚĞ &ŝƐŚ͛ ƐƚŽƌǇͿ͕ ďĂƌ ŽĨ ĂĚĂƉƚĞĚ ĨƌŽŵ :ŽŚŶ &ŝƐŚĞƌ͛Ɛ ͚^ ^ŚĂƌŝŶŐ ƚŚĞ ŚŽĐŽůĂƚĞ͛ ƐƚŽƌǇ ; Stimulus Resources Worksheets Sharing thedad, story (adapted from John Fisher’s ‘Sharing the Fish’ story), ĐŚŽĐŽůĂƚĞ͕ ĐŚĂƌĂĐƚĞƌ bar of chocolate, character labels (mum, grandma, grandad, aunt, uncle, 3 children aged 5, and 9), post-it notes, flip chart/large paper, chart/large flip notes, post-it 9), labels (mum, dad,grandma, grandma, and grandad, aunt,aunt, uncle, 7 77 children aged5,aged 5, and 9), post-it notes, flip chart/large paper, aged 3 3children ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ uncle, aunt, grandad, dad, (mum, labels labels (mum, dad, grandma, grandad, uncle, 3 children 5, 7 and 9), post-it notes, ﬂip chart/large ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ĨĂŝƌŶĞƐƐ͛ ĐĂƌĚƐ ͚ĨĂŝƌŶĞƐƐ͛ ĐĂƌĚƐ Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per ͚ĨĂŝƌŶĞƐƐ͛ ĐĂƌĚƐ Questions on separate group). paper, ‘fairness’ cardsslips of paper (questions should be in order from 1-10 with one set of questions per group). A project funded by the European Union and led in England by CDEC CDEC byby England inin led and Union project funded the European Union and led England CDEC European the byby funded project AA AA project by Union led A project funded funded by the European Union and led inand England CDEC by project funded by the the European European Union and led in inbyEngland England by CDEC CDEC

Sharing the Chocolate - Story Once there lived a family who had gathered together to celebrate Grandma's 75th birthday. Seated around the table were Mum, Dad and three children aged 5, 7 and 9. Mum's sister was there too with her husband and most importantly, Grandma and Grandad. It was a very special celebration indeed. After a lovely meal, Mum brought out a plate of chocolates and put them in the middle of the table. “We better give Grandma the first piece.” said Mum “It is her birthday.” Mum gave the plate to Grandma who then passed it around the table. Each person took a piece of chocolate and passed it on. When it got back to Grandma there was just one piece left on the plate. “Oh.” said Mum. “Just one piece left. I wonder who should have that?” “I think Grandma should have it because it's her birthday.” said the youngest child. “Yes but Mum cooked us the lovely meal, maybe she should have it.” said Dad. “Maybe the youngest person should have it.” said the Uncle. “Well Auntie and Uncle are guests here today, I think one of them should have it.” said Mum. “But Dad earns the money to buy the chocolate, he should have it.” said the oldest child. “But it is my birthday next,” said the 7 year old child. “I think I should have it.” What a discussion they had. It went on for over 10 minutes, each person giving more and more reasons why they or someone else should have the last piece of chocolate. And all the time the piece of chocolate sat on the plate in the middle of the table. * stop here to discuss reasons (see lesson plan) “Wait!” said Dad. “I know how to settle this. Let us carry on with our celebration, and whoever doesn't speak for the longest will get the last piece of chocolate.” They all looked around at each other and agreed this was a very good idea. “We will start from now then.” said Dad. “And don't forget the person who remains silent for the longest will get the last piece of chocolate.” At first it seemed fun to sit around the table and say nothing. They smiled at each other, but nobody said anything. Five minutes went past, then ten and still nobody said anything at all. But soon their smiles began to wear off. They missed the happy chatter of everyone together for this important celebration. “Who would like a cup of tea and some birthday cake?” said Mum. She was tired of the silence. “Yes please.” said Grandma. “That would be nice.” added Grandpa and Dad, both at the same time. “Oh dear.” said Mum. “Looks like we won't be getting the last piece of chocolate.” “I'd rather have a piece of cake anyway.” said the Auntie. “Me too.” said the Uncle. Soon all the adults were talking together happily again, having broken their silence. Only the three children sat there saying nothing. Mum brought in a tray of tea and birthday cake. It was a lovely cake with the number 75 on it and lots of candles. “Quick, we better sing Happy Birthday before all the candles go out,” said Mum. The oldest and the youngest children looked at each other and smiled. As the adults began to sing Happy Birthday, they too joined in singing. Only the 7 year old sat there silently. When they finished singing, the 7 year old reached towards the plate and took the last piece of chocolate. “Yessss.” they said. “I got the last piece.” Written by Jane Yates but based on ‘Sharing the Fish’ by Robert Fisher A project funded by the European Union and led in England by CDEC 61

Sharing the Chocolate - Fairness cards

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A project funded by the European Union and led in England by CDEC 62

Curriculum Curriculum Links Curriculum Links Links

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Citizenship Geography Geography Literacy Links Curriculum Literacy Links Links Curriculum Curriculum P4C Literacy Citizenship P4C To able listen carefully to a story and reflect on its meaning. P4C ŶƐŚŝƉ ďĞƚǁĞĞŶ ͞ĨĂŝƌ͟ ƚ ĨĂŝƌŶĞƐƐ ĂŶĚ ĞǆƉůŽƌĞ ƚŚĞ ƌĞůĂƚŝŽ dŽ ĚĞĞƉĞŶ ĐŚŝůĚƌĞŶ͛Ɛ ŝĚĞĂƐ ĂďŽƵ To to scan aa document for key information. To be be able to scan document for key information. Citizenship Citizenship To write word definitions and reflect on their meaning. Literacy ŶƐŚŝƉ ďĞƚǁĞĞŶ ͞ĨĂŝƌ͟ ƚ ĨĂŝƌŶĞƐƐ ĂŶĚ ĞǆƉůŽƌĞ ƚŚĞ ƌĞůĂƚŝŽ ŽƵƚ ĨĂŝƌŶĞƐƐ ĂŶĚ ĞǆƉůŽƌĞ ƚŚĞ ƌ dŽ ĚĞĞƉĞŶ ĐŚŝůĚƌĞŶ͛Ɛ ŝĚĞĂƐ ĂďŽƵ ů ůŝĨĞ ƐŝƚƵĂƚŝŽŶƐ͘ ĞůĂƚŝŽŶƐŚŝƉ ďĞƚǁĞĞŶ ͞ĨĂŝƌ͟ dŽ ĚĞĞƉĞŶ ĐŚŝůĚƌĞŶ͛Ɛ ŝĚĞĂƐ Ăď ĂŶĚ ͞ĞƋƵĂů͕͟ ƌĞůĂƚŝŶŐ ƚŚĞŵ ƚŽ ƌĞĂ Literacy Literacy ů ůŝĨĞ ƐŝƚƵĂƚŝŽŶƐ͘ ƌĞĂů ůŝĨĞ ƐŝƚƵĂƚŝŽŶƐ͘ ĂŶĚ ͞ĞƋƵĂů͕͟ ƌĞůĂƚŝŶŐ ƚŚĞŵ ƚŽ ƌĞĂ ĂŶĚ ͞ĞƋƵĂů͕͟ ƌĞůĂƚŝŶŐ ƚŚĞŵ ƚŽ P4C To listen carefully to a story and reflect on its meaning. equality needs & wants fairness equality equality needs & wants P4C P4C their meaning. reflect andon write itsonmeaning. Tocarefully on meaning. its and reflect story to adefinitions and reflect story to aword listen To listenTocarefully To aa deeper understanding of children’s ideas about fairness and explore the relationship between To deepen To gain gain deeper understanding of global global issues. issues. To consider the inequalities between the global north “fair” andthe “equal”, relatingbetween them to real life situations. To consider inequalities the global north and and south. south.

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Intro Intro Intro equality fairness Four statements (on large cards) are read out: Someone treating you diﬀerently because you have red or

Split the class into of 5/6 explain they going have aa competition in they will Split theor class into groups groups of around around 5/6 and andyou explain they are are going to to have competition inatwhich which theySomeone will need need to to scan scan ginger auburn hair,forSomeone treating differently because you are not very good reading, some key information the answers and try to be the first to report the answers back to the teacher. Hand out the fact some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact treating you differently because they are your friend, Someone treating you differently because you have the Intro ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ latest computer game.(on large cards) are read out: Someone treating you differently because you have red or ginger or auburn Four statements Intro Intro Pupils are given 3 small cards each. On one is written “Fair”, on “Unfair” and on the third written because differently you treating Someone at reading, goodanother very are not youtreating because differently treating Someone hair, or auburn orisauburn or ginger ginger redred or you have youhave because because differently you differently you treating Someone out: read Someone are out: cards) read areyou large (on cards) large (on Four statements Four statements Big Ideas game a question mark. It is helpful if the card or paper is in 3 different colours. latest computer have the you because differently you treating Someone your aretreating they because because Ideas differently youyou differently treating treating Someone Someone reading, at reading, goodat very good are very you notnot are because you because you differently differently youfriend, Someone treating hair, Someone hair,Big Ŷ Ă ƋƵĞƐƚŝŽŶ ƌ ͞hŶĨĂŝƌ͟ ĂŶĚ ŽŶ ƚŚĞ ƚŚŝƌĚ ŝƐ ǁƌŝƚƚĞ the groups, what do you feel about these statistics? How do they affect you? Which fact stands out The 4 statements are read out again and placed around the room (or spaced inside the circle). The pupils KŶ ŽŶĞ ŝƐ ǁƌŝƚƚĞŶ ͞&Ăŝƌ͕͟ ŽŶ ĂŶŽƚŚĞ WƵƉŝůƐ ĂƌĞ ŐŝǀĞŶ ϯ ƐŵĂůů ĐĂƌĚƐ ĞĂĐŚ͘ game game computer latest computer the latest have the you have because you because differently you differently treating you Someone treating friend, your Someone are friend, they your are theyAsk Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most most to to you you and and colours. 3 different is in paper or card the if are now asked to choose one of the statements that they are interested in, and to stand beside it, holding helpful is It mark. why? When do you hear about any of these facts? (as they are happening EVERY single day). Ŷ Ă ƋƵĞƐƚŝŽŶ Ě ŝƐ ǁƌŝƚƚĞŶ Ă ƋƵĞƐƚŝŽŶ ƌ ͞hŶĨĂŝƌ͟ ĂŶĚ ŽŶ ƚŚĞ ƚŚŝƌĚ ŝƐ ǁƌŝƚƚĞ ĂŶŽƚŚĞƌ ͞hŶĨĂŝƌ͟ ĂŶĚ ŽŶ ƚŚĞ ƚŚŝƌ KŶ ŽŶĞ ŝƐ ǁƌŝƚƚĞŶ ͞&Ăŝƌ͕͟ ŽŶ ĂŶŽƚŚĞ ĐŚ͘ KŶ ŽŶĞ ŝƐ ǁƌŝƚƚĞŶ ͞&Ăŝƌ͕͟ ŽŶ WƵƉŝůƐ ĂƌĞ ŐŝǀĞŶ ϯ ƐŵĂůů ĐĂƌĚƐ ĞĂĐŚ͘ WƵƉŝůƐ ĂƌĞ ŐŝǀĞŶ ϯ ƐŵĂůů ĐĂƌĚƐ ĞĂ why? When do you hear about any of these facts? (as they are happening EVERY single day). asked to nowthink pupils are the circle). spaced room (or the They around placed again outin“Fair”, read are 4ifstatements upItone ofItThe their cards states “Unfair” or “?”). could beinside interested, eg,The because they colours. different colours. 3and is3 in different paper or is card paper if the(that or card is helpful the mark. is helpful mark. (that cards their of one up holding it, beside standinside to and in, (or interested are they thatplaced statements the ofisout choose asked nownow are are pupils pupils the statement unfair because that there isroom more think about before deciding whether itasked istostates fairtoor The circle). the circle).The inside the spaced (orto spaced room around thethe around and again placed out or and read again are read areone 4 statements The statements 4that TheActivity ĞĐĂƵƐĞ ƚŚĂƚ ƚŚĞƌe Activity states states is (that(that cards cards their of of their one it, holdingupupone besideŶŬ ƚŚĂƚ ƚŚĞ ƐƚĂƚĞŵĞŶƚ ŝƐ ƵŶĨĂŝƌ Žƌ ď it, holding standbeside andtotostand unfair. In ͞&Ăŝƌ͕͟ ͞hŶĨĂŝƌ͟ Žƌ ͍͟͞Ϳ͘ dŚĞǇ ĐŽƵůĚ that theythat would “?” card. and in,in, interested are ďĞ ŝŶƚĞƌĞƐƚĞĚ͕ ĞŐ͕ ďĞĐĂƵƐĞ ƚŚĞǇ ƚŚŝ they interested that use are their they the statements ofcase, one statements the choose of one choose ͘ eachsaid. ĐĂƐĞ͕ ƚŚĞǇ ǁŽƵůĚ ƵƐĞ ƚŚĞŝƌ ͍͟͞ ĐĂƌĚ Ő ǁŚĞƚŚĞƌ ŝƚ ŝƐ ĨĂŝƌ Žƌ ƵŶĨĂŝƌ͘ /Ŷ ƚŚĂƚ The teacher remains at of the aa pile of for each group. One member is isthen ĞĐĂƵƐĞ ƚŚĂƚ ƚŚĞƌe ŶŬ ƚŚĂƚ ƚŚĞ ƐƚĂƚĞŵĞŶƚ ŝƐ ƵŶĨĂŝƌ Žƌ ď Ǉ ƚŚŝŶŬ ƚŚĂƚ ƚŚĞ ƐƚĂƚĞŵĞŶƚ ŝƐ ƵŶĨ ďĞ ŝŶƚĞƌĞƐƚĞĚ͕ ĞŐ͕ ďĞĐĂƵƐĞ ƚŚĞǇ ƚŚŝ ůĚ ďĞ ŝŶƚĞƌĞƐƚĞĚ͕ ĞŐ͕ ďĞĐĂƵƐĞ ƚŚĞ They are ŵŽƌĞ ƚŽ ƚŚŝŶŬ ĂďŽƵƚ ďĞĨŽƌĞ ĚĞĐŝĚŝŶ asked to volunteer reasons andwith asked for views that might differ or add toĂŝƌ Žƌ ďĞĐĂƵƐĞ ƚŚĂƚ ƚŚĞƌe what hasof ͞&Ăŝƌ͕͟ ͞hŶĨĂŝƌ͟ Žƌ ͍͟͞Ϳ͘ dŚĞǇ ĐŽƵůĚ ͞&Ăŝƌ͕͟ ͞hŶĨĂŝƌ͟ Žƌ ͍͟͞Ϳ͘ dŚĞǇ ĐŽƵ The teacher remains at the the front front of the–class class with pile of questions questions for each group. One member ofbeen each group group then said. been has what to add or differ might that views for asked ʹ and reasons volunteer to the askedfor are They ͘ theThey ƌ ͍͟͞ ĐĂƌĚ͘ ĐĂƐĞ͕ ƚŚĞǇ ǁŽƵůĚ ƵƐĞ ƚŚĞŝƌ ͍͟͞ ĐĂƌĚ /Ŷ ƚŚĂƚ ĐĂƐĞ͕ ƚŚĞǇ ǁŽƵůĚ ƵƐĞ ƚŚĞŝ Ő ǁŚĞƚŚĞƌ ŝƚ ŝƐ ĨĂŝƌ Žƌ ƵŶĨĂŝƌ͘ /Ŷ ƚŚĂƚ ĚŝŶŐ ǁŚĞƚŚĞƌ ŝƚ ŝƐ ĨĂŝƌ Žƌ ƵŶĨĂŝƌ͘ ŵŽƌĞ ƚŽ ƚŚŝŶŬ ĂďŽƵƚ ďĞĨŽƌĞ ĚĞĐŝĚŝŶ comes to the teacher first question and goes back to their own group to try and find out answer as quickly as ŵŽƌĞ ƚŽ ƚŚŝŶŬ ĂďŽƵƚ ďĞĨŽƌĞ ĚĞĐŝ They are then asked to write their own, individual definition of “fair”on a blank piece of paper. do not comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as ƚ ŚĂǀĞ ƚŽ ƌĞǀĞĂl Ă ďůĂŶŬ ƉŝĞĐĞ ŽĨ ƉĂƉĞƌ͘ dŚĞǇ ĚŽ ŶŽ ǁŶ͕ ŝŶĚŝǀŝĚƵĂů ĚĞĨŝŶŝƚŝŽŶ ŽĨ ͞ĨĂŝƌ͟ ŽŶ dŚĞǇ ĂƌĞ ƚŚĞŶ ĂƐŬĞĚ ƚŽ ǁƌŝƚĞ ƚŚĞŝƌ Ž said. said. been has been what has to what add to add differ or might differ that might views that for asked views for and ʹ asked reasons and ʹ volunteer reasons to asked are volunteer to They asked are They have to reveal what they have written – they can put it in a pocket or up a sleeve possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is possible. Once theyhave have the answer they it on the of paper and take it back toŚĞǇ ĚŽ ŶŽƚ ŚĂǀĞ ƚŽ ƌĞǀĞĂl the teacher. If the answer is a sleeve. or upslip it in a pocket put write can ʹ theyǁŶ͕ ŝŶĚŝǀŝĚƵĂů ĚĞĨŝŶŝƚŝŽŶ ŽĨ ͞ĨĂŝƌ͟ ŽŶ written what they ƚ ŚĂǀĞ ƚŽ ƌĞǀĞĂl Ă ďůĂŶŬ ƉŝĞĐĞ ŽĨ ƉĂƉĞƌ͘ dŚĞǇ ĚŽ ŶŽ Ăŝƌ͟ ŽŶ Ă ďůĂŶŬ ƉŝĞĐĞ ŽĨ ƉĂƉĞƌ͘ d ŝƌ ŽǁŶ͕ ŝŶĚŝǀŝĚƵĂů ĚĞĨŝŶŝƚŝŽŶ ŽĨ ͞Ĩ dŚĞǇ ĂƌĞ ƚŚĞŶ ĂƐŬĞĚ ƚŽ ǁƌŝƚĞ ƚŚĞŝƌ Ž dŚĞǇ ĂƌĞ ƚŚĞŶ ĂƐŬĞĚ ƚŽ ǁƌŝƚĞ ƚŚĞ correct the teacher then hands them the second question, if incorrect they must return to their group to Big Ideas correct the teacher them question, to their group raised to find find out out the the Example questions a sleeve.if incorrect they must return up a sleeve. up pocket a second or or in pocket can in itathe itput theyput can written theyʹhands ʹthen have they written what have they what questions Example Ideas Big correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on itit being aa Read the dialogue story, The Fair Teacher. With a talk partner, ask the pupils to raised during P4C correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on being P4C raised raised during Read the dialogue story, The Fair Teacher. With a talk partner, ask the pupils to Example questions questions Example Big Ideas Ideas Big think about what them. ThinkThink about what the big ideas are. competition so the pupils are scanning the fact sheet and taking in information quickly. Reward the winning Is it always always fair be equal? point during this At are. ideas big the what competition so thepuzzles pupils are scanning the fact sheet and taking in the the information quickly. Reward winning group group with with them. puzzles whatFair about think equal? bethe toto fair itP4C IsP4C pupils to thepupils ask the partner, ask a talk partner, With talk aabout Teacher. With Fair The Teacher. story, The dialogue the story, during dialogue theRead Read At this point you could raise questions and run a P4C session. a prize! session. P4C a run and questions raise could you point this At point are. this At ideas are. big the ideas what the big about what about ThinkThink them.them. what puzzles aboutpuzzles a prize! thinkwhat about think to be be equal? fairfair to equal? IsIsit italways always

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session. a P4C session. andarun P4C Activity and run raise questions could questions youraise you could Activity

AskActivity pupils, individually or in pairs, to write their own deﬁnition of the words ‘fair’ and ‘equal’ and place ŵ ŝŶ ƌĞƐƉĞĐƚive ŽƌĚƐ ͚ĨĂŝƌ͛ ĂŶĚ ͚ĞƋƵĂů͛ ĂŶĚ ƉůĂĐĞ ƚŚĞ Ž ǁƌŝƚĞ ƚŚĞŝƌ ŽǁŶ ĚĞĨŝŶŝƚŝŽŶ ŽĨ ƚŚĞ ǁ ƐŬ ƉƵƉŝůƐ͕ ŝŶĚŝǀŝĚƵĂůůǇ Žƌ ŝŶ ƉĂŝƌƐ͕ ƚ Activity Plenary Plenary

them in respective ShareŽ ǁƌŝƚĞ ƚŚĞŝƌ ŽǁŶ ĚĞĨŝŶŝƚŝŽŶ ŽĨ ƚŚĞ ǁ thethen definitions andlinks then point outdifferences the linksbetween as well the as the differences meanings. Next, word twoŵ ŝŶ ƌĞƐƉĞĐƚive the as as well point out the and the definitions hoops. Sharehoops. ƉůĂĐĞ ƚŚĞŵ ŝŶ ƌĞƐƉĞĐƚive ŽƌĚƐ ͚ĨĂŝƌ͛ ĂŶĚ ͚ĞƋƵĂů͛ ĂŶĚ ƉůĂĐĞ ƚŚĞ Ĩ ƚŚĞ ǁŽƌĚƐ ͚ĨĂŝƌ͛ ĂŶĚ ͚ĞƋƵĂů͛ ĂŶĚ Ɛ͕ ƚŽ ǁƌŝƚĞ ƚŚĞŝƌ ŽǁŶ ĚĞĨŝŶŝƚŝŽŶ Ž ƐŬ ƉƵƉŝůƐ͕ ŝŶĚŝǀŝĚƵĂůůǇ Žƌ ŝŶ ƉĂŝƌƐ͕ ƚ ƐŬ ƉƵƉŝůƐ͕ ŝŶĚŝǀŝĚƵĂůůǇ Žƌ ŝŶ ƉĂŝƌ Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once between the two word meanings. Next, ask them to define ‘unfair’ and ‘unequal’. Is it just the opposite of ƚ ǁŽƌĚƐ ƚŚĂƚ ĂŶĚ ͚ĞƋƵĂů͍͛ ƐŬ ƉƵƉŝůƐ ƚŽ ƐŚŽƵƚ ŽƵ Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again again ƋƵĂů͛͘ /Ɛ ŝƚ ũƵƐƚ ƚŚĞ ŽƉƉŽƐŝƚĞ ŽĨ ͚ĨĂŝƌ͛ ĂƐŬ ƚŚĞŵ ƚŽ ĚĞĨŝŶĞ ͚ƵŶĨĂŝƌ͛ ĂŶĚ ͚ƵŶĞ Next,Next, meanings. meanings. word two word two the betweenthe differences between thedifferences wellasasthe links well asas links thethe outout and then pointpoint and then the definitions Share definitions hoops.the hoops. Share This part reflect on some of the statistics by asking groups to think about what concepts it makes them think about. ‘fair’ and ‘equal’? Ask pupils to shout out words that describe how it feels to be treated ‘unfairly’ or be part ƚŚĞ ƚĞƌŵƐ ͚jusƚ͕͛ Ăƚ ŝƐ ͚ƵŶĨĂŝƌ͛ Žƌ ͚ƵŶĞƋƵĂů͛͘ /ŶƚƌŽĚƵĐĞ ƵŶĨĂŝƌůǇ͛ Žƌ ďĞ ƉĂƌƚ ŽĨ Ă ƐŝƚƵĂƚŝŽŶ ƚŚ ƚ ǁŽƌĚƐ ƚŚĂƚ ƐŚŽƵƚ ŽƵƚ ǁŽƌĚƐ ƚŚĂƚ could reflect on ĚĞƐĐƌŝďĞ ŚŽǁ ŝƚ ĨĞĞůƐ ƚŽ ďĞ ƚƌĞĂƚĞĚ ͚ some of the statistics byƋƵĂů͛͘ /Ɛ ŝƚ ũƵƐƚ ƚŚĞ ŽƉƉŽƐŝƚĞ ŽĨ ͚ĨĂŝƌ͛ asking groups to think about what concepts it makes them think about. This part could ĂŶĚ ͚ĞƋƵĂů͍͛ ƐŬ ƉƵƉŝůƐ ƚŽ ƐŚŽƵƚ ŽƵ Ĩ ͚ĨĂŝƌ͛ ĂŶĚ ͚ĞƋƵĂů͍͛ ƐŬ ƉƵƉŝůƐ ƚŽ ŶĞƋƵĂů͛͘ /Ɛ ŝƚ ũƵƐƚ ƚŚĞ ŽƉƉŽƐŝƚĞ Ž ĂƐŬ ƚŚĞŵ ƚŽ ĚĞĨŝŶĞ ͚ƵŶĨĂŝƌ͛ ĂŶĚ ͚ƵŶĞ ĂƐŬ ƚŚĞŵ ƚŽ ĚĞĨŝŶĞ ͚ƵŶĨĂŝƌ͛ ĂŶĚ ͚Ƶ of a situation that is ‘unfair’ or ‘unequal’. Introduce the terms ‘just’, ‘unjust’, ‘justice’ and ‘injustice’. then be used as a stimulus for a P4C enquiry. ͚ƵŶũƵƐƚ͕͛ ͚ũƵƐƚŝĐĞ͛ ĂŶĚ ͚ŝŶũƵƐƚŝĐĞ͛͘ ƚŚĞ ƚĞƌŵƐ ͚jusƚ͕͛ ƚƌŽĚƵĐĞ ƚŚĞ ƚĞƌŵƐ ͚jusƚ͕͛ Ăƚ ŝƐ ͚ƵŶĨĂŝƌ͛ Žƌ ͚ƵŶĞƋƵĂů͛͘ /ŶƚƌŽĚƵĐĞ ŽŶ ƚŚĂƚ ŝƐ ͚ƵŶĨĂŝƌ͛ Žƌ ͚ƵŶĞƋƵĂů͛͘ /Ŷ Ě ͚ƵŶĨĂŝƌůǇ͛ Žƌ ďĞ ƉĂƌƚ ŽĨ Ă ƐŝƚƵĂƚŝ ĚĞƐĐƌŝďĞ ŚŽǁ ŝƚ ĨĞĞůƐ ƚŽ ďĞ ƚƌĞĂƚĞ thenĚĞƐĐƌŝďĞ ŚŽǁ ŝƚ ĨĞĞůƐ ƚŽ ďĞ ƚƌĞĂƚĞĚ ͚ be used as a stimulus for aƵŶĨĂŝƌůǇ͛ Žƌ ďĞ ƉĂƌƚ ŽĨ Ă ƐŝƚƵĂƚŝŽŶ ƚŚ P4C enquiry. ͚ƵŶũƵƐƚ͕͛ ͚ũƵƐƚŝĐĞ͛ ĂŶĚ ͚ŝŶũƵƐƚŝĐĞ͛͘ ͚ƵŶũƵƐƚ͕͛ ͚ũƵƐƚŝĐĞ͛ ĂŶĚ ͚ŝŶũƵƐƚŝĐĞ͛͘ Plenary Plenary is a local 1 that ƌĞ ͚ƵŶĨĂŝƌ͕͛ ƵŶĞƋƵĂů͛ Žƌ ͚ƵŶũƵƐƚ͛ƵĂƚŝŽŶƐ ƚŚĂƚ ƚŚĞǇ ŬŶŽǁ ĂďŽƵƚ ƚŚĂƚ Ă WƵƉŝůƐ ƐŚŽƵůĚ ŶŽǁ ƚŚŝŶŬ ŽĨ ƚŚƌĞĞ Ɛŝƚ Pupils should now think of three situations that they know about that are ‘unfair’, unequal’ or ‘unjust’1 Pack). Enquiry & Challenge this of themes the within (keeping situation world-wide a is that 1 national; is that 1 situation; that is a local situation; 1 that is national; 1 that is a world-wide situation (keeping within the themes of this must feel and also how the pupils feel these situations in comment peopleto how thethem comment onasking to situations these situations ChallengeShare & Enquiry Pack). asking Sharethem these on how the people in these about the situations. situations must feel and also how the pupils feel about the situations.

Did Did you you know? know? ... ...

Extension ideas

There There are are 2.2 2.2 billion billion children in the children in the world world ...... 11 billion billion of of them them are are living in poverty ... living in poverty ...

Extension ideas of situations around the Use images

Quick Quick on th on thee draw dra w

Exten sion a ctivit ExEtxetn ies es nio sio nn acatciv tiv itit ieie ss

Use images of situations aroundof illustrate examples world that theworld that illustrate examples ƚŚŝŶŐƐ ďĞŝŶŐ ͚ũƵƐƚ͛ ĂŶĚ ͚ƵŶũƵƐƚ͛ Žƌ of things͚ĞƋƵĂů͛ ĂŶĚ ͚ƵŶĞƋƵĂů͛͘ ƐŬ ƚŚĞ ƉƵƉŝů being ‘just’ and ‘unjust’ or Ɛ ‘equal’toand Ask the begin to andpupils them into groups sort ‘unequal’. to sortconsider them into groups and begin to them to matters it why to consider why it matters to them situation. the about do anything to do anything about the situation.

/ Resources / Worksheets Stimulus Stimulus // Resources // Worksheets Stimulus Resources Worksheets Ɛ ĨŽƌ ĞĂĐŚ ƉƵƉŝů ƐŚŽǁŝŶŐ ͚ĨĂŝƌ͕͛ ͚ƵŶĨĂŝƌ͛ ĂŶĚ ͚͍͛͘ Stimulusϰ ǆ ƐƚĂƚĞŵĞŶƚ ĐĂƌĚƐ͕ ϯ ƐŵĂůů ĐĂƌĚ / Resources / Worksheets

͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͛͘each pupil showing ‘fair’, ‘unfair’ and ‘?’. ŝĂůŽŐƵĞ ƐƚŽƌǇ ͚dŚĞ &Ăŝƌ dĞĂĐŚĞƌ 4 x statement cards, 3slips small cards for Questions on of Questions on separate separate slips of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per per group). group). Dialogue story ‘The Fair Teacher’. A project funded by the European Union and led in England by CDEC AA project funded by the Union and led in England AAproject funded by the European Union led England CDEC CDEC CDEC by by project funded by the European European Union and ledby inby England by CDEC CDEC England led England and ledininin Union and Unionand European the European the funded byby A project funded project

Someone treating you differently because you have red or ginger or auburn hair A project funded by the European Union and led in England by CDEC

A project funded by the 64 European Union and led in England by CDEC

A A project project funded funded by by the the European European Union Union and and led led in in England England by by CDEC CDEC

Someone Someone Someone treating treating treating you you you differently differently differently because because because you you you are are are not not not very very very good good good atatreading atreading reading

A project funded by the European Union and led in England by CDEC

Someone treating you differently because they are your friend A project funded by the European Union and led in England by CDEC

A project funded by the 66 European Union and led in England by CDEC

Someone treating you differently because you have the latest computer game A project funded by the European Union and led in England by CDEC

A project funded by the 67 European Union and led in England by CDEC

The Fairest Teacher - fair/unfair/? cards

fair

unfair unfair unfair unfair unfair unfair unfair unfair unfair unfair unfair unfair unfair unfair unfair unfair unfair unfair unfair unfair

A project funded by the European Union and led in England by CDEC 68

The Fairest Teacher story A dialogue based on the stimulus called “The Fairest Teacher of Them All?”, which is the copyright of Jason Buckley – www.thephilosophyman.com Place a hat on the ﬂoor between the actors and the pupils. Facilitator I’d like to introduce you to Sue. Sue used to work in the City of London. She used to earn a lot of money. It must have been wonderful to earn so much money, Sue ... Sue

Yes, but when I walked from my ﬁrst class train compartment going to and from work, I noticed that there were people in London who had very little money at all, because they were sitting on the streets asking for some of mine. Sometimes I felt guilty about having so much when they had so little. So I sometimes gave them a few coins.

Sue throws a couple of coins into the hat. Facilitator Your job was to invest the money of rich customers to help to make them even richer … Sue

Yes, sometimes I felt it was unfair that they were incredibly rich when I was just comfortable. So, I have to admit that sometimes I overcharged them, knowing that they had so much money that they wouldn’t notice.

Facilitator Goodness, me, sounds like you weren’t too happy doing what you were doing. Sue

No, one day I just decided that I was fed up with the whole business of people being so unequal. I decided to get a job where I could make a diﬀerence.

Facilitator What did you do? Sue

I went back to university and trained to become a teacher. When I started teaching, I decided that I would treat all my pupils equally.

Facilitator That sounds good. What did it mean in practice? Sue

Well, I learned the names of everyone in the class at the same time – including the brightest, the naughtiest and the quietest.

Facilitator I see. Anything else? Sue

I smiled at them all in the same way when I saw them around school and I made an eﬀort to get to know each of them. I also spent the same time helping each of them with their work.

Facilitator Sounds good. Anything else? Sue

Yes, every time any pupil answered a question, I said the same thing, “Well done, that was excellent”. I set the same work for all of them and gave them all the same time to do it in. Then I gave them all the same grades and said the same thing about each pupil at parents’ evening and in their end of year reports.

Facilitator Oh. What if a pupil was naughty? Sue

I gave everyone the same punishment. Over all, I was pleased that I had treated all my pupils equally.

Facilitator And what did the pupils say? Sue

Well, I was really shocked and hurt.

Facilitator You can tell us, what did they say? Sue

They said, “It’s not fair – you treat us all the …”

Facilitator and Sue gesture to the pupils to invite them to complete the sentence. If not – see below … Facilitator Can you ﬁnish the sentence? “It’s not fair – you treat us all the …” to pupils

A project funded by the European Union and led in England by CDEC 69

Lit Link Curriculum GeogGeog Lit

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gain understanding of global issues. To gainaaa deeper deeper of the beneﬁts of the To gain deeper understanding of global issues. ToTo summarise keyunderstanding information and present in Fairtrade an ent. system for producers. umargument. arg an in this this t sen pre and tion rma info key rise To consider the inequalities between the global north and To summa be able to make connections between fair pay, standards ofsouth. living and education. To To consider the inequalities between the global north and south.

fairn fairness rights responsibility Intro equality needs & wants actuitally IntroSit in a circle. Remind the pupils of the what itwhat ut about k abo thinto them equality needs & wants Fairtrade logowith andawith a talk partners ask to them think actually s ask ner part talk and logo e trad Fair the of ils pup the Remind ts without the

le. Get some answers and highlight fair price, premium, ducproducts without the Intro circ that pro Sit in ameans. pupilspupils Remind that t. Remind producproduct. price, premium, qualityquality fair tof ligh high and s an an wer ans mak e canwe som we Get so Sit in a circle. Remind the pupils the Fairtrade logo and with a talk partner ask them to think what ns. e Intro mea Fairtrade Fairtrad aboutabout not ensure all of those why are learning Fairtradeabout so cane make ning lear arewe Intrologo might is whyiswe whichwhich gs,things, thin se tho of all ure ens not ht mig logo decision iteSplit actually means.about Get some answers highlight fair price, premium, quality product. Remind pupilswill that Fairtrad groups of around 5/6 and explain they to informed what we buy ʹand our choices other people. ple. peogoing erare oth Split the the class class into groups of around 5/6 and explain they are going to have have aa competition competition in in which which they they will need need to to scan scan affectaffect ices cho ourmight ʹlogo buy wethe tfor ut wha abointo ninformation decisio without the Fairtrade nottoensure all of to those things, which isback why to wethe areteacher. learningHand about dsome informeproducts key answers and try be the first report the answers out the some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact fact Big Ideas Fairtrade so we can make an informed decision about what we buy – our choices aﬀect other people. s. Place 2 hoops ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ as ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Big Ide pair in nt eme stat the Discuss Hand out the statements cards so pupils have one each (orbetw one een between Discuss the statement in pairs. Place 2 hoop two). two). one h (or Bigthe Ideas statements cards so pupils have one eac out Hand ŝŶ ƚŚĞ ĐĞŶƚƌĞ ŽĨ ƚŚĞ ĐŝƌĐůĞ ĂŶĚ ĂƐŬ ƉƵƉŝůƐ ƚŽ ƌĞĂĚ ĂůŽƵĚ ƚŚĞŝƌ ƐƚĂƚĞŵĞŶƚ ĂŶĚ ƉůĂĐĞ ŝƚ ŝŶ ŽŶĞ ŽĨ ƚŚĞ ŚŽŽƉƐ͕ ĞŝƚŚĞƌ ͚&ĂŝƌƚƌĂĚĞ ŽŶĞ ŽĨ ƚŚĞ ŚŽŽƉƐ͕ ĞŝƚŚĞƌ ͚&ĂŝƌƚƌĂĚĞ ƚ ŝŶ ĐĞ ŝ ƉůĂ ĂŶĚ ŝƌ ƐƚĂƚĞŵĞŶƚ ƚŚĞeach ůŽƵĚ ĂĚ Ă Ž ƌĞ ŝůƐ ƚ ƉƵƉ ĂƐŬ place ĂŶĚ Big Ideas ŝƌĐůĞ Hand out the statements cards so pupils have one (or one between two). Discuss the statement in should ŚĞ Đ ƵĂůůǇ͟ they ŶƚƌĞ ŽĨ ƚ ŝŶ ƚŚĞ ĐĞ Big Ideas ŵĞĂŶƐ͙͛ Žƌ ͚&ĂŝƌƚƌĂĚĞ ĚŽĞƐ ŶŽƚ ŵĞĂŶ͙͛͘ &Žƌ ĞǆĂŵƉůĞ ŝĨ Ă ƉƵƉŝů ŚĂƐ ͞DĞŶ ĂŶĚ ǁŽŵĞŶ ĂƌĞ ƚƌĞĂƚĞĚ ĞƋƵĂůůǇ͟ they should plac ŚĂƐ ͞DĞŶ ĂŶĚ ǁŽŵĞŶ ĂƌĞ ƚƌĞĂƚĞĚ ĞƋ ƵƉŝů Ă Ɖ ůĞ ŝĨ ĂŵƉ ƌ Ğǆ ͛͘ &Ž ĂŶ͙ ŵĞ ĚĞ ŶŽƚ ŽĞƐindo ŝƌƚƌĂ and pairs. Place 2ĚĞ Ě hoops the centre of thethese circlestatistics? and ask pupils to they read aloud their statement and itmost in ͚&Ăto ƌƚƌĂ Ask groups, what you feel How do affect you? fact stands out most ͚&Ăŝ Ě ŝŶ ͛ Žƌ the ůĂĐĞplace ďĞ Ɖ ŵĞĂŶƐ͙ ƐŚŽƵůĚ Ğƌ͟ Which ŬĞĚ ĂĨƚ ŝƚ ŝŶ ƚŚĞ ͚&ĂŝƌƚƌĂĚĞ ŵĞĂŶƐ͙͛ ŚŽŽƉ Žƌ ͞dŚĞ ĞŶǀŝƌŽŶŵĞŶƚ ŝƐ ŶŽƚ ĐĂƌĞĚ ĨŽƌ Žƌ ůŽŽŬĞĚ ĂĨƚĞƌ͟ ƐŚŽƵůĚ ďĞ ƉůĂĐĞĚ ŝŶ ƚŚĞ ͚&ĂŝƌƚƌĂĚĞ Ask the groups, what do you feel about about these statistics? How they affect you? Which fact stands out ƚŚĞ to you you and ƌ ůŽŽ Žƌ Ž ĞĚ Ĩdo ŶŽƚ ĐĂƌ Ŷƚ ŝƐ ŶŵĞ ǀŝƌŽ Ğ ĞŶ ͞dŚ Ɖ Žƌ ŚŽŽ Ɛ͙͛ one of the hoops, either ‘Fairtrade means…’ or ‘Fairtrade does not mean…’. For example if a pupil has “Men ĞĂŶ why? When do you hear about any of these facts? (as they are happening EVERY single day). ĚĞ ŵ ŝƌƚƌĂ ͚&Ă ŝƚ ŝŶ ƚŚĞ why? When do you hear about any of these facts? (as they are happening EVERY single day). ĚŽĞƐ ŶŽƚ ŵĞĂŶ͙͛ ŚŽŽƉ͘ and women are hoop or “The environment ŽƉ͘treated equally” they should place it in the ‘Fairtrade means…’ ͛ ƐƚĂƚĞŵisĞŶƚƐ͘ ,Žǁ ĂŶ͙͛ ŚŽ ƚ ŵĞ ĚŽĞƐ ŶŽ KŶĐĞ Ăůů ŽĨ ƚŚĞ ƐƚĂƚĞŵĞŶƚƐ ĂƌĞ ƐŽƌƚĞĚ ŽƵƚ ĨŽĐƵƐ ŽŶ ƚŚĞ ŚŽŽƉ ƚŚĂƚ ĐŽŶƚĂŝŶƐ ƚŚĞ ͚&ĂŝƌƚƌĂĚĞ ĚŽĞƐ ŶŽƚ ŵĞĂŶ͙͛ ƐƚĂƚĞŵĞŶƚƐ͘ ,Žǁ ŽŶƚĂŝŶƐ ƚŚĞ ͚&ĂŝƌƚƌĂĚĞ ĚŽĞƐ ŶŽƚ ŵĞĂŶ͙ Ăƚ Đ Ɖ ƚŚ ŚŽŽ ƚŚĞ Ɛ ŽŶ ŽĐƵ Ƶƚ Ĩ ĞĚ Ž ƐŽƌƚ not cared forĞŵĞ or looked mean…’ hoop. ŶƚƐ ĂƌĞ after” should be placed in the ‘Fairtrade does notŵ ƚŚ ƚŚĞ ƐƚĂƚ ů ŽĨ KŶĐĞ Ăů ;ƐŽŵĞ ŽĨ ƚŚĞ ĐŽŶĐĞƉƚƐ ŵĂǇ ĐŽŵĞ Activity ŝŶŬ ŽĨ͍ ĚŽ ƉƵƉŝůƐ ĨĞĞů ĂďŽƵƚ Ăůů ŽĨ ƚŚĞƐĞ ƐƚĂƚĞŵĞŶƚƐ͍ tŚĂƚ ͚ďŝŐ ŝĚĞĂƐ͛ ĚŽĞƐ ŝƚ ŵĂŬĞ ƚŚĞŵ ƚŚŝŶŬ ŽĨ͍ ;ƐŽŵĞ ŽĨ ƚŚĞ ĐŽŶĐĞƉƚƐ ŵĂǇ ĐŽŵ ƚŚĞ ĂŬĞ ŝƚ ŵ ŽĞƐ Activity ĂƐ͛ Ě ŝĚĞ ͚ďŝŐ ŚĂƚ ͍ t ĞŶƚƐ ĂƚĞŵ Once all of the sorted out focus on the hoop that contains the ‘Fairtrade does not mean…’ ŽĨ ƚŚĞƐĞ Ɛƚare ƚ Ăůůstatements ďŽƵ Ɛ ĨĞĞů Ă ĚŽ ƉƵƉŝů ƵƉ ŚĞƌĞ͕ ƐƵĐŚ ĂƐ ͚ĨĂŝƌŶĞƐƐ͕͛ ͚ĞƋƵĂůŝƚǇ͕͛ ͚ƉŽǀĞƌƚǇ͛Ϳ͘ The teacher remains at the front of with pile each group. One member of each group Ϳ͘of these ƌƚǇ͛ ŽǀĞ ͕͛ ͚Ɖ The teacher remains at the front of the the class with aastatements? pile of of questions questions for each group. One member of each group then ĂůŝƚǇ statements. How do pupils feel about allclass Whatfor ‘big ideas’ does it make them think of?dialthen ͚ĞƋƵ ogue ƐƐ͕͛ ƌŶĞcould raise questions the emove Ś ĂƐ ͚ĨĂŝ mov ƐƵĐpoint nts may ƵƉ ŚĞƌĞ͕ eme stat the to k At comes this you and run a P4C session. Referring back to the statements may the dialogue bac ng erri Ref ion. sess to the teacher for the first question and goes back to their own group to try and find out the answer as quickly P4C a run and ns stio (some of the concepts may come up here, such as ‘fairness’, ‘equality’, ‘poverty’). quethe first question and goes back to their own group to try and find out the answer as quickly as comes to the as ld raisefor couteacher t you poin At this forward. possible. Once they have the answer they write ititaon the slip of paper and take itittoback to the teacher. IfIf the answer isis At this point you could raise questions and run P4C session. Referring back the statements may move possible. Once they have the answer they write on the slip of paper and take back to the teacher. the answer forward. Activity correct the then the the dialogue forward. correct the teacher teacher then hands hands them them the the second second question, question, ifif incorrect incorrect they they must must return return to to their their group group to to find findeout out em and ity systthe trad Activ Fair the of part g bein ut abo g InActivity pairs/small groups the pupils isis must decide which isgroup the tmost important thing about being part of the Fairtrade system correct answer. This strategy repeated until each has received all 10 questions. Place an emphasis on itit being aa an nt thin orta imp mos the is ch correct answer. This strategy repeated until each group has received all 10 questions. Place an emphasis on being whi ide dec t mus ils pup cep the of the page, for example ͞&ĂƌŵĞƌƐ ŐĞƚ Ă ĨĂŝƌ ƉƌŝĐĞ͟, ps centre /con t map ram all grou diag er s/sm spid a In pair te crea then write that in the and then create a spider diagram/concept map and Ğ͟, ƉƌŝĐ competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group ĨĂŝƌ Ğƚ Ă ƌƐ Ő ƌŵĞ ͞&Ă Incompetition pairs/small groups thepag pupils must which is and the taking most important thing about beingReward part ofthe thewinning group with mpl exadecide so are thee fact sheet in the information quickly. with for e,scanning the ofpupils trethe cen in the writetothat explain the reasons why. aa prize! Fairtrade system and .write that in the centre of the page, for example “Farmers get a fair price”,link andto then prize! d labour is why chil ons No the reas lain ld also also link to exp wouwould that and es E.g. Farmers get a fair price would link to Plantation workers have decent wages and that to No child labou wag ent dec e hav kers wor on create aget spider diagram/concept map to explain the reasons why. E.g. Farmers get a fair price would link to tati Plan to link ld wou e expand to pric alsoalso fairMore maymay and and Farmers and aalso ons whywhy E.g. allowed d asisreas provide children can goscho toand school. Pupils can use statements provided as reasons expand ntschild eme stat use can ils Pup Plantation workers have decent wages that would also link to No labour allowed and also More ol. to go children can rereasons Plenary also Mo and allowed Plenary think of their own too. children can go to ons school. can use statements provided as reasons why and may also expand to . tooPupils ŚǇ again reas ƚŝƚůĞĚ ͚t r ownthe ƚŝŶŐ theiaway k ofTake Ğ ŽĨ ǁƌŝ thinhƐŝŶŐ ƚŚĞ ƐƉŝĚĞƌ ĚŝĂŐƌĂŵͬĐŽŶĐĞƉƚ ŵĂƉ ĂƐ Ă ƉůĂŶŶŝŶŐ ƚŽŽů͕ ƉƵƉŝůƐ ĐĂŶ ŶŽǁ ǁƌŝƚĞ Ă ůŽŶŐĞƌ ƉŝĞĐĞ ŽĨ ǁƌŝƚŝŶŐ ƚŝƚůĞĚ ͚tŚǇ ƉŝĞĐ ŐĞƌ fact sheets and ask some of the questions again to see ifif aanyone can remember the answers. Once ƚĞ Ă ůŽŶ ǁƌŝ ŶŽǁ ĐĂŶ ƉŝůƐ ů͕ ƉƵ ƚŽŽ think their own reasons too. Using the spider diagram/concept map as planning tool, pupils can now write a Takeofaway the fact sheets and ask some of the questions again to see anyone can remember the answers. Once again ŝŶŐ ůĂŶŶ Ă Ɖ Ɖ ĂƐ ƚ ŵĂ ĐĞƉ ǁŶ ͬĐŽŶ Ğŝƌ Ž ŵ ƚŚ ĚŝĂŐƌĂŵ ƌŝƚĞ ĨƌŽ Ě ǁ Ğ ƐƉŝĚĞƌ Ő ƚŚ ŚĂǀĞ ĂŶ hƐŝŶ&ĂŝƌƚƌĂĚĞ ŝƐ ŝŵƉŽƌƚĂŶƚ͛ ;ƉƌĞƐĞŶƚŝŶŐ ĂŶ ĂƌŐƵŵĞŶƚͿ͘ dŚĞǇ ĐĂŶ ƐƵŵŵĂƌŝƐĞ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ ƚŚĞǇ ŚĂǀĞ ĂŶĚ ǁƌŝƚĞ ĨƌŽŵ ƚŚĞŝƌ ŽǁŶ ƚŚĞǇ This part could reflect on some of the statistics by asking groups to think about what concepts makes them think about. ŶĨŽƌŵĂƚititŝŽŶ ŚĞ ŝ ŝƐĞ ƚ ŵĂƌ ƐƵŵ ĐĂŶ longer of Ŷƚ͛ ; writing ‘Why Fairtrade is important’ (presenting an argument). They can summarise the ŚĞǇ This part could reflectpiece onŽƌƚĂ some ofƉƌĞ thetitled statistics by asking groups to think about what concepts makes them think about. ƚͿ͘ d ŵĞŶ ĂƌŐƵ ƐĞŶƚŝŶŐ ĂŶ Ğ ŝƐ ƚƌĂĚ &Ăŝƌpoint of ŝŵƉ view andas decide which areas to focus then be used aa stimulus for P4C information they have and their ownon. point of view and decide which areas to focus on. on. senquiry. then be used as stimulus P4C enquiry. toaafocu sfrom areafor chwrite whi ide point of view and dec Plenary Plenary what ry to explain what they decided was the most important thing na ement? AskAsk PleAsk mon agreagreement? a com ethere therthere sWas WaWas .why. aacommon wh why andand thingthing Askpupils pupils to explain what they decided wasmos the tmost important andwhy. common nt orta imp the was ided dec to do t they wha it got lain at hashas exp to Wh ils gs? pup thin e Askthey thes of all get e think they can do to make sure as many farmers and families as possible get all of these things? What it got to do sibl pos as agreement? Ask what they think they can do to make sureilies as many farmers and families as possible get all to make sure as many farmers and fam do can they k thin they with you? things? What has it got to do with you? of these with you?

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Extension ideas Extension ideas asshowing ide2.2 ension Ext‘Make a display the importance of There are billion ͚DĂŬĞ Ă ĚŝƐƉůĂǇ ƐŚŽǁŝŶŐ ƚŚĞ ŝŵƉŽƌƚĂŶĐĞ ŽĨ There ĚŝƐare 2.2 Ğ ŽĨ ƉŽƌƚĂŶĐto Ğ ŝŵpledges ǁŝŶŐ ƚŚ ƐŚŽbillion ƉůĂǇ ŬĞ Ă Fairtrade in more detail. Make buy/use ͚DĂ Fairtrade inin more detail. Make pledges to children the world ... /use to buybuy/use pled il. Mak detaworld inethe Fairtrade product nowe... on or ges campaign for e in mor trad Fairaachildren Fairtrade productfrom from now on or campaign n forfor now on or campaig school useof them. t fromare 11 billion them duc e pro tradto Quick a Fair billion them are school to useofthem. Quick on th on thee draw . ol to use scho dra w living in them poverty ...

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Fairtrade means something to me statements 1 Farmers get a fair price for the crops they grow Farmers get a regular income Farmers have trading contracts so they can plan for their future Farmers can join organisations that can support them Farmers can be paid in advance so they wonâ&#x20AC;&#x2122;t fall into debt Workers on plantations have decent wages and housing Workers on plantations have decent health and safety standards Support is given so farmers can stop using harmful chemicals Workers are allowed to join trade unions Support is given to help with education and health care More children can go to school No child labour or forced labour is allowed Workersâ&#x20AC;&#x2122; rights are respected lives Men and women are treated equally Workers are allowed to have more control over their lives A project funded by the European Union and led in England by CDEC 72

Fairtrade means something to me statements 1 Farmers are treated unfairly Farmers don’t know if they will even get paid at all Farmers often have to borrow money so they get into debt Farmers don’t know how much they will get paid Farmers are worried about whether they can provide for their families (food, warmth etc) Workers on plantations have poor working conditions and poor safety standards Workers are forced to work long hours with very little pay to support themselves Workers have to ﬁnd second jobs because they don’t get paid enough Harmful chemicals can be used to grow more crops Cheap products are made with sub standard crops Expensive products are made that no-one can aﬀord Children have to work to help support their families Fewer children go to school The environment is not cared for or looked after Producers have no control over the market and who they are selling to A project funded by the European Union and led in England by CDEC 73

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em. PSHE P4C values equality & wants ts needs righ s fairnes equality needs & wants fairnessfairrights values Intro n ess Intro PSHE r This should be done at a fast pace. In small groups hand out cards with random letters of the alphabet on i g Intro T h h is t fairness rights values Intro should b salphab Intro (so eofd5oaround Intro v each group gets around random letters each). Ask the pupils toletters thinkaof ofcompetition things related to Fairtrade toneed to scan group each (so on ne groups et a geinto the Split the class groups 5/6 and explain they are going to have in which they will t l a random s with u t cards a out hand a r e o small In f Split the class into groups of around 5/6 and explain they are going to have a competition in which they will need to scan pace. a u fast a at s s done n be t d This should p 5 a c r e.to apace. e.g. the fact add eachinformation letter have; could be countries involved inFairtra Fairtrade, product have; ne.g. Thistoshould be at afor fastthe small groups hand out first cards letters ofback the on they (so each group In letter danswers thisdone each to alphabet add omInthis de to supermarkets, some key and try be the towith report the answers to the teacher. Hand out smthings torandom related c they To use an alphabet word bank to create a Fairtrade poem.

of letteand think ould pupils ll grfirst each). some key information the the answers be athe the answers back to the teacher. Hand out the fact Intro letters rstoepupils 5 random bfor around gets upstohreport e cFor atry oAsk ch)to ueach). names, concepts, issues. arelated gets around 5 random letters Ask the think oftonames things Fairtrade to add to each nexample: . to le: letter they have; e.g. t examp A r d out to issues. For ie ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ s ,nconcep k s produc t in arkets, h B superm de, e cts, v Fairtra dBin ʹpace. ardof o ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ involve p ies lv countr be u Thiscould should be done at a fast In small groups hand out cards with random letters the alphabet on (so each group a this e p sw n d il ananuts s in it t h o B –beBanana / Brazil / Basmati rice F this could countries involved in Fairtrade, supermarkets, product names, concepts, issues. For example: / a r t andom hink of irtrade, Brazil nu C ʹ each). rice ti / Basma t nuts le s h gets around 5 random letters Ask the pupils to think of things related to Fairtrade to add to each letter e.g. / Brazil t u t in B ʹ Banana Ž s t p ers they Đnuts gs relate / Ba/scashew ŽĂ ͬ / ĂBasmati markets of thhave; BCʹ –Banana rice ŶƵƚƐ ͬ CocoaP//Brazil Cadbury’s /ĚCafé Direct nuts /ercooperative m ĐŽŽƉĞ atproduct e alphab dexample: i riceƌĂƚŝǀĞ ďĐĂƐŚĞǁ t Ƶ , o p ƌ Ǉ ŝƌĞĐƚ ͬ r ʹ F ĂĨĠ ͛Ɛ this could be countries involved in Fairtrade, supermarkets, names, concepts, issues. For o Ideas a ƵƌǇ͛Ɛ ͬ P ͬ ĂĚď d ͬ ir ŽĐŽĂ C ʹ Big a uct nam et on (s /Ăpeople t lest/inpeppercorns ĨĠ ŝƌĞĐ/ price / premium Big Ideas CPʹ – ŽĐŽĂ ͬ ĂĚďƵƌǇ͛Ɛ ͬ ĂĨĠ ŝƌĞĐƚ ͬ ĐĂƐŚĞǁ ŶƵƚƐ ͬ ĐŽŽƉĞƌĂƚŝǀĞ e (oil) / / price Palestine (oil) / poverty o each es, conc rade to add to ƚ ͬ ĐmĂƐ/Śpoverty premiu / statistics? U people /feel peppthese Banana /(oil) Brazil nuts Basmati riceabout ʹ U/bdo corns / pepper e e ne Palesti a p PBʹʹAsk chyou Ğ the groups, what you How do they affect you? Which fact stands out most to and t e u s ǁ r , n c le Ŷ is t o u t s Ƶ r PUʹgroups, Palestine (oil) / peppercorns / people / price / premium / poverty A– t u n C ƚ e Ask the what do you feel about these statistics? How do they affect you? Which fact stands out most to you and Ubuntu Cola (Fairtrade coke!) f e Ɛ s o r they h t ͬ s e la / . ĐŽŽƉĞƌ r a few de coke!) (Fairtr people F o r e xa m ŽĐŽĂ ͬ ĂĚďƵƌǇ͛Ɛ ͬ ĂĨĠ ŝƌĞĐƚ ͬ ĐĂƐŚĞǁ ŶƵƚƐ ͬ ĐŽŽƉĞƌĂƚŝǀĞ (Fairtra Cola Ubuntu m(Fairtrade ĂEVERY UCʹʹwhy? ade cofacts? / pare ƚŝǀĞ single When do you hear about any of these (as they happening day). inpupils p r u le ic t re : e U ʹ Ubuntu Cola coke!) e a therefo and k table s why? When do you hear about any of these facts? (as they are happening EVERY single day). new After a few minutes ask to leave the letters on their table and get groups to rotate round to a new n / e a to a round e ! premtoiurotate )table and sk pletters get groups ʹ Palestine (oil) /speppercorns /the people / premium / poverty on their et ofto upil/s price askwpupils m / protate minute After a Pfew le tleave terset leavecan othem. vertwords n usCola After a few ask pupils thetoletters on their table and get groups to athe new table and s. Ttohofeleave group ntminutes table and therefore a new letters. They then read the new letters and they have androtatio addtherefore to Repeat il yround t addtoto and h have e they e U ʹ Ubuntu (Fairtrade coke!) words v y and e letters le new c the ry gthen read a t can n t They . e letters of t r r a new set Activity h o s e u o n p n r h a new set of letters. They can then read the new letters and words they have and add to them. Repeat the group rotation t e h a ad table eirevery s the them. Repeat group rotation until group accessed letter.round to a new table and therefore acceletters the has After a few minutes to leave on their groups tato Bhas igask blerotate ssed every neand letter. every access Ithe w leget and get group dpupils until everyActivity every le ecan ttehave aedsthen until every group has accessed every letter. r s groRepeat a t n t a new set of letters. They read the new letters and words they and add to them. group rotation upOne e d r w . s to member A o The teacher remains at the front of the class with a pile of questions for each s r Big Ideas k d rthe s theygroup. thremains otate roof e pupils every The teacher at theletter. front of the class with a pile of questions for each each group. One member each group group then then s h Big a uof v untilIdea every group has accessed n e t d o Big Ideas a t n p o ŵ help d ic can a letter a Ž t k a Ask the pupils to pick up any one letter and then get themselves into alphabetical order. Any pupils without withou ǀ n comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly pupils d Any u Ğ e order. d p etical Ɖ w alphab into t lves a Ƶ o themse t get Ɖany able aas andnythen comes the teacher the first question and goes back to their own group to try and find outththe as quickly as ŝůƐ Ăone onand upto emanswer pick tohto pupils Ask ƌup eStarting Žfor .aRletter nd the lethen Ƶpupils Ŷletter ethe ttwrite Bigthe Ideas Ask the pick any one letter get themselves into alphabetical order. Any pupils without can help p Ě ŽƌĚƐ ďǇ e ŚĞƐĞ ǁ e ͘ apupils r ƐƉůĂǇ ƚ apossible. letter can help move around. at ‘A’, each person should then read out all of the things on a ^ nOnce ĂƌĚ͘ ŝ a ƚŚĞŝƌ Đ ƚ t gin ŶŐƐ ŽŶ n Ă ƚŚĞ ƚŚŝ t they have the answer they it on the slip of paper and take it back to the teacher. If answer is ƚ Ăůů ŽĨ ƌ d h ĞĂĚ ŽƵ ƚ g ƚŚĞŶ ƌ e ŝŶ t ƐŚŽƵůĚ h t ƉĞƌƐŽŶ g Ő ͕ ĞĂĐŚ h e Ő Ăƚ ͚ ͛ r Ă e ^ƚĂƌƚŝŶ n o possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is ƌŽƵŶĚ͘ ƚ u ƵƉŝůƐ Ă c g ͚ ŵŽǀĞ Ɖ a p e r t rotati ͕͛ d t Ğ s h ŵŽǀĞ ƉƵƉŝůƐ ĂƌŽƵŶĚ͘ ^ƚĂƌƚŝŶŐ Ăƚ ͚ ͕͛ ĞĂĐŚ ƉĞƌƐŽŶ ƐŚŽƵůĚ ƚŚĞŶ ƌĞĂĚ ŽƵƚ Ăůů ŽĨ ƚŚĞ ƚŚŝŶŐƐ ŽŶ ƚŚĞŝƌ ĐĂƌĚ͘ ŝƐƉůĂǇ ƚŚĞƐĞ ǁŽƌĚƐ ďǇ owords Ăthe Ask the their pupilscard. to pick up anythese one letter then get themselves intoa. alphabetical order. Any pupils without letter can help n a wand ĐŚon mselveline Display on washing or sticking them up on athe wall. Ɖcards Acthe Ğquestion, aby ƌquestion, the correct teacher then hands the second ififeincorrect they must return to their group to find out the ƐŽŶwall sthem up them s in hinhanging t or sticking line g i washin Ɛ a v on g t cards Ś the o g i li correct the teacher then hands them the second incorrect they must return to their group to find out the hangin Ž t a n Ƶ lp y e ŵŽǀĞ ƉƵƉŝůƐ ĂƌŽƵŶĚ͘ ^ƚĂƌƚŝŶŐ Ăƚ ͚ ͕͛ ĞĂĐŚ ƉĞƌƐŽŶ ƐŚŽƵůĚ ƚŚĞŶ ƌĞĂĚ ŽƵƚ Ăůů ŽĨ ƚŚĞ ƚŚŝŶŐƐ ŽŶ ƚŚĞŝƌ ĐĂƌĚ͘ ŝƐƉůĂǇ ƚŚĞƐĞ ǁŽƌĚƐ ďǇ habetic or sthem hanging the cards on a washing line or sticking on the ůĚ wall ƚŚ.ĞŶ ƌĞ ticeach kinup al orPlace Usinanswer. ĂĚ Žall g tgroup Activity correct This strategy isis repeated until received 10 questions. emphasis on hem. uhas der. Aan g thaewashing Ƶƚ Ă correct answer. This strategy repeated until each group has received all 10 questions. Place an on itit being being aa ůů hangingity the cards on line or sticking them up on the wall ny emphasis Ž a p lp Ĩ Activ o ƚ pupilsbe h n Ś a t Ğ b h Activity ƚ e e a Ś t n w ŝŶ w w using Using the word bank created, model how to use the words to create a Fairtrade based poem. This alpalphabet could a Ő o it This poem. ll Ɛ r h based competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group de Ž . d h Fairtra o a to create abso ut agroup the words ƚŚĞŝƌ ĐĂthe winning ank crehow use sheet tofact etbank competition the are, bmodel scanning the and taking in the information quickly. ŶReward with icaword letterwith word et alphabet alphab the Activity l tpupils Using asuch hcreated ƌĚ͘ ŝƐ t Abe e can h e Using the bank created, model how to use the words to create a Fairtrade based poem. This could be using m d is , could using an alphabetical theme, as: e f m , o Ɖ s o r ůĂ u d A c a prize! Ǉ e s h ƚ d l Ś a h a as: s Ğ o such , w : theme Ɛ w etical a prize! Ğ h alphab an ǁ t o Using the alphabet word bank created, model how to use the words to create a Fairtrade based poem. This could be using o B isAsda susuch ŽƌĚƐ ď use every alphabetical theme, ppmore Aan is for supply Fairtrade products for brwho lyas: the woweek moand week ts every illisuch produc de rFairtra e anmore amore rds to c and more nsupply supply who t bas: for Asda d Aanisalphabetical theme, a m n ŝƐ Ĩbrilliant o r for Asda who more and more Fairtrade products every week a e r n e a a BAisis for bananas – the most popular Fairtrade product in the UK Žƌ ĂĚď te a Fair spopula airtradte in the UK ʹ the m deFproduc r Fairtra most trade ba ʹƌǇthe titbanana ost poproducts for brillian Asda who supplysƵmore more Fairtrade every prweek ͛Ɛ͕ Žand BA isis for oduinctthe rfor BisisOfor brilliant most popular Fairtrade product UK Ŷof p Ğʹ Žthe sed poe u could bebananas CPlenary Cadbury’s, one the biggest chocolate manufacturers to go Fairtrade s la Ĩ e ƚ r v ŝƌƚƌĂĚĞ Plenary Ś F e Ž ŐŽ &Ă Ğ ƵƌĞƌƐ ƚ a r ŶƵĨĂĐƚ ď y ůĂƚĞ ŵĂ ir m. This ƚ ĐŚŽĐŽ w ŝŐ t ďŝŐŐĞƐ r Ğ ŽĨ ƚŚĞ a B is for brilliant bananas ʹ the most popular Fairtrade product in the UK a e ƌǇ͛Ɛ͕ ŽŶ Ő e d Ğ F ŝƐ ĨŽƌ ĂĚďƵ k e Ɛ A p ƚ IR p Đ r couldagain ŝƐ ĨŽƌ ĂĚďƵƌǇ͛Ɛ͕ ŽŶĞ ŽĨ ƚŚĞ ďŝŐŐĞƐƚ ĐŚŽĐŽůĂƚĞ ŵĂŶƵĨĂĐƚƵƌĞƌƐ ƚŽ ŐŽ &ĂŝƌƚƌĂĚĞ o r Ś T oshape deor daway ŽĐor RADand Fairtra du(in or aanswers. uct).be logo Or it could a fact FAIRTRADE acrostic poem itƚaquestions could be aagain poem (inofthe ofdethe Fairtrade logo Žbe Fairtra theshape ctto ůĂ be using shape the E Take the sheets ask some of the see if anyone can remember the Once poem in shape a Ğ could c ŵ it or t r poem c h o acrosti ŝƐ ĨŽƌ ĂĚďƵƌǇ͛Ɛ͕ ŽŶĞ ŽĨ ƚŚĞ ďŝŐŐĞƐƚ ĐŚŽĐŽůĂƚĞ ŵĂŶƵĨĂĐƚƵƌĞƌƐ ƚŽ ŐŽ &ĂŝƌƚƌĂĚĞ ADE Ă e s FAIRTR a away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again be Ŷ t U ic Or it couldTake Ƶ K Ĩ P p Ă u Đ o Or itpcould be a FAIRTRADE acrostic poem or it could be a shape poem (in the shape of the Fairtrade logo or a Fairtrade ƚ e Ƶ il m ƌ s Ğ a Fairtrade product). t o ƌ h en writof ƚwhat Ž Ő on statistics think it makes logo themorthink about. This part could coto Or it could be a FAIRTRADE poem by or couldgroups beraitshape poem (in Ɛthe shape Fairtrade a Fairtrade Ž &concepts uld t).reflect e acrostic Ăŝƌof produc reflect on some some of the statistics byitasking asking groups to think about concepts tthe be aabout heirown ƚƌĂthe product). ĚĞ it makes them think about. This part could shapewhat ownpoem. P Pupils then write their l e n p p o a product). o ema then be used as aapoem. stimulus for rtheir em (in t own y write .a P4C Pupils then be used astheir stimulus for P4C enquiry. enquiry. Pupils then write own poem. he shap Sthen hawrite Pupils then own poem. e of the re ththeir Plenary e poems. Fairtrad Plenary ilPlenary D lu is strathe cuss ccreating loago or tse page, a conten tionpoems. writing Plenary order, Share Discuss a Fairtrade poetry book and putting the poems in order, writing in poems r the e putting and s aF a book , poetry de t f Fairtra in a g r creatin o g Discuss . n poems a t Share theShare a F n a the poems. Discuss creating a Fairtrade poetry book and putting the poems in order, writing a contents page,to airtrade ir d t b r a lesson. a r anothe d c to over k this e contents page, illustrations, front and back cover etc and assign tasks to diﬀerent groups. Carry this over Carry . Share the poems. Discuss creating a Fairtrade poetry book and putting the poems in order, writing a contents page, groups c nt p differe o to o tasks v assign etry boo etc and eretc back cover front andfront etcand illustrations, antasks illustrations, back to different Carry thistoover to another k and pgroups. dassign assig illustrations, frontlesson. and backand cover etccover and assign tontasks different over another lesson.lesson. another uCarry ttingthis tasks to groups. the poe differen ms in or t groups Extens der, writ . Carry t ion ide ingAction a conteIdeas his over Pupil a s ͚KƵƌ ntIdeas Did you know? ... to anPupil sp ʹ Pupil Action Ideas o Did you know? ... Ž Action t h Ĩ ideas e &Ăideas Pupil Exten bookage, lesIdeas therpoetry ŝƌideas UseAction Extension ƚƌĂĚĞ͛͗ Pusion s o Extension n pExtension . ils ideas Use the poetry book could Use the tof ͛͗ ypeFairtrade’: Usecreated the poetry book book the ŽĨ &Ă ʹ‘Our chose (orpoetry ͚KƵƌ A –ŝƌƚƌĂĚĞ Z ŽĨ &ĂŝƌƚƌĂĚĞ͛͗ u2.2 Fair p thbillion ͚KƵƌ ʹ ŽĨ &ĂŝƌƚƌĂĚĞ͛͗ t͚KƵƌ ʹ raThere e created (or choose the the d are e a lp created (or chose h created (or chose the the up There are 2.2 billion type a to ) could poems b Pupils few Pupils could type up the best et toup the mcould could type Pupils type up the akePupils best few poems) to am oreet best few poems) best few to s to tormin pto and alphab e parent children ...... Fairtrade alphabet to world Fairtra with share Ppoems) u dispde Fairtrade alphabet Fairtrade alphabet to pil A anethe share with parents and in the world lay.children n t c t T i h o is n share with parents and share with parents and c I nent o perma make a more permanent nity morepermanent uldpermanent make the wider as make illuasatmore Uscommunity a more bof e them are e thcommu the wider asdeas rmake ate11dbillion e community Q p o u the wider community as w e ic billion of them are the wider t it r k display. This could be y h becould Quick on th could This .This b school im display the of o part display. could be found c o a display. This be r kas g part of theeaschool es on thee draw ted (or c onliving t part of the school h d e part of the school h illustrated with images r In ...... ose the aw images withimages twith on the orthe illustrated with illustrated ein newsle rnepoverty besttter newsletter orfeon illustrated living in poverty timages tr! y! . newsletter orwonpor eopeoteryp othe lp tryF!ru e found on the Internet. newsletter on e m p t. e o p Interne sthe l the found the Internet. on e. ) to a foundon websit p school e e s p school website. ity Fa hare wit found on the Internet. Fr in ea ppl PPineapple Pin uitir schoolschool website. h paren r Pinea poetry! uity FFarir yat website. Fd e tr aea p ird o ts the wid readeetry pto er comm and trypoet Fr ry uit un part of t yF Stimulu he scho ity as air tra o Stimulus / Resources / Worksheets s l n e / w Reso/urResources / Worksheets sletter o Stimulus de IndividuStimulus poe r on the c e / Resources / Worksheets s s c a t / h ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ l ool web ca/r/dResources Stimulus ry W ts Work s/ /Worksheets or/kWorksheets ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ sReso lus StimuIndividual lacards s . Stimulus sshee be/llurce heit e eResources dlabelled A – Z (NB: might be a good idea to group diﬃcult letters such as and t A s Y!)Y!)iteper Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions and X as ʹ such letters lt Z difficu group Individual cards labelled A ʹ Z (NB: it might be a good idea to group difficult letters such as X and to idea be in order from 1-10 with one set of XY!) 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Intro ro Intro Intro Int Intro al-literacy.yolasite.com .glob first:towww na in Gha ol life scho tand abou Split the class into groups of around 5/6 explain they are going have aa competition in film the seen It may be beneficial to have seen the film about school life in Ghana first: www.global-literacy.yolasite.com have to al efici ben be Split the class into groups of around 5/6 and explain they are going to have competition in which which they they will will need need to to scan scan It Itmay may be beneficial to have seen the film about school lifeŽŽů͛ in Ghana first: www.global-literacy.yolasite.com Intro ͘ ů ƐĐŚ ƐƐŝĐĂ Ɛ ĐůĂ some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact ŶŝĞů͛

͚ Ă of and Ž ŽĨ Click on ‘Ghana’ the ‘Daniel’s classical school’. ǀŝĚĞ ƚŚĞthen ŚĞŶand ŶĚ ƚ some information forseen the video answers try to be the to report thewww.global-litera answers back to the teacher. Hand out the fact ŶĂ͛ Ă 'ŚĂ ŽŶ ͚ ůŝĐŬ ůŝĐŬ ŽŶ ͚'ŚĂŶĂ͛ ĂŶĚ ƚŚĞŶ ƚŚĞ ǀŝĚĞŽ ŽĨ ͚ ĂŶŝĞů͛Ɛ ĐůĂƐƐŝĐĂů ƐĐŚŽŽů͛͘ cy.yolasite.com first: in Ghana lifefirst school the film about to have beneficial be key It may ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Big Ideas ůŝĐŬ ŽŶ ͚'ŚĂŶĂ͛ ĂŶĚ ƚŚĞŶ ƚŚĞ ǀŝĚĞŽ ŽĨ ͚ ĂŶŝĞů͛Ɛ ĐůĂƐƐŝĐĂů ƐĐŚŽŽů͛͘ Put up the questions on the board ‘Why can Afia go to school now?’ What information can they gather just as Big BigIde Ideas ĨƌŽŵ ũƵƐƚAfia Big Ideas Ǉ ŐĂƚŚĞƌthat ƚŚĞExplain ƚŝŽŶ ĐĂŶ from question? The key word isŶ Ĩ ‘now’ which she hasn’t been school before. is ŝŶĨŽtoƌŵĂ Big this Ideas ͍͛ tŚĂƚ ĐŚŽŽů ŶŽǁ ƚŽ Ɛinfers ŝĂ ŐŽ Ǉ ĐĂ ͚tŚ ŽĂƌĚ ŚĞ ď ŽŶ ƚ ŝŽŶƐ ƵĞƐƚ ŚĞ Ƌ ŵ and ƵƉ ƚ Ě ĨƌŽ WƵƚ ĐŚŝů Ideas WƵƚ ƵƉ ƚŚĞ ƋƵĞƐƚŝŽŶƐ ŽŶ ƚŚĞ ďŽĂƌĚ ͚tŚǇ ĐĂŶ ĨŝĂ ŐŽ ƚŽ ƐĐŚŽŽů ŶŽǁ͍͛ tŚĂƚ ŝŶĨŽƌŵĂƚŝŽŶ ĐĂŶ ƚŚĞǇ ŐĂƚŚĞƌ ũƵƐƚ ĨƌŽŵ BigaAsk ŝƐ Ă the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most ƚŚĂƚ child from Ghana, Africa. Can they think of any reasons she might have been to school before? ůĂŝŶ ǆƉ ŽƌĞ͘ ů ďĞĨ ĐŚŽŽ ƚŽ Ɛ Ask the groups, what do you feel about these statistics? How do theynot affect you? Which fact ĨŝĂ stands outTake most to to you you and ƐŶ͛ƚ ďĞĞŶ Ğ ŚĂ Ɛ ƐŚ ŶĨĞƌ ŝĐŚ ŝ ͛ ǁŚ ͚ŶŽǁ ƌĚ ŝƐ Ǉ ǁŽ Ğ ŬĞ ͍ dŚ ƐƚŝŽŶ ĞǇ ŐĂƚŚĞƌ ũƵƐƚ ĨƌŽŵ ƋƵĞ ŝŶĨŽƌŵĂƚŝŽŶ ĐĂŶ ƚŚ ƚŚŝƐ ideas to ĐŚŽŽů ŶŽǁ͍͛ tŚĂƚ ƚŚŝƐ ƋƵĞƐƚŝŽŶ͍ dŚĞ ŬĞǇ ǁŽƌĚ ŝƐ ͚ŶŽǁ͛ ǁŚŝĐŚ ŝŶĨĞƌƐ ƐŚĞ ŚĂƐŶ͛ƚ ďĞĞŶ ƚŽ ƐĐŚŽŽů ďĞĨŽƌĞ͘ ǆƉůĂŝŶ ƚŚĂƚ ĨŝĂ ŝƐ Ă ĐŚŝůĚ ĨƌŽŵ why? When do you hear about of these facts? (as they are happening EVERY single day). any ŚǇ ĐĂŶ ĨŝĂ ŐŽ ƚŽ Ɛ n down ideas to back to.any dow WƵƚ ƵƉ ƚŚĞ ƋƵĞƐƚŝŽ Take re? befo ol scho to why?any When do ŶƐ ŽŶ ƚŚĞ ďŽĂƌĚ ͚t yourefer hear about any of these facts? (as they are happening EVERY single day). been ons she might not have reas any of k thin they Can a. ƌŽŵ ŚĂƚ ĨŝĂ ŝƐ Ă ĐŚŝůĚ Ĩ Afric Žů ďĞĨŽƌĞ͘ ǆƉůĂŝŶ ƚ na, ĂƐŶ͛ƚ ďĞĞŶ ƚŽ ƐĐŚŽ Gha Ghana, Africa. Can they ŬĞǇ ǁŽƌĚ ŝƐ ͚ŶŽǁ͛ think of any reasons she might not have been to school before? Take down any ideas to ǁŚŝĐŚ ŝŶĨĞƌƐ ƐŚĞ Ś ƚŚŝƐ ƋƵĞƐƚŝŽŶ͍ dŚĞ Activity to. Take down any ideas to school before? to statements r back not have might They refe reasons any of refer back to. think they Can Africa. Ghana, Activity Explain that in groups pupils have to solve ashe mystery. havebeen lots of which need sorting out Activity to. can help at backthey refer soThe that them answer the question ‘Why can Afia go to school now?’ There is no righteach or wrong then The teacher teacher remains remains at the the front front of of the the class class with with aa pile pile of of questions questions for for each each group. group. One One member member of of each group group then y ivit answer; it the is upteacher to the for groups to sort out the statements and think of agroup summary to answer thethe question. Act Activity that so out ing sort comes to the first question and goes back to their own to try and find out answer need h whic nts eme stat of have comes torecord the teacher for the first question and. You goes back tolots their ownby group to try andto find out the answer as as quickly quickly as as Theycan tery mys a e solv to have ils They can this on the small white board. assist groups getting them put the statements pup ps grou in Activity that ƚ ŝƐ ain Ğƌ͖ ŝ Expl ŶƐǁ Explain that in groups pupils have toanswer solve athey mystery. They have lots of statements which need sorting out so that ŶŐ Ă ǁƌŽ ƚ Žƌ possible. Once they have the write it on the slip of paper and take it back to the teacher. If the answer isis ƌŝŐŚ ŝƐ ŶŽ ĞƌĞ ͍͛ dŚ ů ŶŽǁ ĐŚŽŽ ƚŽ Ɛ possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer ŝĂ ŐŽ Ŷ Ĩ Ǉ ĐĂ ƐƚŝŽŶ in chronological order or ƋƵĞ grouping them in any otherThey wayhave (suchlots as statements to do withneed Afia, can Kwesi, the ƌ ƚŚĞ so that out ƐǁĞ sorting which ŵ ĂŶ statements ofthey ƚŚĞthe mystery. asecond solve to ͚tŚ ŚĞůƉ have pupils groups ĐĂŶ in teacher that rd this Explain ƚŚĞǇ reco ƚŚĞǇ ĐĂŶ ŚĞůƉ ƚŚĞŵ ĂŶƐǁĞƌ ƚŚĞ ƋƵĞƐƚŝŽŶ ͚tŚǇ ĐĂŶ ĨŝĂ ŐŽ ƚŽ ƐĐŚŽŽů ŶŽǁ͍͛ dŚĞƌĞ ŝƐ ŶŽ ƌŝŐŚƚ Žƌ ǁƌŽŶŐ ĂŶƐǁĞƌ͖ ŝƚ ŝƐ . They stionto que correct then hands them the question, ifif incorrect must return their group to find out the er the answ to y mar sum a of k thin correct the teacher then hands them the second question, incorrect they must return to their group to find out ŝƐ the and nts village, the school etc). eme stat the out ƌ ǁƌŽŶŐ ĂŶƐǁĞƌ͖ ŝƚ sort dŚĞƌĞ ŝƐ ŶŽ ƌŝŐŚƚ Ž Ž ƚŽ ƐĐŚŽŽů ŶŽǁ͍͛ ps to ŽŶ ͚tŚǇ ĐĂŶ ĨŝĂ Ő grou ĂŶƐǁĞƌ ƚŚĞ ƋƵĞƐƚŝ the or r up orde l upto toƚŚĞǇ ĐĂŶ ŚĞůƉ ƚŚĞŵ thecorrect groups to sort out the statements and think of a summary to answer the question. They can record this gica nolo chro in nts eme stat answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being the put to them ing gett by correct answer. strategy is repeated each has received all 10 questions. PlaceThey an emphasis on itthis being aa t groupsuntil can record can You the question. answer to a summary ofthem e boar thinkgroup and statements theassis out ll whit sort tod.This groups the to Plenary upsma on . order onthe the small white board. You can assist groups by getting to put the statements in chronological or etc) ol scho the ge, villa the si, competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group Kwe , Afia withtaking do to nts by eme stat as competition soothe the aregroup. the fact sheet and in the quickly. Reward the winning group with with hscanning (suc order or way inschool rpupils statements the putinformation to them getting any groups assist in can You board. white small them the onShare summaries from each Reflect on similarities and differences. What else did itchronological make them think ping grou grouping them in any other way (such as statements to do with Afia, Kwesi, the village, the etc). aa prize! prize! Afia, Kwesi, the village, the school etc). to do with statements way (such otherthink any them them grouping about? Did it in make aboutastheir own education system? This part could then be used as a stimulus for a P4C enquiry. ary Plen Plenary Plenary similarities and differences. ect on p. Refl Plenary maries from sum ePlenary Shar Share summaries from each each grou group. Reflect on similarities and differences. cation system? r own edu t thei k abou them thin equestions mak it Did t? Take away the fact sheets and ask some of the again to see if anyone can the abou k differences. and similarities on thin Reflect group. each from them e summaries Share mak it did else the them fact sheets ask some the questions again to see if anyone can remember remember the answers. answers. Once Once again again Wha Whatt Take away it make thinkand about? Did itofmake them think about their own education system? . about uiry enq P4C a for system? education ulus own their about This reflect on some of the statistics by asking groups to think what concepts it makes them think about. stim think them a make it Did as about? think them make it used did else What be then couldon part could could some the as statistics by asking to think about what concepts it makes them think about. This part This partreflect could then be of used a stimulus for agroups P4C enquiry. enquiry. P4C a be used as a stimulus for a P4C enquiry. for stimulus a as used be then could part Thisthen then be used as a stimulus for a P4C enquiry. Extension ideas

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ideas Extension Look into organisations help and Look into organisations that help girls ality forthat equorganisations ote prom into Look promote equality for girls andthat help link promote equality for girls and And ol. scho boys girls and forlink equality boys totogogo toto school. And promote boys to go to school. AndAnd linklink ium Mill the to this this boys to thetoMillennium school. toenn go this to the Millennium Univ of l Goa t Development of Universalersal elop Dev Millennium theGoal tomen this ress Development ofprogress Universal Education all.Goal What Wha all. n for catiofor Edu Universal oft prog Goal Development has been made and what needs to s need t progress Education for for all. What progress wha e and mad been hasEducation What all. be done? has been made andand what needs e?made don be to has needs what been to be done? to be done?

Worksheets Resources/ /Worksheets ulus/ /Resources Stim Stimulus Worksheets / cut / Resources Stimulus that each group has one full set each. upsosothat statements:cut mysterystatements: cluesmystery aclues CocoCocoa Cocoa up each group has one full set each. upyso statements: clues mystery Stimulus / Resources Stimulus //cut Worksheets . that each group has one full set each. mar sum write dow/nWorksheets Stimulus Resources Worksheets e boards//toResources ll whit

SmaSmall Small whitewhite boards to write downdown summary . summary to write boards Cocoa clues mystery statements: cut up so .that each group has one full set each. ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Small whiteon boards to write down summary . should be in order from 1-10 with one set of questions per group). Questions separate slips of paper (questions

Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group). led in England by CDEC A project funded by the European Union and A project funded by the European Union and led in by CDEC by CDEC in England ledEngland and Union European the by funded A project project by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC 75

Cocoa Clues Mystery Statements Afia is 8 years old. She has 3 older brothers and a sister. She lives with her mum and dad. Afia is good at cooking. She helps her mum at home. Afia’s brothers walk a long way to school. They don’t go every day because their dad cannot afford to pay. Sometimes Afia’s brothers have to help out on the cocoa farm if it is busy. Afia doesn’t go to school because it is too expensive for her father to pay. Many girls do not have the opportunity to go to school. Afia’s mum, Esther, sells the vegetables the family grow at the market on Friday. Afia’s dad, Kwesi, works on a small cocoa farm growing cocoa beans. Afia’s family lives in the countryside in Western Region in Ghana. The roads are bad for travelling. The village they live in has one water well that is dirty and busy. People often get ill. It costs money to go to the local Government school. Parents must help pay for books and towards the teachers’ pay. The school is in the nearest town but it is a long way for Afia to travel on the bad roads. Kwesi often doesn’t have enough money to buy enough food or clothing for his family.

A project funded by the European Union and led in England by CDEC 76

Cocoa Clues Mystery Statements Kwesi cannot afford for Afia and her sister Abena, who is 6, to go to school so they stay at home to help their mum. They need to sell vegetables in the local market to try and make some extra money. Kwesi and his friends at the cocoa farm are fed up of not knowing what they will get paid and even if they will get paid at all. The world price of cocoa goes up and down so the price farmers and workers get paid goes up and down too. A group of small farmers is approached by Fairtrade, so they can begin selling the cocoa beans as part of the Fairtrade market. After a year, the first Fairtrade premium arrives. The workers all vote on how to use this money so that it benefits their community. The Fairtrade premium is spent on improving the roads and water well. Kwesi is much happier now that he has more money each week to buy food and that his family has clean, safer drinking water. The roads to the nearest town are built with the Fairtrade premium so that people can travel better. Members of the cocoa farm decide to buy a bus with the Fairtrade premium so that their children can safely get to school and back. Kwesi is proud that he can now send his daughters to school. Kwesi likes being part of the Fairtrade market. He now knows he will get paid in time. Kwesi and the other cocoa workers have been trained so they now know more about looking after their farms and the environment. They also formed a cocoa producers’ cooperative.

A project funded by the European Union and led in England by CDEC 77

Alien Headlines 11 1 Quick Onlines The Draw Alien Alien Headlines Alien Headlines 1 A lien Head Headunderstanding lines 1of global To To gain gain aa deeper deeper understanding of global issues. issues.

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Intro Intro Intro Intro Int roin athe Sit circle a variation of the game’ aboutto the food we eat. “When I think ofĨ ĨŽŽĚ / ƚŚŝŶ food I Ŭ scan Split classand intoplay groups of around 5/6 ‘shopping and explainlist they are going have a competition in which they will need to ĞŶ / ƚŚŝŶŬ Ž Ğ ĞĂƚ͘ ͞tŚ

ƚ ƚŚĞ ĨŽŽĚ ǁ Split the class into Ă ǀĂƌŝĂƚŝŽŶ groups of around 5/6 and explain they are going to have a competition in which they will need to scan ĂŵĞ͛ ĂďŽƵ ƉƉŝŶŐ ůŝƐƚ Ő ŽĨ ƚŚĞ ͚ƐŚŽ ůĞ ĂŶĚ ƉůĂǇ ^ŝƚ ŝŶ Ă ĐŝƌĐ ^ŝƚ ŝŶ Ă ĐŝƌĐůĞ ĂŶĚ ƉůĂǇ Ă ǀĂƌŝĂƚŝŽŶ ŽĨ ƚŚĞ ͚ƐŚŽƉƉŝŶŐ ůŝƐƚ ŐĂŵĞ͛ ĂďŽƵƚ ƚŚĞ ĨŽŽĚ ǁĞ ĞĂƚ͘ ͞tŚĞŶ / ƚŚŝŶŬ ŽĨ ĨŽŽĚ / ƚŚŝŶŬ ^ŝƚ ŝŶ Ă ĐŝƌĐůĞ ĂŶĚ ƉůĂǇ Ă ǀĂƌŝĂƚŝŽŶ ŽĨ ƚŚĞ ͚ƐŚŽƉƉŝŶŐ ůŝƐƚ ŐĂŵĞ͛ ĂďŽƵƚ ƚŚĞ ĨŽŽĚ ǁĞ ĞĂƚ͘ ͞tŚĞŶ / ƚŚŝŶŬ ŽĨ ĨŽŽĚ / ƚŚŝŶŬ ^ŝƚ ŝ Ŷ Ă ĐŝƌĐ ůĞ Ă ŶĚ Ɖ ůĂǇ Ă think of …”. Go around the circle so each pupil completes the sentence also tries what the some key information for the answers and try to be the first to report the answers back to the teacher. Hand ǀĂƌ ŝĂƚŝŽ ǀŝŽƵƐ ƉĞƌƐŽ Ŷ ŽĨ ŚĂƚ ƚŚĞ ƉƌĞ ƚŚĞ some key information for the answers and try to be first report theand answers backto torecall the teacher. Hand out out the theŶ fact fact ƚŽ ƌĞĐĂůů ǁ ͚ƐŚŽ Ě ĂůƐŽ ƚƌŝĞƐ ƉƉŝŶ ĞŶƚĞŶĐĞ ĂŶ Ő ůŝƐ ƉůĞƚĞƐ ƚŚĞ Ɛ ƚ ŐĂthe Ś ƉƵƉŝů ĐŽŵ ŵĞ͛ ŝƌĐůĞ ƐŽ ĞĂĐ ĂďŽtoƵƚ ƚ ƌŽƵŶĚ ƚŚĞ Đ ŽĨ ͙͘͟ 'Ž Ă ŚĞ Ĩ ŽŽĚ ŽĨ ͙͘͟ 'Ž ĂƌŽƵŶĚ ƚŚĞ ĐŝƌĐůĞ ƐŽ ĞĂĐŚ ƉƵƉŝů ĐŽŵƉůĞƚĞƐ ƚŚĞ ƐĞŶƚĞŶĐĞ ĂŶĚ ĂůƐŽ ƚƌŝĞƐ ƚŽ ƌĞĐĂůů ǁŚĂƚ ƚŚĞ ƉƌĞǀŝŽƵƐ ƉĞƌƐŽŶ ŽĨ ͙͘͟ 'Ž ĂƌŽƵŶĚ ƚŚĞ ĐŝƌĐůĞ ƐŽ ĞĂĐŚ ƉƵƉŝů ĐŽŵƉůĞƚĞƐ ƚŚĞ ƐĞŶƚĞŶĐĞ ĂŶĚ ĂůƐŽ ƚƌŝĞƐ ƚŽ ƌĞĐĂůů ǁŚĂƚ ƚŚĞ ƉƌĞǀŝŽƵƐ ƉĞƌƐŽŶ ǁĞto ĞĂƚ ͘ ͞t ŚĞŶ / ƚŚ ŽĨ ͙ ŝŶŬ ͘͟ ' ŽĨ ĨŽ Ž Ăƌ ŽĚ / ŽƵŶ ƚŚŝŶ Ě ƚŚ previous person has said, building up the list. Then repeat and change this “When I think of being hungry ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Ŭ Ğ Đŝƌ ĐůĞ Ɛ Ž ĞĂ ĐŚ Ɖ ͙͘͟ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƵƉŝů Ǉ / ƚŚŝŶŬ ŽĨ ĐŽŵ ĞŝŶŐ ŚƵŶŐƌ / ƚŚŝŶŬ ŽĨ ď ƉůĞƚ Ɛ ƚŽ ͞tŚĞŶ ĞƐ ƚ ĐŚĂŶŐĞ ƚŚŝ ŚĞ Ɛ ĞŶƚĞŶĐĞ ĂŶĚ ĂůƐŽ ƚƌŝĞƐ ƚŽ ƌĞĐĂůů ǁŚĂƚ ƚŚĞ ŝůĚŝŶŐ ƵƉ ƚŚĞ ůŝƐƚ͘ dŚĞŶ ƌĞƉĞĂƚ ĂŶĚ ŚĂƐ ƐĂŝĚ͕ ďƵ ŚĂƐ ƐĂŝĚ͕ ďƵŝůĚŝŶŐ ƵƉ ƚŚĞ ůŝƐƚ͘ dŚĞŶ ƌĞƉĞĂƚ ĂŶĚ ĐŚĂŶŐĞ ƚŚŝƐ ƚŽ ͞tŚĞŶ / ƚŚŝŶŬ ŽĨ ďĞŝŶŐ ŚƵŶŐƌǇ / ƚŚŝŶŬ ŽĨ ͙͘͟ ŚĂƐ ƐĂŝĚ͕ ďƵŝůĚŝŶŐ ƵƉ ƚŚĞ ůŝƐƚ͘ dŚĞŶ ƌĞƉĞĂƚ ĂŶĚ ĐŚĂŶŐĞ ƚŚŝƐ ƚŽ ͞tŚĞŶ / ƚŚŝŶŬ ŽĨ ďĞŝŶŐ ŚƵŶŐƌǇ / ƚŚŝŶŬ ŽĨ ͙͘͟ ŚĂƐ ͕ ďƵ ŝŽƵƐ I ƐĂŝĚ think ofŝůĚŝŶ …”. Ő ƵƉ Share the byĞƉĞ newsreader Jon Snow4from Channel 4 news “If reporters fromƉƌĞǀ Mars visited ƉĞƌƐŽŶ ƚŚĞ ůŝƐƚquote ͘ dŚĞŶ ƌ ŽƵ ƌƚŚ͕ ĚŽŶ͛ƚ Ǉ Ăƚ ĂŶĚ Đ Ɛ ǀŝƐŝƚĞĚ Ă Ɛ ĨƌŽŵ DĂƌ ŚĂŶ ͞/Ĩ ƌĞƉŽƌƚĞƌ ŐĞ ƚ news ŚŝƐ ƚ Channel from Snow Ž ͞t Jon r ŚĞŶ newsreade by quote / ƚŚ the Share ŝŶŬ ŽĨ ď quote by newsreader Jon Snow from Channel 4 news ͞/Ĩ ƌĞƉŽƌƚĞƌƐ ĨƌŽŵ DĂƌƐ ǀŝƐŝƚĞĚ ĂƌƚŚ͕ ĚŽŶ͛ƚ ǇŽƵ ĞŝŶŐ Share the quote by newsreader Jon Snow from Channel 4 news ͞/Ĩ ƌĞƉŽƌƚĞƌƐ ĨƌŽŵ DĂƌƐ ǀŝƐŝƚĞĚ ĂƌƚŚ͕ ĚŽŶ͛ƚ ǇŽƵ ŚƵŶ ŐƌǇ / ƚŚŝ Sha re ŶŬ Ž the Ĩ ͙͟ quo ͘ Earth, don’t you think that their lead story would be ‘one in six humans go hungry’? And yet that never te by new srea der Jon Sno w from ŚƵŵĂŶƐ ŐŽ Big Ideas ĞƐ ŽƵƌ ŚĞĂĚůŝŶĞ ŶĞǁƐ͘͟ Channel 4 new ŶĞǀĞƌ ŵĂŬ ŚƵŶŐƌǇ͍͛ s ͞/Ĩ ƌĞƉŽŶĚ ǇĞƚ ƚŚĂƚ Ğ ͚ŽŶĞ ŝŶ Ɛŝǆ ŽƌǇ ǁŽƵůĚ ď ŚĞŝƌ ůĞĂĚ Ɛƚ ƌƚĞƌthen ƚŚŝŶŬ ƚŚĂƚ ƚ Ɛ ĨƌŽŵ D ƚŚŝŶŬ ƚŚĂƚ ƚŚĞŝƌ ůĞĂĚ ƐƚŽƌǇ ǁŽƵůĚ ďĞ ͚ŽŶĞ ŝŶ Ɛŝǆ ŚƵŵĂŶƐ ŐŽ ŚƵŶŐƌǇ͍͛ ŶĚ ǇĞƚ ƚŚĂƚ ŶĞǀĞƌ ŵĂŬĞƐ ŽƵƌ ŚĞĂĚůŝŶĞ ŶĞǁƐ͘͟ ƚŚŝŶŬ ƚŚĂƚ ƚŚĞŝƌ ůĞĂĚ ƐƚŽƌǇ ǁŽƵůĚ ďĞ ͚ŽŶĞ ŝŶ Ɛŝǆ ŚƵŵĂŶƐ ŐŽ ŚƵŶŐƌǇ͍͛ ŶĚ ǇĞƚ ƚŚĂƚ ŶĞǀĞƌ ŵĂŬĞƐ ŽƵƌ ŚĞĂĚůŝŶĞ ŶĞǁƐ͘͟ ĂƌƐ pupils ǀŝƐŝƚ ƚŚŝŶ ĞĚ Ŭ ƚŚĂƚ ƚour ĂƌƚŚ ͕ ĚŽ makes headline news.” Allow 30 seconds quiet reﬂection time and ask the tothink shout out ŚĞŝƌ Ŷ͛ƚ Ǉ ůĞĂ ŽƵ tocould Ě Ɛƚ ŽƌǇ ǁŽƵ ůĚ ď Ğ ͚Ž ŶĞ ŝand Ŷ Ɛŝǆ these ʹʹmost of ŚƵŵ now they ĂŶƐ Ask groups, what do you feel about these statistics? How do they affect you? Which fact stands out you things out ŐŽ shout to ŚƵŶ pupils the ask ŐƌǇ͛ then ͍ Ŷ time the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to could you and and reflection Ě ǇĞ quiet ƚ ƚŚ seconds 30the Ăƚ Ŷ Allow 30 seconds quiet reflection time and then ask the pupils to shout out things they now think of ʹ these could ĞǀĞ Allow 30 seconds quiet reflection time and then ask the pupils to shout out things they now think of these ƌ ŵĂ ŬĞƐ Allo ŽƵƌ wAsk ŚĞĂ 30 things they now think of – these could be concepts, emotional reﬂections/feelings etc. Record on the board. ĚůŝŶ seco Ğ ŶĞ nds ǁƐ͘͟ quie t refle ctio n time and then ask why? When do you hear about any of these facts? (as they are happening EVERY single day). the pup board. ils the on to Record sho why? When do you hear about any of these facts? (as they are happening EVERY single day). etc. /feelings ut out reflections emotional concepts, bebe concepts, emotional reflections/feelings etc. Record onon thethe board. concepts, emotional reflections/feelings Record board. things they now think of ʹ these could be con ts, emo tional refle ctions/feelings etc.etc. Bigcep Ideas Record on the board. Ideas Ideas Big Big Ideas Big Ide as Hand out approx 5 blank post-it notes or small slips of paper to each pupil. Present the pupils with the facts Activity facts the with pupils the Present pupil. each paper ofof slips small oror notes post-it approx Hand out approx blank post-it notes or small slips of paper tototo each Present pupils with the facts out Hand Hand out approx 5blank blank post-it notes small slips paper each pupil. Present the pupils with the facts Han document about food waste and food inequality. Ask the pupils to pupil. write down thethe words that immediately d out app rox 555blan k pos t-it note sof orthe sma ll slips of pap spring ly er to immediate that eac words the h The teacher remains at the front class with a pile of questions for each group. One member of each then down pup write to il. pupils the Pres Ask inequality. ent food and the Thentteacher remains at the front of the class with a pile of questions for each group. One member of each group then waste food document about food waste and food inequality. Ask the pupils to down the words that immediately spring pup about ils document doc document about food waste and food inequality. Ask the pupils to write down the words that immediately spring spring to mind on the post-it notes as you are reading (they can write as you read). Collect and display the with ume the facts group about food waste and food inequality. Ask the pup on ils words the to display writ and Collect e read). dow you as write comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly n can the (they reading wor are you as ds notes to mind on the post-it notes you areare reading (they can write as as you read). andand display the words on thethe that words on the board. Group together any similar words orto phrases and lookCollect at the ‘big ideas’ main post-it the to on comes to the teacher for the first and goes back their own group toCollect try and find outorthe answer asng quickly as to mind on the post-it notes as you (they can write you read). display the words on the as mind imm tomin d on edia tely the pos spri t-it note s asas you arequestion readreading ing (they can writ e ĨĂƌ͘ as ƵŐŚƚ ƵƉ ƐŽ you ŶĐĞƉƚƐ ďƌŽ read ͛ Žƌ ŵĂŝŶ ĐŽ ). Ğ ͚ďŝŐ ŝĚĞĂƐ Coll Ě ůŽŽŬ Ăƚ ƚŚ ect ƉŚƌĂƐĞƐ ĂŶ and possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is ƌ ǁŽƌĚƐ Žƌ concepts brought up so far. disp ďŽĂƌĚ͘ 'ƌŽƵƉ ƚŽŐĞƚŚĞƌ ĂŶǇ ƐŝŵŝůĂƌ ǁŽƌĚƐ Žƌ ƉŚƌĂƐĞƐ ĂŶĚ ůŽŽŬ Ăƚ ƚŚĞ ͚ďŝŐ ŝĚĞĂƐ͛ Žƌ ŵĂŝŶ ĐŽŶĐĞƉƚƐ ďƌŽƵŐŚƚ ƵƉ ƐŽ ĨĂƌ͘ ƌ ĂŶǇ ƐŝŵŝůĂ ďŽĂ lay ƵƉ ƚŽŐĞƚŚĞ ƌĚ͘ ' ďŽĂƌĚ͘ 'ƌŽƵƉ ƚŽŐĞƚŚĞƌ ĂŶǇ ƐŝŵŝůĂƌ ǁŽƌĚƐ Žƌ ƉŚƌĂƐĞƐ ĂŶĚ ůŽŽŬ Ăƚ ƚŚĞ ͚ďŝŐ ŝĚĞĂƐ͛ Žƌ ŵĂŝŶ ĐŽŶĐĞƉƚƐ ďƌŽƵŐŚƚ ƵƉ ƐŽ ĨĂƌ͘ the ďŽĂƌĚ͘ 'ƌŽ ƌŽƵƉ ƚŽ wor possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is ds on the ŐĞƚŚĞƌ ĂŶǇ ƐŝŵŝůĂƌ ǁŽƌĚƐ Žƌ ƉŚƌĂƐĞƐ ĂŶĚ ůŽŽ Ŭ Ăƚ ƚŚĞ ͚ďŝŐ ŝĚĞ point. this at ĂƐ͛ Ž questions ƌ ŵĂreturn gather so enquiry, ŝŶ Đ This part could then be as astimulus stimulus for aP4C P4C enquiry, so gather questions at this point. a for ŽŶĐ stimulus a This ĞƉƚƐ This part could then be used as a stimulus for a P4C enquiry, so gather questions at this point. as correct the teacher then hands them the second question, if incorrect they must to their group to find used be ďƌŽ part then This part could then be used as a for a P4C enquiry, so gather questions at this point. could ƵŐŚ part cou This ƚ ƵƉ ld then ƐŽ Ĩout correct the teacher then hands them the second question, if incorrect they must return to their group to find out the Ăƌ͘ the be use dused as a stimulus for a P4C enquiry, so gather que stio ns at this poin t. correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being Ac Activity tiv Activity correct ity answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being aa Activity Activity ͞ ůŝĞŶ for article so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group newspaper Refer to the Jon quote. Explain that the pupils are going to write their own newspaper article own their write to going are Refe pupils the competition so the pupils are the fact sheet and taking into the information quickly. Reward the winning group with with that Refer back the Jon Snow quote. Explain that the pupils are going write their own newspaper article forfor ͞ ůŝĞŶ r competition bac Explain quote. kback Refer back to the Jon Snow quote. Explain the pupils are going to write their own newspaper article for ͞ ůŝĞŶ Snow toto Jon the the to back Jon Refer Sno wSnow quo te. scanning Exp lain thatthat the pup ils are goin g to writ e thei food of r “Alien Times”, the alien newspaper, so that they know more about this huge world issue concerning food, lack own food, concerning new a prize! issue world spa dŝŵ huge this perfood, about ĞƐ͟, more dŝŵĞƐ͟, the alien newspaper, that they know more about this huge world issue concerning lack of͞ ůŝ food artic know the they that le for so a prize! alie dŝŵĞƐ͟, the alien newspaper, so that they know more about this huge world issue concerning food, lack of ĞŶ food n newspaper alien new the dŝŵĞƐ͟, spaper, so,so that they kno w mor e abo ut this this up hugas e nso wor ld issu lack of food and waste across the world. (You could set a competition so that only the best articles e in con feature will cern articles best the ing and only that food so was competitio , a and waste across the world. (You could set this up as a competition that only the best articles will feature in the as lack te up this acro set of could and waste across the world. (You could set this up as a competition so that only the best articles will feature in the the ss food (You world. the world. (You could set this up as a com and waste across the peti tion so that only will feature in the newspaper as there is only room for a select few). First of all they need to plan their the bes supporting t the artic using new article les their plan spa to will need per they newspaper there room aaselect few). First allall they need to to plan their article using the supporting feat Firstofofof asas ure few). ther newspaper as there isonly only room aselect select few). all they need plan their article using the supporting in the for e isisonly room isonly there as roo newspaper m forfor afor sele Plenary ct few ).Model First First of allimportance they need to article using theModel supporting planning sheet. the of the planning stage. Pupils then work plan thei r artic le news their usin plan plan to g ning the individually work she then sup planning sheet. Model the importance of the planning stage. Pupils then work individually to plan their news Pupils et. por stage. Mod planning ting the planning sheet. the importance of the planning stage. Pupils then work individually to plan their news of el importance the the Model imp sheet. ortance of the planning stage. Pupils then planning Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once individually to plan their news article using the planning sheet. wor k indi vidu Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again again ally to artic plan le thei usin r g new article using the planning sheet. the s plan articleusing usingthe theplanning planning sheet. ning shesheet. et. article This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. Plenary Ple nar y Plenary Plenary Plenary then be used as a stimulus for a P4C enquiry. then be used as a planning stimulussheets, for a P4C enquiry.good snappy headlines etc. Explain that in the next lesson the Review ofplan the celebrating Rev iew som lesson next esome ofof that Review some the planning sheets, celebrating good snappy headlines etc. Explain that in in the next lesson thethe the Explain etc. headlines ning snappy Review some the planning sheets, celebrating good snappy headlines etc. Explain that in the lesson she celebrating sheets, ets, planning the cele ofof some brat Review ing goo dgood snappy headlin es etc. the planning sheet will be used to write the newspaper article. Exp lain that in plan the nex ning t less she on et will the planning sheet will be used write newspaper article. be use dused planning sheet will be the newspaper article. to to article. writ newspaper the ewrite write thethe toto used be new will sheet spa planning per artic le.

͞/Ĩ ƌ ĞƉŽ ƌƚĞƌƐ ĨƌŽfrom ŵ ͞/Ĩ ƌĞƉŽƌƚĞƌƐ ĨƌŽŵ Extension ideas Extension ideas ͞/Ĩ ƌĞƉŽƌƚĞƌƐ ĨƌŽŵ ideas Extension ideas Extension “If reporters ƌƐ ĨƌŽŵ ͞/Ĩ ƌĞƉŽƌƚĞ Extens ion ide as Did you know? ... MaMars Pupils who complete rsMars visi ted Ear th, visited Earth, visited Earth, Pupils who complete Mars visited Earth, Pupils who complete complete whoplet Mars visited Earth, Pupthe ilsPupils who com e planning sheet ĚŽŶ ͛ƚ ǇŽ don’t youŝŶŬ think that Ƶ ƚŚ ƚŚĂ ƚ ĚŽŶ͛ƚ ǇŽƵ ƚŚŝŶŬ ƚŚĂƚ the planning sheet ĚŽŶ͛ƚ ǇŽƵ ƚŚŝŶŬ ƚŚĂƚ the planning sheet planning the ƚŚŝŶŬ ƚŚĂƚ the ĚŽŶ͛ƚ ǇŽƵ plan ning could then search for she There are 2.2 billion et lead story thetheir irtheir lead stor ystory could then search for lead story could then search their lead then could images on the internet cou ld story then lead their search for for would be ‘one in six ǁŽƵ children in the world ... ůĚ ď Ğ ͚Ž ŶĞ ŝ images on the internet Ŷ Ɛŝǆ ǁŽƵůĚ ďĞ ͚ŽŶĞ ŝŶ Ɛŝǆ images the on use their article. images ǁŽƵůĚ ďĞ ͚ŽŶĞ ŝŶ Ɛŝǆ imato ges humans goŽŶĞ ŝŶ Ɛŝǆ hungry’? oninthe inte ǁŽƵůĚ ďĞ ͚ rneinternet t re..rr. ...... ŚƵŵ e ĂŶƐ h . ŐŽ t .. to use in their article. ŚƵŶ e r ŐƌǇ h ͍͛ g t to use in their o 1 billion of them e he ŚƵŵĂŶƐ ŐŽ ŚƵŶŐƌǇ͍͛ ge gtegth gin og ŚƵŵĂŶƐ ŐŽ ŚƵŶŐƌǇ͍͛ to to useto in u g inuse nn their article.article. Q n nlnain are utic nin Ž ŚƵŶŐƌǇ͍͛ g ttoQ ŚƵŵĂŶƐ Ő ick PlaP la k on Plann

living in poverty ... P StiStimulus mulus / Res ces / Wo heets ets Stimulus/ Resources /our Resources /rks Worksheets Workshe es/ /Worksheets Resourc JohnStimulus Snow quote, /post -ŝƚ ŶŽƚĞƐ Žƌ ƐŵĂůů

on tth hee d dr ra aw w

ƐůŝƉƐ ŽĨ ƉĂƉĞƌ͕ ͚ ůŝĞŶ ,ĞĂĚůŝŶĞƐ ƉůĂŶŶ John Snow quote, post-ŝƚ ŶŽƚĞƐ Žƌ ƐŵĂůů ƐůŝƉƐ ŽĨ ƉĂƉĞƌ͕ ͚ ůŝĞŶ ,ĞĂĚůŝŶĞƐ ƉůĂŶŶŝŶŐ ƐŚĞĞƚ͛͘ John Snow quote, post-ŝƚ ŶŽƚĞƐ Žƌ ƐŵĂůů ƐůŝƉƐ ŽĨ ƉĂƉĞƌ͕ ͚ ůŝĞŶ ,ĞĂĚůŝŶĞƐ ƉůĂŶŶŝŶŐ ƐŚĞĞƚ͛͘ ŝŶŐ ƐŚĞĞƚ͛͘Ő ƐŚĞĞƚ͛͘ ͕ ͚ ůŝĞŶ ,ĞĂĚůŝŶĞƐ ƉůĂŶŶŝŶ Ɛ Žƌ ƐŵĂůů ƐůŝƉƐ ŽĨ ƉĂƉĞƌ ͚&ŽŽĚ t post-ŝƚ ŶŽƚĞ quote, Snow John ĂƐƚĞ ͛ ĨĂĐ ƚƐ ƐŚ ĞĞƚ͘ ͚&ŽŽĚ tĂƐƚĞ͛ ĨĂĐƚƐ ƐŚĞĞƚ͘ ͚&ŽŽĚ tĂƐƚĞ͛ ĨĂĐƚƐ ƐŚĞĞƚ͘ Stimulus / Resources / Worksheets Stimulus / Resources / Worksheets ͘ ͛ ĨĂĐƚƐ ƐŚĞĞƚ ͚&ŽŽĚ tĂƐƚĞ

Jon Snow quote, post-it notes or small slips of paper, ‘Alien Headlines planning sheet’. ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ‘Food Waste’ facts sheet. of paper (questions should be in order from 1-10 with one set of questions per group). Questions Questions on on separate separate slips slips of paper (questions should be in order from 1-10 with one set of questions per group). A proj Aect project funded byEuro thethe European andand ledled in England by by CDEC funded by the project funded by European Union in CDEC pean UnionUnion and England in England led and led Union in European Engl the by funded and AA project by CDEC by CDEC A projectAAfunded byfunded the European and led in England project by European Union and in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC 78

AlienHeadlines Headlines- quote Alien from Jon Snow, quote from Jon Snow, Channel 4 Channel 4

͞/Ĩ ƌĞƉŽƌƚĞƌƐ ĨƌŽŵ Mars visited Earth, ĚŽŶ͛ƚ ǇŽƵ ƚŚŝŶŬ ƚŚĂƚ their lead story would be ͚ŽŶĞ ŝŶ Ɛŝǆ ŚƵŵĂŶƐ ŐŽ ŚƵŶŐƌǇ͛? And yet that never ŵĂŬĞƐ ŽƵƌ ŚĞĂĚůŝŶĞ͟ A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC 79

Food Waste Food Waste Food Waste

Food Waste

The World ...... The World Around billiontonnes tonnesofof food produced ThelWorld ... Around 44billion food areare produced Around billion tonnes of food are produced yearlyin4inthe theworld. world. yearly yearly in the world. Between 30% and 50%ofof the food produced in l Between 30% and 50% the food produced The World ... 30% and 50% of the food produced in Between the in theworld worldisiswastedͶƚŚĂƚ͛Ɛ ƵƉ ƚŽ ŚĂůĨ͊ wasted—that’s up to half! Around 4 billion tonnes of food are produced world is wastedͶƚŚĂƚ͛Ɛ ƵƉ ƚŽ ŚĂůĨ͊ dŚĂƚ͛Ɛ between 1.2and and 2 billion tones. l the That’s between 1.2 2 billion tones. yearly in the world. dŚĂƚ͛Ɛ between 1.2 and 2 billion tones. l There over 7 7billion in in thethe world, Thereare are over billionpeople people world, Between 30% and 50% ofpeople the food produced There are over 7 billion in the world, in that’s 7, 000, 000, 000! dŚĂƚ͛Ɛ ϳ͕ ϬϬϬ͕ ϬϬϬ͕ ϬϬϬ͊ the world is wastedͶƚŚĂƚ͛Ɛ ƵƉ ƚŽ ŚĂůĨ͊ l dŚĂƚ͛Ɛ ϳ͕ ϬϬϬ͕ ϬϬϬ͕ ϬϬϬ͊ By is is expected to to be be 10 10 By2050 2050the thepopulation population expected dŚĂƚ͛Ɛ between 1.2 and 2isbillion tones. In the UK ... By 2050 the population expected to be 10 billion. That’s 10, 000, 000, 000! In the UK ďŝůůŝŽŶ͘ dŚĂƚ͛Ɛ ϭϬ͕ ϬϬϬ͕ ϬϬϬ͕ ϬϬϬ͊ In the...UK There are over 7 billion people in the world, Up ... toofhalf of thebought food bought is thrown away. ďŝůůŝŽŶ͘ dŚĂƚ͛Ɛ ϭϬ͕ ϬϬϬ͕ ϬϬϬ͕ ϬϬϬ͊ ldŚĂƚ͛Ɛ ϳ͕ ϬϬϬ͕ ϬϬϬ͕ ϬϬϬ͊ There are an estimated 925 million hungry Up totohalf food is is thrown away. There are an estimated 925 million hungry l Up half ofthe the food bought thrown away. Up to 30% of the vegetable crop is never harvested There are an estimated 925 million hungry people ininthe world, that means 1to in 6into 7to 7 Up to 30% of the vegetable crop is never harvested people the world, that means 1 6 By 2050 the population is expected be 10 l Up to 30% of the vegetable crop is never people thehungry. world, that means 1 in 6 to 7 as a result of standards imposed on the farmers by In the UK peopleinare asharvested a...result ofasstandards imposed on the farmers by ďŝůůŝŽŶ͘ dŚĂƚ͛Ɛ ϭϬ͕ ϬϬϬ͕ ϬϬϬ͕ ϬϬϬ͊ afood result of standards imposed peopleare arehungry. hungry. people Up to half of the bought is thrown away. the supermarkets. If vegetables do not meet the supermarkets. vegetables do not If meet There are an estimated 925 million hungry on farmers byIfthe supermarkets. Up to the 30% of the vegetable crop is never harvested supermarket requirements inofterms ofsize color, supermarket requirements in terms color, and size and people in the world, that means 1 in 6 to 7 vegetables do not meet supermarket asshape, a result of standards imposed on the farmers by shape, it simply is left to rot in the field. it simply in is left to of rotcolor, in thesize field. people are hungry. requirements and the supermarkets. Ifterms vegetables do not meet 24% to 35% of school lunches end up in theupbin. 24% to 35% of school lunches end in the bin. shape, it simply is left to rot in the ﬁeld. supermarket requirements in terms of color, size and than We throw away more food from our homes than We throw away lunches more food from ourbin. homes l 24% to 35% of school end up in the shape, it simply is UK leftevery to rotyear. in the field. packaging in the inmore the UK every year. l Wetopackaging throw away food fromup our 24% 35% of school lunches end in the bin. £50 a Wasting food is costing the average household Wasting food is costing the average household £50 a homes than packaging in the UK every year. We throw away more food from our homes than month. month. l Wastinginfood the average house packaging the is UKcosting year. 15 million tonnes ofevery foodof isfood thrown away each year, 15 million tonnes is household thrown away each year, hold £50 a month. Wasting foodhalf is costing the average £50rest a with almost coming from our homes and the l 15 million tonnes of food is thrown away with almost half coming from our homes and the rest month. from manufacturing, hospitality, retail etc. each year, with almost halfhospitality, coming from ouryear, from manufacturing, retail etc. 15 million food is away each Around 7 tonnes million of tonnes ofthrown food waste comes from homes and the rest from manufacturing, Around 7 million tonnes of food waste with almost half rest from households eachcoming year. from our homes and thecomes hospitality, retail etc. households each year. retail etc. from manufacturing, hospitality, l Around 7 million tonnes of food waste comes Around 7 million tonnes of food waste comes from Variations across the world ... from households each year. Variations across the world ... households each year. In the least developed countries, most waste In the least developed countries, most Variations across the world ... happens at farm level or between farm andwaste local Variations across the world ... happens at farm level or between farm and l markets In the least developed countries, most waste local because of inefficient harvesting Inmethods, the least developed countries, most waste happens farm level or between farm and inadequate transport and marketsat because oflocal inefficient harvesting happens at farm level or between farm and local local markets because of ineﬃcient harvesting infrastructure, and improper storage. methods, inadequate local transport and markets because of inefficient harvesting methods, inadequate and and In transition countries ʹlocal suchtransport as the Central infrastructure, and improper storage. methods, inadequate localthe transport and remain infrastructure, and improper storage. Eastern European onesʹ main losses In transitionand countries ʹ such as the Central and improper storage. linfrastructure, In transition –infrastructure such asmain the Central connected to countries improper but thisremain Eastern European onesʹ the losses Intime transition countries ʹ ones– suchlevel asthe the Central and and Eastern European main losses at regional or national as supply connected to improper infrastructure but Eastern European the maininfrastructure losses remainthis remainget connected to improper chains longer.onesʹ time at regional or national level as connected to improper infrastructure butsupply this but this time at regional or national level as is In developed countries, relatively more waste chains get longer. time at regional or national level as supply supply by chains get longer. caused consumers who throw away part of Indeveloped developed countries, relatively more get longer. lchains In countries, relatively more waste bought food, but even here the major part iswaste isSources: Inlost developed countries, relatively more waste is of A broken food system: half of the world's food goes to waste Article by by who away part iscaused caused by consumers who throw throw away part before itconsumers reaches homes. caused by consumers who throw away part of Ciobanu and Piotr Trzaskowski, 2013 bought food, but even here the major part Sources: of bought but even major ispart is Claudia Food wastefood, in Europe and here Norththe America Tristram Stuart's Waste: Uncovering the Global Food Scandal (Penguin, bought food, but even here the major part is homes. islost lostbefore before itreaches reaches homes. almost twice it the size of sub-Saharan Africa and Sources: 2009).A broken food system: half of the world's food goes to waste Article by A broken food half of Piotr the world's food goes to waste Article by Claudiasystem: Ciobanu and Trzaskowski, 2013 before it reaches homes. www.worldhunger.org Food waste Europe and North America llost Food waste ininEurope and North America is is Claudia South Asian. Sources: AStuart's broken food system: half of the world's food goes www.england.lovefoodhatewaste.com Tristram Waste: Uncovering the Global Food Scandal (Penguin, Ciobanu and Piotr Trzaskowski, 2013 Food waste in Europe and North America is to waste Article byUncovering Claudia Ciobanu and Piotr almost twice thesize size sub-Saharan Africa and almost twice the ofof sub-Saharan Africa 2009). Tristram Stuart's Waste: the Global FoodTrzaskowski, Scandal (Penguin, almost twiceAsian. the size of sub-Saharan Africa and 2009).2013 www.worldhunger.org Tristram Stuart's Waste: Uncovering the Global Food and South South Asian. www.worldhunger.org www.england.lovefoodhatewaste.com Scandal (Penguin, 2009). www.worldhunger.org South Asian. www.england.lovefoodhatewaste.com A project funded by thewww.england.lovefoodhatewaste.com European Union and led in England by CDEC

A project funded the European Union and led in by England A project funded by theby European Union and led in England CDEC by CDEC A project funded by the European Union and led in England by CDEC 80

Alien Headlines Planning Sheet Alien Headlines Planning Sheet Alien Headlines Planning Planning Sheet Sheet

ALIEN TIMES ALIEN TIMES %\ «««««««««««««««««««««

Headline for your news article %\ ««««««««««««««««««««« %\ ««««««««««««««««««««« Headline for your news news article article

Main facts you want to include in your article Main facts you want to to include include in in your your

Picture(s) that highlight your main points and get aliens interested Picture(s) Picture(s) that thathighlight highlightyour yourmain mainpoints pointsand and

article

get getaliens aliensinterested interested

List of actions the aliens could do to help ƚŚĞ ƉƌŽďůĞŵ ͙ List of actions the aliens aliens could could do do to to help help

Style of writing you will use (first person ĐŽŵŵĞŶƚĂƌǇ ͚/͛ Žƌ ƌĞƉŽƌƚ ƐƚǇůĞ ͚ƚŚĞƌĞ ĂƌĞ͛Ϳ Style Styleof ofwriting writingyou youwill willuse use(first (firstperson person

ƚŚĞ ƉƌŽďůĞŵ ͙

ĐŽŵŵĞŶƚĂƌǇ ͚/͛ Žƌ ƌĞƉŽƌƚ ƐƚǇůĞ ͚ƚŚĞƌĞ ĂƌĞ͛Ϳ ĐŽŵŵĞŶƚĂƌǇ ͚/͛ Žƌ ƌĞƉŽƌƚ ƐƚǇůĞ ͚ƚŚĞƌĞ ĂƌĞ͛Ϳ

ŶĚŝŶŐ ĨŽƌ ƚŚĞ ĂƌƚŝĐůĞ ƐŽ ƚŚĂƚ ĂůŝĞŶƐ ǁĂŶƚ ƚŽ ĨŝŶĚ ŽƵƚ ŵŽƌĞ ͙ ŶĚŝŶŐ ĨŽƌ ƚŚĞ ĂƌƚŝĐůĞ ƐŽ ƚŚĂƚ ĂůŝĞŶƐ ǁĂŶƚ ƚŽ ĨŝŶĚ ŽƵƚ ŵŽƌĞ ͙ ŶĚŝŶŐ ĨŽƌ ƚŚĞ ĂƌƚŝĐůĞ ƐŽ ƚŚĂƚ ĂůŝĞŶƐ ǁĂŶƚ ƚŽ ĨŝŶĚ ŽƵƚ ŵŽƌĞ ͙

A project funded by the European Union and led in England by CDEC AA project project funded funded by bythe the European European Union Union and led inEngland England by CDEC CDEC A project funded by the European Union andand ledled in in England byby CDEC

Alien Head lines 2 To begin to under Quick On The Draw Alien Headlines 2 nding Alien Headlines 2 food and hunger around the world. stand inequ alities surrou To gain a deeper understanding of global issues.

To gaintoaunderstand deeper understanding of global issues. begin inequalities ToTowrite food and hunger around thethe world. abegin journa listic piece ofinequalities To tothe understand food and hunger around world. writin gsurrounding forsurrounding a newsp aper. To consider inequalities between the global north and south. To consider the inequalities between the global north and south.

ToTo write a journalistic of writing a for newspaper. Tobewrite ato journalistic piece of writing a newspaper. able scan piece a document forfor key information.

righ ts a document respon To be able to scan for key information. sibi lity

Currig culum Links Geo Lit

Curriculum Curriculum Links Curriculum Links Curriculum Geog LitLinks Links Lite racy Num Literacy Cit Citiz ensh ip Literacy Geography Geography Citizenship Num Cit Citizenship PSHE P4C Literacy Literacy

needs & wants

PSHE

P4CP4C P4C

rights rights responsibility needs &needs wants responsibility & wants equality needs equality needs & & wants wants

Intro

Remind the pupils of the Jon Snow quote and recap the plann ing sheets completed in the previous lesson. Model using your own planning sheet to begin writing your article, ask pupils for help and demonstrate that it is Intro okayIntro to change your mind, by editing and amending, about wordi Intro Intro ng sheets as this completed is a draft piece Remind theclass pupils ofgroups of previous the JonofSnow quote and recap the planning work in the (youlesson. will be Split the into around 5/6 and explain they are going to have aa competition in which will to writin g/typi ng it up later once you are happy with Split the class into groups of around 5/6 and explain they are going topupils havecompleted competition in previous which they they willitneed need to scan scan it). Remind the your pupils of the Jon Snow quote andwriting recap the planning sheets in the lesson. Model using own planning sheet to begin your article, ask for help and demonstrate that is the some key information for the answers and try to be the first to report the answers back to the teacher. Hand out some key information forby theediting answers and try towriting beabout theyour first to report thepupils answers back toofthe teacher. Hand out the fact fact Model using your own planning sheet to begin article, ask for help and demonstrate that okay to change your mind, and amending, wording as this is a draft piece work (you will be ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Bigwriting/typing s to change ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ itIdea is okay your mind, by editing and amending, about wording as this is a draft piece of work (you it up later once you are happy with it). Remin thewriting/typing willd be it up you arethey happy pupils about the biglater ideasonce (conce pts) are with focusiit). ng on and want to get across in their writing Big Ideas (inequ ality,Ideas food consumption, food waste, hunger, rights). Big Big Ideas Big Ideas Ask groups, what do you feel about these How do affect you? Which fact stands out most Ask the the groups, what dothe you feel about these statistics? statistics? How do they they affect you? Which fact stands out most to to you you and and Remind the pupils about the big ideas (concepts) they are focusing and want to get across in their Remind the pupils about big ideas (concepts) they are focusing on on and want tosingle get across in their writing why? When do you hear about any of these facts? (as they are happening EVERY day). Acti vity why? When do you hear about any of these facts? (as they are happening EVERY single day). writing (inequality, food consumption, food waste, hunger, rights). (inequality, food consumption, food waste, hunger, rights). WƵƉŝůƐ ƵƐĞ ƚŚĞŝƌ ƉůĂŶŶŝŶŐ ƐŚĞĞƚƐ ƚŽ ǁƌŝƚĞ ĂŶ ĂƌƚŝĐůĞ ĨŽƌ ͞ ůŝĞŶ dŝŵĞƐ͘͟ KŶĐĞ Activity they are Activity happy with it they can either write it up neatly or type it up Activity for Pupils use their planning sheets to write an article for “Alien Times”. Activity submThe ission to the editor who will decide wheth er teacher remains at the front of the class with a pile of questions it is news worth y or Once they are happy with it they can either write it up neatly or not!for WƵƉŝůƐ ƵƐĞ ƚŚĞŝƌ ƉůĂŶŶŝŶŐ ƐŚĞĞƚƐ ƚŽ ǁƌŝƚĞ ĂŶ ĂƌƚŝĐůĞ ĨŽƌ ͞ ůŝĞŶ dŝŵĞƐ͘͟ KŶĐĞ The teacher remains at the front of the class with a pile of questions for each each group. group. One One member member of of each each group group then then comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly type it up for submission to the editor who will decide whether they are happy with it they can either write it up neatly or type it up for comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as as Plena itpossible. isrynews worthy or not! have the answer they write the of and submission to thethey editor who decide whether is news worthy or not! possible. Once Once they have thewill answer they write itititon on the slip slip of paper paper and take take itit back back to to the the teacher. teacher. IfIf the the answer answer isis Sharecorrect some ofthe the completed articles.them You could vote on question, ifif incorrect which ones Plenary the teacher teacher then then hands hands them the the second second question, incorrect they they must must return return to to their their group group to to find find out out the the ƐŚŽƵůĚcorrect ďĞ ŝŶĐůƵĚĞĚ ŝŶ ͞ ů ŝĞŶ dŝŵ ĞƐ͘͟ correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being Plenary Share some of the completed articles. You could vote on correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being aa Child competition so pupils are scanning the fact sheet and taking in Reward the winning group with which onesofshould be included in “Alien Times”. Share some the completed articles. You could which ones ren w quickly. competition so the the pupils are scanning the fact vote sheeton and taking in the the information information quickly. or king o Reward the winning group with n ƐŚŽƵůĚ ďĞ ŝŶĐůƵĚĞĚ ŝŶ ͞ ůŝĞŶ dŝŵĞƐ͘͟ news aa prize! paper prize! s Childr en wo rking on new spaper s

Plenary Plenary

Extension ideas

Take away the fact sheets and ask Take away the andue ask some some of of the the questions questions again again to to see see ifif anyone anyone can can remember remember the the answers. answers. Once Once again again You may want tofact startsheets or contin This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. the discus sion about what is FACT Extension ideas Extension ideas then be used as a stimulus for a P4C enquiry. and what then beisused stimulus OPINIas ONa (see lessonfor s a P4C enquiry. You Youmay maywant wanttotostart startororcontinue continue in the Introductory Activities on the thediscussion discussionabout aboutwhat whatisisFACT FACT this). and what is OPINION (see lessons and what is OPINION (see lessons Childr en can write the script of aon in inthe theIntroductory IntroductoryActivities Activities on TV news repor t, then make a short pages 29 34). this). film Children of the item, includthe ing script can write roles of a Children can write the scriptofof a newsr , camer TVeader news report, then make a short a opera tor,... you know? TV Did news then make a short Did you know? ... direct ﬁlm thereport, item, including roles of or,of etc. film of the item, including roles newsreader, camera operator, of There are 2.2 newsreader, operator, There arecamera 2.2 billion billion director, etc.. Stimulus /children director, etc. Reso urce / Work shee in sthe world ... ts

children in the world ...

Jon Snow quote RE aliens/hunger, completed planning sheet. 11 billion of them are Quick ͚&ŽŽĚ tĂƐƚĞ͛ ĨĂĐƚƐ billion ƐŚĞĞƚ͘ of them are Qu on

Stimulus / Resources / Worksheets living in poverty ...

ick on the d the dr ra aw w

inaliens/hunger, poverty ...completed planning sheet. Jon Snowliving quote RE ͚&ŽŽĚ tĂƐƚĞ͛ ĨĂĐƚƐ ƐŚĞĞƚ͘ Stimulus / Resources / Worksheets A project funded by the European Union and led in Englan d by CDEC

Jon Snow quote RE aliens/hunger, completed planning sheet. Stimulus // Resources // Worksheets Stimulus Resources Worksheets ‘Food Waste’ facts sheet. A project funded by the European Union and led in England by CDEC ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Questions Questions on on separate separate slips slips of of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per per group). group). project by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC 82

10Myths Quick Ons About The Draw 10 Hunger MyHeadlines th A bout Alien 2 Hu nger 10 Myths About Hunger ToTo gain deeper undaerst and understanding of global issues.

To a deeper understanding global issues. the mythsand andrealities Togain understand the myths of why there is hunger in the world. reaof litie s of why there is hun ger in the wo rld.world. To consider the inequalities between the global north and south. To begin to understand inequalities surrounding food and hunger around the To beg in to und erst and To understand and realities of nlifestyle why there To themyths inequalities between the global north and is hunger in the world. tha t our begin tothe understand that our own choices can impact on others. Toconsider ow life styl e choices can impsouth. act on others. To begin to understand that our own lifestyle choices can impact on others. To opi nions based opinions on evidence and be able able to give reasons to support them. Tobeform ed on to apiece for information. evid ToTo write a journalistic of writing a newspaper. enc ekey and be to give reasons to support them. To be able able to scan scanbas a document document forfor key information. To form opinions based on evidence and be able to give reasons to support them.

Curriculum Links

Curriculum Curriculum Links Links Curriculum Links Geog Lit Curog ric ulu m Curriculum Links Ge GeogLiteracy Lit Lin Litks Geography Literacy Geography Citizenship LiterCit acy Literacy Num Literacy Citizenship P4C Num Literacy Num Cit CitizensCit Citizenship hip P4C P4C PSHEP4CP4P4C C PSHE P4C PSHE P4C

perceptions needs wants equality percepti on s &ne rights responsibility & wants ed needs & & wneeds an tswants equality & wants equality perceptionsequality needs &sneeds wants equality

Intro Intro Intro Intro Intro hƐŝŶŐ ƚ ͚ϭϬ DǇƚŚƐ ĂďŽƵƚ ŚƵŶŐĞƌ Ɛ Intro ƚĂƚĞŵĞŶƚ Đ Using theŚĞ ‘10 Myths about hunger statement cards sheet’ give one statement out as a stimulus to each ĂƌĚƐ ƐŚ

ĞĞƚare ͛ Őŝǀ Ğ Ž Split the into groups of around 5/6 explain they going to have competition in they will need to scan ŶĞ Remind the pupils of the Snow quote and recap the planning sheets completed lesson. ĞŵaaĞŶƚ ŽƵin group ƚ ĂƐthe Ă Ɛprevious inclass ƚŝŵ Split the class into groups ofm around 5/6 and explain they are going toƐƚĂƚ have competition in which which they will need the ƵůƵƐ ƚŽ clas s.class. ĞĂĐ AskJon Ś Ɛŵ the hƐŝŶŐ ƚŚĞ ͚ϭϬ DǇƚŚƐ ĂďŽƵƚ ŚƵŶŐĞƌ ƐƚĂƚĞŵĞŶƚ ĐĂƌĚƐ ƐŚĞĞƚ͛ ŐŝǀĞ ŽŶĞ ƐƚĂƚĞŵĞŶƚ ŽƵƚ ĂƐ Ă ƐƚŝŵƵůƵƐ ƚŽ ĞĂĐŚ Ăůů to scan ƐŵĂůů to thin k abo small group in the Ask them to think about whether they agree or disagree with the statement, or are ut whe the r the y agr ee some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the or Model your own planning sheet to and begin your article, askdisa pupils and demonstrate that it is greanswers efor help h statement, Givineusing the stat the some keyGive information forute the answers trywriting to be the first to the back to theent teacher. Hand out the fact fact m em abo ut , or not are min not sur group the class. Ask10them to think about whether they agree or report disagree withwit the s minutes or are sure. for e. disc uss not sure. them about 10 for discussion and to note down their ideas, including their response, ion and to not e dow n theiraside ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ okay to change yourque mind, by editing and amending, about wording this a draft piece ofresp work (you will be as,isincl udi fee ng ling the sabout ir ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ and any ons e, tho stio ugh ns Give them 10 minutes for discussion and to note down their ideas, including their response, thoughts, ts, the y mig they hav thoughts, feelings questions might have. e. writing/typing it up and laterany once you are ht happy with it). Big and Ideany feelings as questions they might have. Big Ideas Big Ideas Ask Big Ideas eac h group to present what they hav Big Ideas edecided Ask each group to present what they have the statement and why. Other children can dec ided about about Big Ideas thedo stat emaffect Ask the groups, what do you feel about these statistics? How you? Which fact stands out most to you ent and why ask . Othchildren que er stio chil ns, dre or Ask the groups, what doon you feel about these statistics? How do they they affect you? Which fact stands outcom most you and and n guide, build can Ask each group toquestions, present what they have the decided about metont, the statement and why. Other can comment, ir ide as. As comment, ask or build on their ideas. As you facilitate this discussion, your input is to you faci lita te this disc uss Remind the pupils about the big ion ideas (concepts) they are focusing why? When do you hear about any of these facts? (as they are happening EVERY single day). on and want to get across in their writing , you r inp ut ƉƌĞ is ĐŽŶ to guid ĐĞƉ ƚŝŽŶ e, cha Ɛ ĂŶ why? When do you hear about any of these facts? (as they are happening EVERY single day). llen Ě Ɛƚ ge ask questions, ŽƚǇideas. or build onĞƌĞ their facilitate this discussion, input is to guide, challenge ƉĞƐ ;ǁAs ŚĞƌyou Ğ ƚŚhunger, challenge preconceptions and stereotypes (where they exist) toyour use ĞǇ Ğ ǆŝƐƚrights). Ϳ ĂŶ Ě ƚŽ ƵƐĞand ƚŚĞ ͚ϭϬ (inequality, consumption, food waste, the ‘10 Myths abofood ut hun ger ĚĞď ƉƌĞĐŽŶĐĞƉƚŝŽŶƐ ĂŶĚ ƐƚĞƌĞŽƚǇƉĞƐ ;ǁŚĞƌĞ ƚŚĞǇ ĞǆŝƐƚͿ ĂŶĚ ƚŽ ƵƐĞ ƚŚĞ ͚ϭϬ ƵŶŬ ĞĚ͛ ƐŚĞ Ğƚ ƚ Myths about hunger - debunked’ sheet toŽ Ě dispel and challenge these myths. ŝƐƉĞů ĂŶ Ě ĐŚ ĂůůĞŶŐĞ ƚŚĞ ƐĞ ŵ ǇƚŚƐ͘ Activity Ac tiv Myths about ityhunger - ĚĞďƵŶŬĞĚ͛ ƐŚĞĞƚ ƚŽ ĚŝƐƉĞů ĂŶĚ ĐŚĂůůĞŶŐĞ ƚŚĞƐĞ ŵǇƚŚƐ͘ Activity d yyoouuk DidDyido Activity Activity umember kn nko?nwof o?weach Giveteacher A chil dre r The remains at the front of the class with a pile of questions for each group. One n o 2 A Activity ? group min ute r s talkfront ouun ing time dd aaotw tim bacclass The children teacher remains at the ofethe with aoriginal pile ofgro questions for each group. of each group then then AroOne namember k in Give 2 minutes talking back in the their groups todisc discuss ir orig u h inal n ir ups d t d to WƵƉŝůƐ ƵƐĞ ƚŚĞŝƌ ƉůĂŶŶŝŶŐ ƐŚĞĞƚƐ ƚŽ ǁƌŝƚĞ ĂŶ ĂƌƚŝĐůĞ ĨŽƌ ͞ ůŝĞŶ dŝŵĞƐ͘͟ KŶĐĞ h uss ir o w t wha d f h o t ir the a y r o hav d ll ld w e f lear o ned f comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly w a o f o whi Give children 2 minutes talking time back in their original groups to discuss ch ll r a o id is ld new ll d f , w tha e o fo w t what they learned is new, thatitsur surprised them, and whether comes to have the with teacher forwhich the question and goes toand their own to tryoand as od oas rld ed back d quickly as the eoeggothe they happy it they O canfirst either write ideidgout uppris neatly orm, type it whe up for thegroup r oeteosstanswer nneewfind ooIfwwthe the yare hav eOnce in chalearned O a nge t s d the s s ir t min e what they have which is new, that surprised them, and whether e ds. possible. they have the answer they write it on the slip of paper and take it back to the teacher. answer is v The w . in e a O n ask a n the s n they have changed their minds. Then ask them to rewrite their original s m s t e to t p rew e e e rite in e possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is . . v the w ir orig seven epne peoopple in t submission to the editor who will decide whether it is news worthy orinal not! stat ement , wit h the the ogple in oorrld ee hungroup new h knowle they have changed their minds. Then them tohav rewrite their original they mustwreturn ldtoaarrtheir dgeask the correct the teacher then hands them the question, ififneg incorrect y second now oTw statement, with new knowledge they now have, sotha that negatives r tin e, ld hfind rry. leto so etheeout h t a hgungroup e ativ rto correct the teacher then hands them the second question, incorrect they must return to find out the the es e hetheir r e g bec u is om n e pos T y itiv h es, . r n eg. y e the o . re statement, with the new knowledge they now have, r so that negatives is u eno e ugh T g foo h is h d become positives, eg. there is enough food in the world to feed everyone. in w e the r correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a wo e f e o rld o n to r fee is o d o ld eve d e ryo u ne. n correct This strategy is repeated group haseveryone. received all 10 questions. doauygfhan Plenary theon it being a ohrld ttoPlace Ple oindin napositives, ryanswer. become eg. there isare enough foodthe inuntil the each world to feed ogrfoheemphasis ovfdoethe wotw in o o r t d ld t h h a a r e e t competition so the pupils scanning fact sheet and taking in the information quickly. Reward winning group y v y o o Plenary e competition the pupils arearticles. scanning the fact vote sheeton and taking in the information Reward group with with nrofoeurvriseerhvyethe Share of so the completed You could which ones hyaveedatthhyefo rnyoennwinning Sha tthhoaequickly. resome t the pos o o itiv Plenary e e stat m em n v ent e s e e and e disp n e t n lay h a prize! d t the o e m . nex u n t Share the positive statements and display them next to the negative to r the t negative ƐŚŽƵůĚ ďĞ ŝŶĐůƵĚĞĚ ŝŶ ͞ ůŝĞŶ dŝŵĞƐ͘͟ a prize! orig thehyenyeneeed. ourishismhemnet nt inal statement s. Share the positive statements and display them next to the negative d. original statements. Childr en wo original statements. rking o n new

Plenary Plenary

spaper

Take Take away away the the fact fact sheets sheets and and ask ask some some of of the the questions questions again again to to see see ifif anyone anyone can can remember remember the the answers. answers. Once Once again again Ex ten sion ide as This reflect on some of the statistics by asking groups to think about what concepts it makes them think about. part could could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part Inbe a foll ow-up Extension ideas ses sion then used as a stimulus for a P4C enquiry. , ask the chil Extension ideas Extension then be used asideas a stimulus for a P4C enquiry. dre n to revisitsession, new In follow-up ask the chilem ents In aa follow-up ask the You may wantsession, tothe start orstat continue theytohav e wri tten . Vie dren revisit the new statements w the ir stat children to revisit the new the discussion about what is FACT eŵĞŶƚ Ă Ɛ Ă written. ͚ ŚĂŶŐ Ğ D they have ŝƐƐŝtheir View stateŽŶ͛ ĂŶĚ statements have written. View ĂƐŬ and what isthey OPINION (see lessons ƚŚĞ ŵ ƚ Ž ĐŽ ŵĞ ƵƉ ǁŝƚ ŵĞŶƚ ĂƐ Ă ͚ ŚĂŶŐĞ DŝƐƐŝŽŶ͛ ĂŶĚ ĂƐŬ Ś ŝĚ their statement as a ‘Change ĞĂƐ ŽĨ ͚tŚ Ăƚ in the Introductory Activities on ĂƌĞ ǁĞ ŐŽŝ ŶŐ ƚ Ž Ě Mission’ and ask them to come up Ž͍͟ ƚŚĞŵ ƚŽ ĐŽŵĞ ƵƉ ǁŝƚŚ ŝĚĞĂƐ ŽĨ ͚tŚĂƚ dŚ ŝƐ ƚŝ ŵĞ ͕ ŝŶ this). theirideas smallofgro with ‘What are we to ups,the thescript ĂƌĞ ǁĞ ŐŽŝŶŐ ƚŽ ĚŽ͍͟ dŚŝƐ ƚŝŵĞ͕ ŝŶ chilgoing dre Children can write ofnasugDid you know? ... ges do?” time, their small t This ideas thatin Did you know? ... the y can their small groups, the children sugper ally TV newsthe report, then make ideas ason short groups, children suggest takeideas action on they solv ing gest that can personally the pro ble ts film of thecan item, including roles ofm of statemen nts Sorting outst that they personally take action There 2.2 billion hun ger . are t ateme u o take action on solving the problem of g There are 2.2 billion n ti r So newsreader, operator, on solving thecamera problem of hunger. hunger. children in the world ... director, etc. children in the world ...

1 billion of them are

1 billion them are Stimulus / Resouof rce s / Worksheets Stimulus / Resources / living in ... Statement living in10poverty poverty ...Worksheets Car dsͶ Stimulus / Resources Worksheets Myths /Abo ut Hunger.

Quick Quick on th on thee draw dra w

Jon Snow quote RE aliens/hunger, completed planning sheet. 10 My ths abo ut hunger Ͷdebu Statement CardsͶ10 Myths About nkedHunger. sheet. ͚&ŽŽĚ tĂƐƚĞ͛ ĨĂĐƚƐ ƐŚĞĞƚ͘ / Resources / Worksheets 10Stimulus Myths about hungerͶdebunked sheet. Statement Cards—10 Myths About Hunger. Stimulus // Resources // Worksheets Resources Worksheets 10Stimulus Myths about hunger—debunked sheet. ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Apro project funded theEur European Union and led in England by CDEC A ject fun ded bybythe ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ opean Uni on and led in England by CDEC A(questions project funded by the European Union andwith led inone England CDEC Questions on separate slips of paper should be in order from set per Questions on separate slips of paper (questions should be in order from 1-10 1-10 with one set of ofbyquestions questions per group). group).

project by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC 83

10 Myths About Hunger -

statement cards There isn’t enough food to feed the world

Hunger is just a question of not having enough to eat

Droughts and other natural disasters are to blame for hunger

Hunger only exists when there’s not enough food

All of the world’s hungry live in Africa

Too many people go hungry in my home country for me to worry about hunger abroad

Hunger and famine are not easy to predict and can't be prepared for

Hunger is just a health issue

People are only hungry during emergencies or disasters

There are more important global issues than hunger

(Adapted from http://www.dosomething.org/tipsandtools/11-myths-about-world-hunger) A project funded by the European Union and led in England by CDEC 84

10 Myths About Hunger — debunked 1. There isn’t enough food to feed the world

There is enough food in the world today for everyone to have the nourishment they need. There needs to be more eﬃcient, sustainable ways to grow and distribute food. Around a third of all food worldwide goes to waste.

2. Hunger is simply a question of not having enough to eat. Hunger also involves the type of food you eat. Good nutrition means having the right combination of nutrients and calories needed for healthy development. It's especially important for infants, pregnant women and young children. 3. Droughts and other natural disasters are to blame for hunger. Communities that build irrigation systems, storage facilities, and roads to connect to markets, improve harvests, and people can survive even during times of drought. Nature is only one factor when it comes to hunger. The proportion of food crises that are linked to human causes has more than doubled since 1992. 4. Hunger only exists when there’s not enough food. People can go hungry when they can’t afford food or can’t get to local markets. 5. All of the world’s hungry live in Africa. Of the world’s nearly one billion hungry, over one-half live in Asia and the Pacific. Hunger is also a relevant issue Europe, where some estimates suggest that 1 in 10 people don’t have food security. 6. Too many people go hungry in my home country for me to respond to hunger abroad. One in seven people in the world are hungry, which means one in seven people can’t create, study, or reach their full potential because they are hungry. That affects all of us. Hunger slows progress on other important areas that connect nations. 7. Hunger and famine are not easy to predict and can't be prepared for. Tools exist to monitor and predict trends in food production as well as food prices. For example, the Famine Early Warning System Network (FEWS NET) analyzes meteorological and economic factors to alert the world to the possibility of hunger hotspots and famine. 8. Hunger is just a health issue. This issue also affects education and the economy. Children lacking nutrients struggle to focus, learn, or even attend school. In the poorest parts of the world, a school meal can double primary school enrolment. 9. People are only hungry during emergencies or disasters. Population-wide emergencies only account for eight percent of the world’s hungry. There are close to one billion hungry people in the world who do not make the headlines. 10. There are more pressing global issues than hunger. Hunger is at the root of so many global issues. When populations are hungry, economies suffer, people fight, and farmers can’t grow their crops effectively. Fighting hunger also fights environmental, economic, and security issues. (Adapted from http://www.dosomething.org/tipsandtools/11-myths-about-world-hunger) A project funded by the European Union and led in England by CDEC 85

A project funded by the European Union and led in England by CDEC 86

Part 2 Poverty & Interdependence Mary and John - Sustainability Mary and John - Emotions & Empathy Mary and John - People & Environment Mary and John - A Happy Ending? Ghana Fact ďŹ les Sorting Out Ghana What would I see? Money Talks What is poverty? DeďŹ nitions What is poverty? Life Stories

A project funded by the European Union and led in England by CDEC 87

Mary John - Draw Sustainability Mary &&John - Sustainability Quick On The

Curriculum Links Curriculum Links Curriculum Links Curriculum Links Links Curriculum

Literacy

Citizenship dŽ ďĞ ĂďůĞ ƚŽ ĚŝƐĐƵƐƐ ƚŚĞ ƚĞƌŵ ͚ƐƵƐƚĂŝŶĂďůĞ͛ ŝŶ ƚĞƌŵƐ ŽĨ ĚĞǀĞůŽƉŵĞŶƚ ĂŶĚ ůŝǀŝŶŐ͘ dŽ ďĞ ĂďůĞ ƚŽ ĚŝƐĐƵƐƐ ƚŚĞ ƚĞƌŵ ͚ƐƵƐƚĂŝŶĂďůĞ͛ ŝŶ ƚĞƌŵƐ ŽĨ ĚĞǀĞůŽƉŵĞŶƚ ĂŶĚ ůŝǀŝŶŐ͘ Geography To gain a deeper understanding of global issues. Citizenship To gain a deeper understanding of global issues. To be able to discuss the term ‘sustainable’ in terms of development and living. dŽ ĐŽŶƐŝĚĞƌ ŚŽǁ ͚ƐƵƐƚĂŝŶĂďůĞ ůŝǀŝŶŐ͛ ĂƉƉůŝĞƐ ƚŽ ƵƐ ŽŶ Ă ƉĞƌƐŽŶĂů ĂŶĚ ŐůŽďĂů ůĞǀĞů͘ dŽ ĐŽŶƐŝĚĞƌ ŚŽǁ ͚ƐƵƐƚĂŝŶĂďůĞ ůŝǀŝŶŐ͛ ĂƉƉůŝĞƐ ƚŽ ƵƐ ŽŶ Ă ƉĞƌƐŽŶĂů ĂŶĚ ŐůŽďĂů ůĞǀĞů͘ Geography ToTo consider the inequalities between the global global north and south. south. considerthe howinequalities ‘sustainablebetween living’ applies to us onnorth a personal and global level. To consider the and P4C Literacy To be be able able to to take take part part in in aa shared shared discussion discussion and and P4C P4C enquiry enquiry (speaking (speaking & & listening). listening). To P4C P4C be able to take inand a shared discussion on andit. To To beToable able to listen listen to aaapart story and make reflections on it.P4C enquiry (speaking & listening). To be to to story make be able able to scan scan document for reflections key information. information. To be to a document for key To be able to listen to a story and make reﬂections on it.

sustainability

values

poverty

sustainability values poverty sustainability values equality poverty needs & wants

Intro Using the classroom classroom as as aa starting starting point, point, ask ask the the pupils pupils to to think think about about what what would would happen happen if if we we used used up up all all of of Intro Using the Intro

these resources today ... For For example, what about thisthey pile of paper? What if athis this washappen the last last bit ofused paper Using theclass classroom as a starting point, the pupils toof think about what weof allneed these today ... example, what about this pile paper? What if was the paper Splitresources the class into groups groups of around 5/6ask and explain they are going to have have awould competition inifbit which theyup will need to to scan scan Split the into of around 5/6 and explain are going to competition in which they will available and we used it all up? What about if we ate the last carrots out of the school vegetable patch? What ofsome these resources today ... For example, what about this pile of paper? What if this was the last bit of paper available and we used it all up? What about if we ate the last carrots out of the school vegetable patch? What some key key information information for for the the answers answers and and try try to to be be the the first first to to report report the the answers answers back back to to the the teacher. teacher. Hand Hand out out the the fact fact would happen? What would this mean? What would would it mean mean forcarrots our future future lessons, for other other classes patch? in the the available and we used it allthis up?mean? What about if we ate the last outlessons, of the school vegetable would happen? What would What it for our for classes in ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ school, for future future pupils?What Howwould could this we manage manage the resources resources responsibly? (Re-think, reduce,for re-use, recycle, What would happen? mean? What would itresponsibly? mean for our(Re-think, future lessons, otherrecycle, classes school, for pupils? How could we the reduce, re-use, composting, rotation of crops etc.) in the school, for future pupils? How could we manage the resources responsibly? (Re-think, reduce, re-use, composting, rotation of crops etc.) Big Ideas recycle, composting, rotation of crops etc.) Big Ideas Ask the the groups, groups, what what do do you you feel feel about about these these statistics? statistics? How How do do they they affect affect you? you? Which Which fact fact stands stands out out most most to to you you and and Ask Now introduce or you remind pupils ofany theofterm term sustainable, sustainable development or sustainable sustainable living. Think Think Big Ideas Now introduce or remind pupils of the sustainable, sustainable development or living. why? When do hear about these facts? (as they are happening EVERY single day). why? When do you hear about any of these facts? (as they are happening EVERY single day). about these terms inremind relation to yourself, yourself, othersustainable, people (those (those living now now development and in in the the future) future) and the the environment environment Now these introduce orin pupils of the term sustainable or sustainable living. about terms relation to other people living and and around us that thatthese supports us.in relation to yourself, other people (those living now and in the future) and the Think about terms around us supports us. Activity around us that supports us. environment Activity The teacher teacher remains remains at at the the front front of of the the class class with with aa pile pile of of questions questions for for each each group. group. One One member member of of each each group group then then The Read The Story Story of Activity of Mary Mary & & John͘ ƐŬ ƉƵƉŝůƐ ƚŽ ŵĂŬĞ ƚŚĞŝƌ ŝŶŝƚŝĂů ƌĞĨůĞĐƚŝŽŶƐ ĂŶĚ ŶŽƚĞ ĚŽǁŶ ĂŶǇ ͚ďŝŐ ŝĚĞĂƐ͛ ƚŚĞǇ John͘ ƐŬ ƉƵƉŝůƐ ƚŽ ŵĂŬĞ ƚŚĞŝƌ ŝŶŝƚŝĂů ƌĞĨůĞĐƚŝŽŶƐ ĂŶĚ ŶŽƚĞ ĚŽǁŶ ĂŶǇ ͚ďŝŐ ŝĚĞĂƐ͛ ƚŚĞǇ Read The comes to to the the teacher teacher for for the first first question question and and goes goes back back to to their their own own group group to to try and and find find out out the answer answer as as quickly quickly as as comes ĐŽŵĞ ƵƉ ǁŝƚŚ͘ 'Ğƚ ƉƵƉŝůƐ ŝŶƚŽ ŐƌŽƵƉƐ ŐŝǀŝŶŐ ĞĂĐŚ ŐƌŽƵƉ Ă ͚DĂƌǇ Θ :ŽŚŶ YƵĞƐƚŝŽŶ ^ŚĞĞƚ͛ ƚŚĂƚ ƚŚĞǇ ĐĂŶ Ĩŝ Read The Story of Mary &the John. Ask pupils to make their initial reflections and try note down any the ‘big ideas’ ůů ŝŶ ĐŽŵĞ ƵƉ ǁŝƚŚ͘ 'Ğƚ ƉƵƉŝůƐ ŝŶƚŽ ŐƌŽƵƉƐ ŐŝǀŝŶŐ ĞĂĐŚ ŐƌŽƵƉ Ă ͚DĂƌǇ Θ :ŽŚŶ YƵĞƐƚŝŽŶ ^ŚĞĞƚ͛ ƚŚĂƚ ƚŚĞǇ ĐĂŶ Ĩŝ ůů ŝŶ possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is possible. theyGet havepupils the answer they write on thegroup slip ofa paper takeQuestion it back toSheet’ the teacher. If the answer is collaboratively. they comeOnce up with. into groups givingit each ‘Mary and & John that they can collaboratively. correct the teacher then hands them the second question, if incorrect they must return to their group to find out the the correct the teacher then hands them the second question, if incorrect they must return to their group to find Share fill inthe collaboratively. the answers and and ask ask pupils pupils to to elaborate elaborate and and reflect reflect where where possible. possible. Then Then ask ask pupils pupils to to think think individually individually out Share answers correct answer. This strategy repeated until each group haswithin received allgroup 10 questions. Place an emphasis onaaitit being being aa about Share thethings answers and ask pupils to elaborate and reflect where possible. Then ask pupils toquestions. think the things it This has made them think about and share those within their group to then raise questions. Run correct answer. strategy isis repeated until each group has received all 10 questions. Place an emphasis on about the it has made them think about and share those their to then raise Run individually about the things it has made them think about and share those within their group to then raise P4C enquiry. competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with with P4C enquiry. so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group competition questions. Run a P4C enquiry. NB: We suggest that the story can be used over one, two or three P4C sessions. Please read the whole story and NB: We suggest that the story can be used over one, two or three P4C sessions. Please read the whole story and prize! aa prize! NB:what We suggest that the story can be used overas one, two orSuggestions three P4C sessions. Please read the whole story and see what you think, think, adapting the group activity as needed. Suggestions for where where to take take breaks are shown. shown. see you adapting the group activity needed. for to breaks are see what you think, adapting the group activity as needed. Suggestions for where to take breaks are shown. Plenary

Plenary

Plenary &ŽůůŽǁŝŶŐ Ă Wϰ ĞŶƋƵŝƌǇ ƌĞĨĞƌ ƚŽ ĂŶǇ ƋƵĞƐƚŝŽŶƐ ƚŚĂƚ ǁĞƌĞ ĐůĂƐƐĞĚ ĂƐ ͚ƋƵĞƐƚŝŽŶƐ ĨŽƌ ĞǆƉĞƌƚƐ͛ ĂŶĚ ĚŝƐĐƵƐƐ ǁŚŽ ǁĞ &ŽůůŽǁŝŶŐ Ă Wϰ ĞŶƋƵŝƌǇ ƌĞĨĞƌ ƚŽ ĂŶǇ ƋƵĞƐƚŝŽŶƐ ƚŚĂƚ ǁĞƌĞ ĐůĂƐƐĞĚ ĂƐ ͚ƋƵĞƐƚŝŽŶƐ ĨŽƌ ĞǆƉĞƌƚƐ͛ ĂŶĚ ĚŝƐĐƵƐƐ ǁŚŽ ǁĞ Take away away the fact fact sheets andto ask some of the the questions questions again to see see anyone can can remember the answers. Once again again Take the sheets and ask some of again to ifif anyone remember the answers. Following a P4C enquiry refer any questions that were classed as ‘questions for experts’ and discuss whoOnce could ask ask to to find find the the answers. answers. could This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. we could ask to ﬁnd the answers. then be be used used as as aa stimulus stimulus for for aa P4C P4C enquiry. enquiry. then

What is isissustainable sustainable development? What sustainable What development? "... development that meets the the needs needs development? "... development that meets

Example P4C P4C Questions Example Questions Example P4C Questions

Who are arewe weresponsible responsible Who Who are we responsible for? for? for? What and who should Did you know? ... we have in mind when we What and and who who should should we What we areinmaking choices? have mind when we haveThere in mind we are when 2.2 billion are making making choices? choices? are

"... development that meets the needs of the the present without without compromising of present compromising of the present without compromising the ability ability of of future future generations generations to to the the ability of future generations to meet their own needs." meet their own needs." meet their own needs." Th hin inkin T

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This is is the the most most commonly This mostcommonly commonlyand andwidely widely used deﬁnition and widely used definition of This is the used definition of sustainable development, taken fromfrom Our Common Common Fuof sustainable development, taken Our Common sustainable development, taken from Our Future // Brundtland Brundtland Report, from the the United Nations World Future / Brundtland Report, from United Nations ture Report, from the United Nations World Commission on Environment Environment and Development Development (WCED), World Commission on Environment and Development Commission on and (WCED), 1987. 1987. (WCED), 1987.

Stimulus / Resources / Worksheets Story of of Mary Mary & & John John Story Stimulus / Resources Mary & John John Questions Questions sheet Mary & sheet

/ Worksheets

Story of Mary & John Stimulus / Resources Mary & John Questions sheet / Worksheets A project project funded funded by by the the European European Union Union and and led led in in England England by by CDEC CDEC A ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Questions on on separate separate slips slips of of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per per group). group). Questions A project Afunded byfunded the European and led in England project by theUnion European Union and ledbyinCDEC England by CDEC

A project funded by the European Union and led in England by CDEC 88

The Story of Mary & John Once upon a time, there lived 2 neighbours – one was called John and one was called Mary. Both John and Mary had land at the back of their houses, where they grew fruit and vegetables for their families to eat. John was more fortunate than Mary when it came to his land. Firstly, John had a well in his garden and used the water to irrigate his crops when the weather was dry. Secondly, there was an outcrop of rock at the edge of John’s piece of land. This formed a natural shelter from the prevailing winds that blew strong and cold at certain times of the year. Thirdly, John’s soil was rich and fertile because he spread the manure from chickens that his father had left to him. For many years, the neighbours (John and Mary) lived happily alongside each other. If one grew more carrots and the other more apples, they would swap or even just give away the extra to each other’s families. John would pass buckets of water to Mary when the weather was dry and give her a bag or two of chicken manure. Mary liked to give John figs and beautiful flowers for his family’s table, which she was particularly good at growing. This way of life went on for a long time and the neighbours and their families enjoyed the rhythms of the seasons. They got satisfaction from seeing their plants grow from seeds into food to put on to their tables. They enjoyed living in a friendly community, however small – they could always count on each other if things got tough, for example if the weather meant that the crop yields were down. Occasionally another neighbour would slaughter an animal and everyone would bring something in return for a share of the meat. [Possible break if you want to have 3 sessions out of this story] Gradually, though, things began to change. It may have started with the building of a road and footpath alongside John’s land. When people passed by, they would look over his fence and admire his crops. John was proud to show them what he was growing and once or twice he offered them a sample if he had plenty. In time, people offered to buy John’s fruit and vegetables. So, John set up a stall and increased his production, and made some money. Then, it wasn’t just admirers who stopped by. It was also people who wanted to sell John things – and John and his family started to buy new clothes from them, then new gadgets and new games – all sorts of things. John’s family told Mary’s family how good it felt to have the latest this or the latest that. And John’s family hungered now, not so much for the food that they grew, but for the things they might buy to make life more exciting and to be admired for being up to date. John now felt under more pressure than ever before to grow more crops on his land so that he could pay for all the new things that he and his family wanted. When John’s crop yields fell, Mary told him that he was exhausting the soil by asking too much of it. Mary told John that he should do what they had always done – rotate the crops and let some patches of ground rest for a season. This not only helped the ground to recover, but helped to stop pests. But, John couldn’t do this – he wanted the land to work harder for him. One day, one of the merchants told him that he could sell him some chemical fertiliser to make the ground more productive. The merchant also suggested that he would make more money if he concentrated on only one or 2 crops. Then he could use particular chemical fertilisers and particular chemical pesticides that were designed for those 2 particular crops. So, John stopped growing other things and concentrated on growing grapes and broccoli. One year, the grapes were hit very badly by pests and he was relieved to be able to buy a particularly strong pesticide to kill off the pests – ignoring Mary’s complaints about overspill that contaminated her land and destroyed some of her vegetables. John killed and ate all his chickens. He didn’t need them – after all, he was already buying chemical fertiliser for the land, and if he wanted eggs or meat, he could buy them too. John found that his grapes and his broccoli needed a lot of water and he thought, “Why should I share my water now when I can sell it for good money in the dry season?” So, this is what he decided to do, even to Mary, his immediate neighbour.

A project funded by the European Union and led in England by CDEC 89

The Story of Mary & John (continued) When Mary could not afford the price, she offered him vegetables and flowers instead of money. John took some flowers (they were beautiful after all and his wife liked them for the family table) but he didn’t need the vegetables because he could buy cheap vegetables elsewhere. Eventually, Mary was so much in debt to John for the water that she needed for her crops, that John told Mary that things could not go on like this. If Mary wanted, John could buy her land and Mary could rent part of it off him as his tenant. John would supply the water to her as her landlord. Mary had no money, so she had no choice, and this is what she did. [Natural break in the story. First place to stop if you want to have 2 sessions. Second place to stop if you want to have 3 sessions.] With a smaller piece of land for her crops, it was difficult for Mary to grow enough food for her family, and sometimes they went hungry. Their neighbours looked over and felt sorry for them. Sometimes they would give Mary and her family a bit of food or a bit of money to help. Sometimes they would give them cast-offs – old clothes, old gadgets and old games. This made Mary’s children feel a bit as if they were second class, and made them yearn for the new clothes, the new gadgets and the new games that would make them feel as proud as their neighbours. After a while, John said to Mary, “Why don’t you concentrate on growing what will make you money? Forget about the fruit and vegetables and concentrate on the flowers. That’s what people want to buy. Sell all the flowers to me and I will sell them for you all over the world. Then you can use the money to buy what you want, not just food and clothes, but the latest fashions, the latest gadgets and the latest games for your family.” Mary wasn’t happy to do this but she felt that she had no choice. If that is what it would take to feed her family, that was what she would do - and if it meant that she would also be able to afford new things, that would make her children happy. So, Mary cut down her trees and sold them for firewood. She dug up her crops and pulled out the roots. She spread chemical fertiliser that she had bought from John and sprayed chemicals to keep the flowers free of pests, even though this made her cough. She bought flower seeds off John so that she could grow the types of flowers that people wanted to buy. For several years, Mary grew the flowers and John paid her some money, and made a lot more for himself by selling the flowers on to other people. Mary wasn’t as rich as John but she was happy to be able to feed her family. Her children weren’t quite as happy because they got a few gadgets and a few games but never the latest of anything. The following year, though, there was so little rain that the water level in the well grew lower and lower. John used most of the water himself. He told Mary that times were hard and that she would have to pay him more money if she wanted water. But Mary couldn’t afford it – her thirsty flowers were not growing so big or so healthy, so she couldn’t raise the money to buy the water that she needed. What was she to do? Mary turned to John and she turned to her family and she said, “How has it come to this?” John replied, “Some people are rich and some people are poor. It is the way of the world.” Mary then told him, “John, you might be poor yourself one day, then you will know how it feels. Besides, you can’t go on just making money, something has got to give. One day, you’ll see, the oil for your fertiliser will run out and before it does, it will become very expensive, you’ll see.” To which, John replied, “Mary, that’s sour grapes – you can’t blame me for the state you find yourself in”. And Mary said, “Can’t I?”

A project funded by the European Union and led in England by CDEC 90

Mary & John Story - Questions Sheet At the start of the story, what do we learn about John’s land that made him fortunate?

What did all the neighbours value about their way of life (before things changed)?

How did things change and what brought about the changes?

Could the money that John earned (from selling his crops) have been used diﬀerently? How?

Why did Mary become poorer?

Why were Mary’s children unhappy?

Were John and his family happy? Why do you say that?

What could be done to change things?

Who would beneﬁt from the changes?

List your ‘big ideas’ or questions here ...

A project funded by the European Union and led in England by CDEC 91

Curriculum Links Curriculum Links Links Curriculum Curriculum Links Mary & John Emotions & Empathy Links Curriculum Quick On The Draw Mary Emotions && Empathy Empathy Literacy John - Emotions & John Mary & Geography ToTo gain deeper understanding of global global issues. To gain aa deeper understanding of issues. reﬂect on a story showing empathy towards the characters and their situations. To empathy towards the characters andtheir their situations. situations. and characters the towards showing empathy story showing on aa story reflect on Toreflect Toan consider the inequalities between the global global north and south. have an the increased understanding of the sustainability, and and cause and eﬀect. To To consider inequalities between north south. To have increased understanding of sustainability, and cause and effect. To have an increased understanding of sustainability, and cause and effect.

To for aa story, story, them appropriately andplace place them becreate able toillustrations create illustrations for label alabel story, label them appropriately and place To to them and appropriately them for illustrations create able beable Tobe To betoable able to scan scan aa document document for key key information. information. To be to for ininaasequence. them in a sequence. sequence.

Literacy Geography Literacy Citizenship Literacy Geography Geography Citizenship P4C Citizenship

sustainability poverty change sustainability poverty change equalitypoverty needs &change wants sustainability Intro Intro Intro Intro

Remind the pupils about the had around aroundthe theterms termssustainable, sustainable,sustainable sustainable development and development had discussions the discussions about pupils the Remind Split the class intoabout groups of around around 5/6 and and explain they are going to have have aa competition competition in whichand they will will need to to scan scan Remind the pupils the discussions hadexplain around the are terms sustainable, sustainable development and Split the class into groups of 5/6 they going to in which they need sustainable living in the previous lesson. Remind the pupils of The Story of Mary & John, reading it through once once through it reading John, & Mary of Story The of pupils the Remind lesson. previous the in living sustainable some key key information information for the answers answers andRemind try to to be be the first to to report the answers answers back to the the teacher. Hand out out the the fact fact sustainable living in the previous lesson. the pupils ofreport The Story of Mary back & John, reading it through some for the and try the first the to teacher. Hand more but the pupils the different different partsto tothe thestory, story, inwhich whichthe the characters experience changes to to the note to note pupils to theasking askingbut butasking moreonce ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ more the pupils to note theparts diﬀerent parts tointhe story, incharacters which theexperience characters changes experience ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ their lives. may to stop after each each sectionto to discussand andnote notedown down whatchanges changes have happened to to happened have after stopmay need may need (You lives.(You theirchanges to their lives.to (You need tosection stop afterdiscuss each section to discusswhat and note down what changes the characters). the characters). have Bighappened Ideas to the characters).

Big Ideas BigIdeas AskIdeas the groups, groups, what what do do you you feel feel about about these these statistics? statistics? How How do do they they affect affect you? you? Which Which fact fact stands stands out out most most to to you you and and Big Ask the

Explain that for section of the story pupils pupilsare aregoing goingto tomake makeaadrawing drawingtotorepresent represent what is happening andand happening iswhat what theofstory ofabout section each foreach thatWhen Explain why? When doeach you hear about any of of these these facts? (as theyto are happening EVERY single day). Explain that for section the story pupils are(as going make a drawing to represent is happening why? do you hear any facts? they are happening EVERY single day). ƚŚĂƚ ĞǆƉƌĞƐƐĞƐ ƚŚĞ ĐŚĂƌĂĐƚĞƌƐ͛ ĨĞĞůŝŶŐƐ ĂŶĚ ĞŵŽƚŝŽŶƐ Ăƚ ƚŚĂƚ ƚŝŵĞ͘ hƐŝŶŐ ƚŚĞ ͚ĞŵŽƚŝŽŶƐ ŐƌĂƉŚ ƐŚĞĞƚ͛ ƉůŽƚ ĞĂĐŚ Ś ƐŚĞĞƚ͛ ƉůŽƚ ĞĂĐŚ ŽƚŝŽŶƐ Ăƚ ƚŚĂƚ ƚŝŵĞ͘ hƐŝŶŐ ƚŚĞ ͚ĞŵŽƚŝŽŶƐ ŐƌĂƉ ƚŚĂƚ ĞǆƉƌĞƐƐĞƐ ƚŚĞ ĐŚĂƌĂĐƚĞƌƐ͛ ĨĞĞůŝŶŐƐ ĂŶĚ Ğŵ and that expresses the characters’ feelings and emotions at that time. Using the ‘emotions graph sheet’ plot ĐŚĂƌĂĐƚĞƌ͛Ɛ ĞŵŽƚŝŽŶ ĚƵƌŝŶŐ ĞĂĐŚ ĚŝĨĨĞƌĞŶƚ ƐƚĂŐĞ ŽĨ ƚŚĞ ƐƚŽƌǇ͘ hƐĞ Ă ĚŝĨĨĞƌĞŶƚ ĐŽůŽƵƌĞĚ ĚŽƚ Žƌ ůŝŶĞ ĨŽƌ ĞĂĐŚ ƌ ůŝŶĞ ĨŽƌ ĞĂĐŚ ŐĞ ŽĨ ƚŚĞ ƐƚŽƌǇ͘ hƐĞ Ă ĚŝĨĨĞƌĞŶƚ ĐŽůŽƵƌĞĚ ĚŽƚ Ž ĐŚĂƌĂĐƚĞƌ͛Ɛ ĞŵŽƚŝŽŶ ĚƵƌŝŶŐ ĞĂĐŚ ĚŝĨĨĞƌĞŶƚ ƐƚĂ each character’s emotion during each diﬀerent stage of the story. Use a diﬀerent coloured dot or line for Activity character to graph together. together. graph the the create the tocreate character each character to create graph together. The teacher teacher remains remains at at the the front front of of the the class class with with aa pile pile of of questions questions for for each each group. group. One One member member of of each each group group then then Activity The Activity Activity comes to the teacher for the the first question question and goes goes back to their their own group togive trythem and find outof the answer as quickly quickly as as InIngroups ask the pupils to pictures to illustrate illustrate parts the story. You could them a copy of part of the comes the teacher for first and back to own group to try and find out the answer theas ofpart part copy give could You story. ofofthe parts to pictures draw to draw the askto groups In groups askpupils the pupils to draw pictures to illustrate parts of the story. You could give athem a copy of possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is story text the beginning, middle orthey end) andor ask them tosplit split thatinto into smaller sections, drawing possible. Once havethe the answer write it end) on the slip of paper and take it back to the teacher. anIfanthe answer is drawing sections, smaller that to them ask and end) or middle beginning, thethey (either text storyof the(either story text (either beginning, middle and ask them to split that into smaller sections, correct the teacher then hands them the second question, if incorrect they must return to their group to find find out out the the ŝůůƵƐƚƌĂƚŝŽŶ ĨŽƌ ĞĂĐŚ ƉĂƌƚ͕ ƉĂǇŝŶŐ ĐůŽƐĞ ĂƚƚĞŶƚŝŽŶ ƚŽ ƚŚĞ ĐŚĂƌĂĐƚĞƌ͛Ɛ ĨĞĞůŝŶŐƐ ;ĨĂĐŝĂů ĞǆƉƌĞƐƐŝŽŶƐ͕ ďŽĚǇ ůĂŶŐƵĂŐĞͿ ĂƐ correct the teacher then hands them the second question, if incorrect they must return to their group to drawing an illustration for each part, paying close attention to the character’s feelings (facial expressions, ŶƐ͕ ďŽĚǇ ůĂŶŐƵĂŐĞͿ ĂƐ ŽŶ ƚŽ ƚŚĞ ĐŚĂƌĂĐƚĞƌ͛Ɛ ĨĞĞůŝŶŐƐ ;ĨĂĐŝĂů ĞǆƉƌĞƐƐŝŽ ŝůůƵƐƚƌĂƚŝŽŶ ĨŽƌ ĞĂĐŚ ƉĂƌƚ͕ ƉĂǇŝŶŐ ĐůŽƐĞ ĂƚƚĞŶƚŝ correct answer. This strategy isenvironment repeated untilaround each group has received alllabel 10 questions. questions. Place an emphasis on itit being being aa correct answer. This repeated until each group has received 10 an emphasis well what they are doing and the them. Ask themto toall thepictures pictures with descriptive body language) wellstrategy as what they are doing and the environment around them. Ask Place them to label the on descriptive with the label them Ask them. around theisenvironment and doing areas they what as wellas competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with with competition theto pupils are scanning the sheet and taking in the information quickly. Reward the winning group words around the edge focus their thinking. pictures descriptive words around thefact edge to focus their thinking. thinking. their focus to edge theso aroundwith words prize! aa prize! Plenary

Plenary Plenary

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Extension ideas Extensionideas ideas Extension In small groups, pupils will act act out, out, as as aa role role play, play, the the same same Insmall smallgroups, groups,pupils pupilswill will the same role play, as a choose out,each act In short section of the story. They a character shortsection sectionofofthe thestory. story.They Theyeach each choose a character (if (if character choose short (if there aren’t enough characters they canamake one up ƚŚĞƌĞ ĂƌĞŶ͛ƚ ĞŶŽƵŐŚ ĐŚĂƌĂĐƚĞƌƐ ƚŚĞǇ ĐĂŶ ŵĂŬĞ ŽŶĞ ƵƉ ƚŽ Ğ ƵƉ ƚŽ ƚŚĞƌĞ ĂƌĞŶ͛ƚ ĞŶŽƵŐŚ ĐŚĂƌĂĐƚĞƌƐ ƚŚĞǇ ĐĂŶ ŵĂŬĞ ŽŶ to add to scene). Before they carry out their role play, add tothe thethe scene). Before they carry out their role play, play, role their out carry they Before scene). to add they should discuss again each characters’ feelings, what ƚŚĞǇ ƐŚŽƵůĚ ĚŝƐĐƵƐƐ ĂŐĂŝŶ ĞĂĐŚ ĐŚĂƌĂĐƚĞƌƐ͛ ĨĞĞůŝŶŐƐ͕ ǁŚĂƚ Ɛ͕ ǁŚĂƚ ƚŚĞǇ ƐŚŽƵůĚ ĚŝƐĐƵƐƐ ĂŐĂŝŶ ĞĂĐŚ ĐŚĂƌĂĐƚĞƌƐ͛ ĨĞĞůŝŶŐ happens during the scene scene to to change changetheir theirfeelings, feelings, andthen happensduring duringthe the and then and feelings, their change to scene happens then think about how they will convey those feelings to an thinkabout abouthow howthey theywill willconvey conveythose those feelings to an audiaudian to feelings think audience, eg through the words they use, the tone of ence,eg egthrough throughthe thewords wordsthey theyuse, use, the tone of their their their of tone the ence, voice, their facial expression and other body language. voice,their theirfacial facialexpression expressionand andother other body language. Qu language. body voice, uic Q ick ko

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Stimulus // Worksheets Worksheets Resources Stimulus// Resources / Resources / Worksheets Story Stimulus of Mary & John

Story of Mary & John Storygraph of Mary & John Emotions or draw draw your your own ownon onthe theboard) board) provided or sheet provided thesheet (enlargethe graph(enlarge Emotions Stimulus / Resources / Worksheets

Stimulus / Resources / Worksheets Emotions graph (enlarge the sheet provided or draw your own on the board) ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ A project funded fundedby bythe theEuropean EuropeanUnion Unionand andled ledininEngland England CDEC ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ CDEC byby A project Questions on on separate separate slips slips of of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per per group). group). Questions A project Afunded byfunded the European and led in England project by theUnion European Union and ledbyinCDEC England by CDEC

A project funded by the European Union and led in England by CDEC 92

Mary & John - emotionsgraph graph Mary & John - emotions

Middle End 93

Excited

Very happy

Calm / relaxed

Mischievous

Sick / ill

Surprised

Shocked

Sad

Angry Beginning

A project funded by the European Union and led in England by CDEC

Mary & John - People Quick On The Draw & Environment ToTo gain a deeper deeper understanding ofmodels globalofissues. issues. To gain amore understanding of global be& aware about development. Mary John -diﬀerent People & Environment To consider the inequalities between the global north and south.

Curriculum Links Curriculum Links Links Curriculum

Geography Geography Citizenship understand betweenbetween people and the environment in relation ToTo consider the links inequalities the global north and south. to development. Geography Literacy To be more aware about different models of development. To understand between people and the environment in recognise relation toaspects development. to reﬂect on speciﬁc aspects of a story and of change.CitizenshipP4C To be ablelinks To be able to scan a document for key information. Curriculum Links

To be able to scan a document for key information.

make a presentation which presents an argument. To beToable to reflect on specific aspects of a story and recognise aspects of change. To make a presentation which presents an argument.

development

change equality

development

needs & wants change

Intro Intro Intro Introduce the ‘compass rose method’ ofand exploring Story Mary and Draw thein compass rosewill onneed Split the the class class into groups groups of around around 5/6 5/6 and explainthe they are of going to have haveJohn. competition in which they they will need to to scan scan Split into of explain they are going to aa competition which

/ŶƚƌŽĚƵĐĞ ƚŚĞ ͚ĐŽŵƉĂƐƐ ƌŽƐĞ ŵĞƚŚŽĚ͛ ŽĨ ĞǆƉůŽƌŝŶŐ ƚŚĞ ^ƚŽƌǇ ŽĨ DĂƌǇ ĂŶĚ :ŽŚŶ͘ ƌĂǁ ƚŚĞ ĐŽŵƉĂƐƐ ƌŽƐĞ ŽŶ ƚŚĞ the board describefor what point refers tobe (see rose sheet for more information). some keyand information for theeach answers and try to to be thecompass first to to report report the answers answers back to the the teacher. teacher. Hand Hand out out the the fact fact some key information the answers and try the first the back to board and describe what each point refers to (see compass rose sheet for more information). North = nature, the environment; South = social relations , people; East = economic relations , money; ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ North the environment; West==nature, who? Political power South = social relations , people; East = economic relations , money; West = who? Political power

BigIdeas Ideas Big Big Ideas In groups or pairs, as pupils to think of 2/3 reﬂections on the changes that have occurred for each point of

Ask the the groups, groups, what what do do you you feel feel about about these these statistics? statistics? How How do do they they affect affect you? you? Which Which fact fact stands stands out out most most to to you you and and Ask Inthe groups or pairs, as(i.e. pupils to think ofthat 2/3occurred reflections on the changes that have occurred for eachin point of the compass rose 2/3 changes in nature (N), 2/3 for changes that occurred social why? When do you hear about any of these facts? (as they are happening EVERY single day). why? When do you hear about any of these facts? (as they are happening EVERY single day). compass (i.e. 2/3 changes in nature (N),consider 2/3 for changes that occurred in social relations (S) relationsrose (S) and so on for Eastthat andoccurred West). They should what impact these changes had on these and so on Eastare andunclear West). of They should consider what impact these to areas. (If pupils are areas. (If for pupils certain aspects of the story theythese may changes also use had this on method structure their Activity unclear of certain aspects of the story they may also use this method to structure their questioning). questioning). The teacher teacher remains remains at at the the front front of of the the class class with with aa pile pile of of questions questions for for each each group. group. One One member member of of each each group group then then The Activity Activity comes to to the the teacher teacher for for the the first first question question and and goes goes back back to to their their own own group group to to try try and and find find out out the the answer answer as quickly as comes Explain that the story theme of ‘development’ (or change) is a complex one and communities, societies, as quickly as ǆƉůĂŝŶ ƚŚĂƚ ƚŚĞ ƐƚŽƌǇ ƚŚĞŵĞ ŽĨ ͚ĚĞǀĞůŽƉŵĞŶƚ͛ ;Žƌ ĐŚĂŶŐĞͿ ŝƐ Ă ĐŽŵƉůĞǆ ŽŶĞ ĂŶĚ ĐŽŵŵƵŶŝƚŝĞƐ͕ ƐŽĐŝĞƚŝĞƐ͕ ĐŽƵŶƚƌŝĞƐ possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. the answer isis possible. and Oncethe they haveare thedeveloping answer they write it on the slip of paper and and take can it back to of thedevelopment teacher. IfIf the countries world changing alland of the think inanswer and the world are developing and changingand all of the time youtime can thinkyou of development in many different correct the teacher teacher then then hands them the second second question, question, incorrect they must return return to their group group to to find out out the the correct the hands them the ifif incorrect they must to their find many diﬀerent Explain that in groups are going to look a description ofthink development and ways. Explain thatways. in groups pupils are going topupils look at a description of at development and about how it correct answer. This strategy repeated until each each group group has has received received all all 10 10 questions. questions. Place Place an an emphasis emphasis on on itit being being aa correct answer. This strategy isis repeated think about how it relates to the story. until relates to the story. competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with with Give each group one of the 4 descriptions of a model of development. As a group they must think of ways competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group Give each group one of the 4 descriptions of a model of development. As a group they must think of ways this this viewpoint most accurately reﬂects the story of Mary and John and construct an argument that will prize! aa prize! viewpoint mostreasoning accuratelytoreflects of Mary John construct argument that explain their explain their the restthe of story the class. Askand pupils toand present their an argument and trywill to persuade / reasoning to the rest of the class. Ask pupils to present their argument and try to persuade / encourage others to encourage others to agree with their view point. Plenary agree with their view point. Plenary Take away away the the fact fact sheets sheets and and ask ask some some of of the the questions questions again again to to see see ifif anyone anyone can remember remember the the answers. answers. Once Once again Take Plenary Once the class has listened to all four arguments, pupils must decide as a classcan which is the most accurate or again This part could could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. This part reflect on some of the statistics by asking groups to think about what concepts it makes them think about. Once the class has listened to all four arguments, pupils must decide as a class which is the most accurate or

relevant description of the Mary and John story. then be be used as as aaofstimulus stimulus for P4C story. enquiry. then used P4C enquiry. relevant description the Maryfor andaaJohn

Models Development Models of of Development Notes for teachers Notes for teachers ... ...

Nature Who? Did you know? ...Economic Political relations power

Model ModelA:A:sustainable sustainabledevelopment development Model B: de-growth ModelC:B:Gaia de-growth Model vision Model C: Gaia vision focussed on Model D: development Model D: development focussed new technologies

There are 2.2 billion children in the world ... Social relations 1 billion of them are living in poverty ...

Qu uic Q ick ko on n tth hee d dr ra aw w

on new technologies

Stimulus / Resources / Worksheets Compass rose/sheet Stimulus Resources / Worksheets Models of development Compass rose sheet sheet

Stimulus / Resources / Worksheets

Stimulus / Resources Models of development sheet / Worksheets A project funded by the European Union and led in England by CDEC ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Questions on on separate separate slips slips of of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per per group). group). Questions A project Afunded byfunded the European and led in England project by theUnion European Union and ledbyinCDEC England by CDEC

A project funded by the European Union and led in England by CDEC 94

Mary & John People & Environment - compass rose

Natural This is about the environment - the land, the sea, living things, and their relationship to each other. It is about the built as well as the ‘Natural’ environment

Who (political) This is about power, who makes choices and decides what is to happen; who beneﬁts or loses as a result of these decisions; and at what cost

Economic This is about money, trading and ownership, buying and selling

Social This is about people, their relationships, their traditions, culture and the way they live. About how, for example, gender, race, disability, class and age aﬀect social relations

Explore the issues of the story by encouraging pupils to start making reﬂections about the inﬂuences of environmental, social, political and economic dimensions (you can also use this method to structure questioning). Compass Rose method originally by Birmingham Development Education Centre

A project funded by the European Union and led in England by CDEC 95

Mary & John - People & Environment

A. People have the right to exploit the Earth's resources for their well-being.

The Earth's resources may end one day therefore our economy cannot develop with the present speed and people cannot consume as much as they do now for a longer time.

It is diﬃcult to change this because the Earth's resources are commodities and are sold and bought so that people can make the most proﬁts out of them.

If people want to save the Earth's resources, they must slow down their consumption, use renewable sources of energy and locally produced goods.

The Earth is robust and can survive people's actions.

When the Earth's resources end one day, people will start looking for other, new resources and technologies so that our civilisation keeps developing. In order to do so, people who are rich will invest their money in reserach and development of new technologies.

However, the Earth's resources will end one day, therefore people must manage them carefully and properly. When using the Earth's resources people must ﬁrst examine what is possibly dangerous for the Earth and themselves. When people think about further human development, they must take it into account that the Earth's resources will end one day if not used reasonably.

C. The Earth is a system with many diﬀerent parts. The body of the Earth is called Gaia and all people are part of her. Gaia and her parts (animals, plants, rocks, soil) have rights that need to be protected. People need to live in small self-suﬃcient communities, in the rythym of nature.

A project funded by the European Union and led in England by CDEC

Curriculum Links Curriculum Links Links Curriculum Mary & John - ADraw Happy Ending? Quick On The Literacy Curriculum Links Geography To gain gain a& a deeper deeper understanding of global global issues. issues.Ending? To understanding of Mary John -A Happy To understand links between people and the environment in relation to development. To consider the inequalities between the global north and south. To consider the inequalities between the global north and south.

To understand links between people and the environment in relation to development.

Literacy Literacy

To be to endings. To be able able to to write scan aaalternative documentstory for key key information. To scan document for information.

P4C

To be able to write alternative story endings.

sustainability development change equality needs & wants sustainability

development

change

Intro

Intro Split the the class class into into groups groups of of around around 5/6 5/6 and and explain explain they they are are going going to to have have aa competition competition in in which which they they will will need need to to scan scan Intro Split

ZĞĨĞƌ ďĂĐŬ ƚŽ ƚŚĞ ͚DĂƌǇ Θ :ŽŚŶ someback key information information for the answers and try try to be be the the first first to to report report the answers answers backstory to the the teacher. Handtoout out the the fact fact Refer to the ‘Maryfor & the John - ŵŽƚŝŽŶƐ Θ ŵƉĂƚŚǇ͛ ůĞƐƐŽŶ ďǇ ůŽŽŬŝŶŐ Ăƚ ƚŚĞ ůĂƌŐĞ ƐƚŽƌǇ ďŽĂƌĚ ĐƌĞĂƚĞĚ ƚŽ Emotions & Empathy’ lesson by looking at the large board created some key answers and to the back to teacher. Hand illustrate the story, reminding the of of thethe story. Point to the place in the where John ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ illustrate the story, reminding thepupils pupilsofofthe thekey keypoints points story. Point to the place in story the story where ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ decides to selltohis produce and say that from point are going to going re-think happens and create John decides sell his produce and say thatthis from thiswepoint we are to what re-think what next happens next an alternative ending. and an alternative ending. Bigcreate Ideas

Big AskIdeas the groups, groups, what what do do you you feel feel about about these these statistics? statistics? How How do do they they affect affect you? you? Which Which fact fact stands stands out out most most to to you you and and Ask the Big Ideas

Ask theWhen pupils, thehear story stands is thefacts? ending or happening sad? For who? Ask them to think quietly for why? When doas you hear about anynow of these these facts? (ashappy they are are happening EVERY single day). why? do you about any of (as they EVERY single day). Ask the pupils, as the story stands now is the ending happy or sad? For who? Ask them to think quietly for 30 30 seconds about other scenarios, for example an ending where everyone was happy, everyone was sad, etc seconds about other scenarios, for example an ending where everyone was happy, everyone was sad, etc and and think about what factors make them feel that way. Then take some ideas and list possibilities on the Activity think about what factors make them feel that way. Then take some ideas and list possibilities on the board, board, elaborating on ideas to encourage creative thinking. elaborating on ideas to encourage creative thinking. The teacher teacher remains at thethe front of the class with pile of questions questions for each eachending group.may Oneexplore memberany of each each group then then The remains the front of the class with pile of for group. One member of group Think of the big ideasat that story explores and aasay that their alternative of these Think of the big ideas that the story explores and say that their alternative ending may explore any of these comes to to the the teacher teacher for for the the first first question question and and goes goes back back to to their their own own group group to to try try and and find find out out the the answer answer as as quickly quickly as as comes concepts. concepts. possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is Activity correct the teacher hands them the second second question, incorrect they must must return return to their their groupbut to find find out the the correct the hands them the question, ifif incorrect to group to Ask pupils toteacher create then athen story board or story map using the same ‘story they beginning’ and ‘story middle’ thenout Activity correct their answer. This strategy repeated until each group has received all follow 10 questions. questions. Place an emphasis emphasis on on itit being being aa correct answer. strategy isis repeated until each group received all 10 creating ownThis ‘story ending’. It is up to them what thishas is but it must on fromPlace the an previously ƐŬ ƉƵƉŝůƐ ƚŽ ĐƌĞĂƚĞ Ă ƐƚŽƌǇ ďŽĂƌĚ Žƌ ƐƚŽƌǇ ŵĂƉ ƵƐŝŶŐ ƚŚĞ ƐĂŵĞ ͚ƐƚŽƌǇ ďĞŐŝŶŶŝŶŐ͛ ĂŶĚ ͚ƐƚŽƌǇ ŵŝĚĚůĞ͛ ďƵƚ ƚŚĞŶ competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with with discussed themes the story. Pupils use help write theirquickly. alternative story competition so theinpupils are scanning thetheir fact story sheet board/map and taking intothe information Reward theending. winning group ĐƌĞĂƚŝŶŐ ƚŚĞŝƌ ŽǁŶ ͚ƐƚŽƌǇ ĞŶĚŝŶŐ͛͘ /ƚ ŝƐ ƵƉ ƚŽ ƚŚĞŵ ǁŚĂƚ ƚŚŝƐ ŝƐ ďƵƚ ŝƚ ŵƵƐƚ ĨŽůůŽǁ ŽŶ ĨƌŽŵ ƚŚĞ ƉƌĞǀŝŽƵƐůǇ ĚŝƐĐƵƐƐĞĚ prize! aa prize! Plenary themes in the story. Pupils use their story board/map to help write their alternative story ending.

As pupils to volunteer to share some of their alternative endings. Highlight what concepts they have explored, whether pupils have decided to focus on diﬀerent models of development etc. Plenary

Plenary

Take away away the the fact fact sheets sheets and and ask ask some some of of the the questions questions again again to to see see ifif anyone anyone can can remember remember the the answers. answers. Once Once again again Take As pupils to volunteer to share some of their alternative endings. Highlight what concepts they have explored, This part part could could reflect on on some some of of the the statistics statistics by by asking asking groups groups to to think think about about what what concepts concepts itit makes makes them them think think about. about. This reflect whether pupils have decided to focus on different models of development etc.

then be be used used as as aa stimulus stimulus for for aa P4C P4C enquiry. enquiry. then

Extension ideas Extension ideas

Did you know? ... There are 2.2 billion children in the world ... 1 billion of them are living in poverty ...

Qu uic Q ick ko on n tth hee d dr ra aw w

Pupils can write a ‘diary’ from the characters’ focussing on the changes on in the perspectives focussing characters feelings the changes in theas the story progresses. characters feelings as the story progresses. OR pupils could write letters, OR pupils could write letters, from Mary to John and vice from Mary to John and vice versa. versa.

Stimulus / Resources / Worksheets >ĂƌŐĞ ƐƚŽƌǇ ďŽĂƌĚ ĐƌĞĂƚĞĚ ŝŶ ͚ ŵŽƚŝŽŶƐ Θ ŵƉĂƚŚǇ͛ ůĞƐƐŽŶ ƚŽ ƌĞĨĞƌ ďĂĐŬ ƚŽ

Stimulus / Resources / Worksheets

Large story board created in ‘Emotions & Empathy’ lesson to refer back to Stimulus / Resources / Worksheets A project ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘funded by the European Union and led in England by CDEC ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Questions on on separate separate slips slips of of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per per group). group). Questions A project Afunded byfunded the European and led in England project by theUnion European Union and ledbyinCDEC England by CDEC

A project funded by the European Union and led in England by CDEC 97

Curriculum Links Curriculum Links Links Curriculum

Ghana filesDraw Quick Fact On The

Literacy Geography ToTo gain deeper understanding of global global issues.about Ghana from a development Geography To gain aa deeper understanding of issues. gather geographical and historical information Curriculum Links Geog Lit Toperspective. consider the inequalities inequalities between the the global global north north and and south. south. To consider the between Links Curriculum Citizenship Lit Ghana Fact files Geog Literacy ks Lin lum cu rri Cu Lit og Ge Ghana Fact files Literacy P4C To To gather geographical and historicalfacts information about Ghana from a development Literacy To be to important from printed texts and ﬁlm. To be able able to extract scanfi a document document for key key information. to scan a for information. Num s le t c and historical information about Ghana from a development LitGeography geographical To a Fa eracy Cit ngather Ghaperspective. Cit Num Geography Cit m m a development perspective. Nu fro a an Gh t ou ab on ati ography Citizenship GePSHE phical and historical inform To gat P4C Tohe ber geo ablegra to extract important facts from printed texts and film. perceptions similarities & differences preconceptions Citizenship equality needs & wants PSHE pP4C hiC . iveable to extract important facts from printed texts and film. zensP4 ectbe ti Ci perspTo HE PS texts and film. Intro nt facts from printed rta po im t perceptions similarities & differences preconceptions rac Intro ext to le ab To be Tell the pupils that you are going to learn more about Ghana, West-African. Youpreconceptions are going to have a look at differences & they similarities Splitperceptions the class class into into groups of of around around 5/6 and and explain they are going going to to have have aa competition competition in in which which they will need need to scan Split the 5/6 are nswill iothey pttell ce on geography, people’sgroups life, nature, history and explain the present day. Hand out some blank paper and them they to scan ec pr s ce en er some key key information information for them answers andes try to to be be the first to to report report the the answers answers back back to to the the teacher. teacher. Hand Hand out out the the fact fact ffGhana, dithe & some the try first Intro ti riand ilathey si answers are going to write know about every association which comes to their mind s foreverything ondown ti ep rc pe Intro ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Tell the pupils thatGhana. you areGive going to learn more about Ghana, West-African. You are going to have a look at connected with them 2 minutes. a look at to have goingand arepaper West-African. Tell the pupils that you are going to learn more about Ghana,Hand out some You blank tell them they are

k at they are a loo havetell ng to goipaper them Big blank u are Yo o Ideas trBig ican.some Ingoing Afrout toIdeas write down everything they know re about association which comes to and their mind connected sta, WeHand t Ghanevery abouGhana, y are

mo about m the learn l the tothey tel dnotes ng some goiask per anto are connected mind pa their comes which Share ideas in down then children to call out some interesting about Ghana. you association nk every tpairs Ghana, know everything tha to write e bla t sommost pu outheir Give them theGhana. lgoing Telwith Handof d to you and Ask thepils groups, what 2do dominutes. you feel feel about about these these statistics? statistics? How How do they affect you? you?es Which fact stands out most necte con Ask the groups, what you do they affect Which fact stands out nd mi ir the to com Were most of their ideas about geography, people’s life, nature, history or the present day? What wasmost the to you and Ghana. Give them 2 minutes. withIdeas ation which ocihappening ass ry eve a, Big an Gh t ou why? When do you hear about any of these facts? (as they are EVERY single day). ab w knoof these why?common When doidea? you about (asconcepts they are or happening EVERY single day). g theyany hin ryt evehear most Has made anyone thinkfacts? of any big ideas? write down ng toIdeas goiShare Big ideas in pairsm then ask some children to call out some of their most interesting notes about Ghana. Were . tes nu mi 2 the then ask some children to call out some of their most interesting notes about Ghana. Were a. Givine pairs h Ghan witActivity ideas Share ana. Were Activity about Gh g notes(history, sidea? stingroup Idea intereper Divide the children into 4anyone ‘expertthink groups’ and hand out one ‘expert geography, Big common Has made of any concepts ore big ideas? ir mosttext’ the of som t ou l cal to en ldr chi e som ask nat theagriculture). The teacher remains at the frontDivide of the theofthem class with a pile pile of questions for each group. One One member of each each group then then ideas? big orof irs any concepts think anyone made Has idea? common in pa The teacher remains the front of class with questions each member of group asindustry people, & into agroups by handingfor them a group. different coloured letter using re ide Sha Activity comes to the thecards teacher for the the first question and goes back to their own group tothe tryH’s andgroup find out out the answer as quickly quickly as as the ‘grouping sheet’. Ask thequestion pupils toand getgoes intoback LETTER groups (so all ofto for the history, all of as? comes to teacher for first own group try and find answer as idetheir Activity big to ŝǀŝĚĞ ƚŚĞ ĐŚŝůĚƌĞŶ ŝŶƚŽ ϰ ͚ĞǆƉĞƌƚ ŐƌŽƵƉƐ͛ ĂŶĚ ŚĂŶĚ ŽƵƚ ŽŶĞ ͚ĞǆƉĞƌƚƐ ƚĞǆƚ͛ ƉĞƌ ŐƌŽƵƉ ;ŚŝƐƚŽƌǇ͕ ŐĞŽŐƌĂƉŚǇ͕ ƉĞŽƉůĞ͕ e think of any concepts or anyonetc). de ma sthey Ha a? ide n mo the G’s group for geography The groups then read the ‘expert texts’ documents to find out more about com possible. Once have the answer they write it on the slip of paper and take it back to the teacher. If the answer is ŐĞŽŐƌĂƉŚǇ͕ ƉĞŽƉůĞ͕ ƌƚ ŐƌŽƵƉƐ͛ ĂŶĚ ŚĂŶĚ ŽƵƚ ŽŶĞ ͚Ğ possible. Once they have the answer they write it on the slipǆƉĞƌƚƐ ƚĞǆƚ͛ ƉĞƌ ŐƌŽƵƉ ;ŚŝƐƚŽƌǇ͕ of paper and take it back to the teacher. If the͕ answer is ŝǀŝĚĞ ƚŚĞ ĐŚŝůĚƌĞŶ ŝŶƚŽ ϰ ͚ĞǆƉĞ ŝŶĚƵƐƚƌǇ Θ ĂŐƌŝĐƵůƚƵƌĞͿ͘ ŝǀŝĚĞ ƚŚĞŵ ŝŶƚŽ ŐƌŽƵƉƐ ďǇ ŚĂŶĚŝŶŐ ƚŚĞŵ Ă ĚŝĨĨĞƌĞŶƚ ĐŽůŽƵƌĞĚ ůĞƚƚĞƌ ƵƐŝŶŐ ƚŚĞ ͚ŐƌŽƵƉŝŶŐ ĞŽƉůĞ the ŐƌĂ ĞŽ ƚŽƌǇ͕ Ő their area.then Thenhands theƚŚĞŵ ŝŶƚŽ ŐƌŽƵƉƐ ďǇ ŚĂŶĚŝŶŐ ƚ groups cansecond be handed the ‘expert questions’ sheet and tryƉŚ toǇ͕ Ɖ answer ƌ ƵƐŝŶŐ ƚŚĞ ͚ŐƌŽƵƉŝŶŐ Ɖ ;ŚŝƐ ŚĞŵ Ă ĚŝĨĨĞƌĞŶƚ ĐŽůŽƵƌĞĚ ůĞƚƚĞ itythe ƌ ŐƌŽƵ ŝŶĚƵƐƚƌǇ Θ ĂŐƌŝĐƵůƚƵƌĞͿ͘ ŝǀŝĚĞ tivparticular correct the teacher teacher then hands them the the second question, if incorrect they must return to their group to find find out the ǆƚ͛ ƉĞ Ac ƚĞtext ĐĂƌĚƐ ƐŚĞĞƚ͛͘ ƐŬ ƚŚĞ ƉƵƉŝůƐ ƚŽ ŐĞƚ ŝŶƚŽ > dd Z ŐƌŽƵƉƐ ;ƐŽ Ăůů ŽĨ ƚŚĞ ,͛Ɛ ŐƌŽƵƉ ĨŽƌ ŚŝƐƚŽƌǇ͕ Ăůů ŽĨ ƚŚĞ '͛Ɛ ŐƌŽƵƉ ĨŽƌ correct them question, if incorrect they must return to their group ƌƚƐ ǆƉĞ Ğ ͚Ğ ŽŶ Ƶƚ Ě Ž ĂŶ ƉŝŶŐ out the Ě Ś ƌŽƵto ƉƐ͛ ĂŶ will be in the text—some ƚŚĞ ͚Ő ƌŽƵanswers ŝŶŐ ƌƚ Ő ƵƐĨ ƚŚĞ '͛Ɛ ŐƌŽƵƉ ĨŽƌ ƉĞ ƚĞƌ ͚Ğǆ ůĞƚ Ž ϰ ƌĞĚ questions, however, not all of the may be in the Ghana film which they ŝŶƚ Ĩ ƚŚĞ ,͛Ɛ ŐƌŽƵƉ ĨŽƌ ŚŝƐƚŽƌǇ͕ Ăůů Ž ůŽƵ ƌĞŶ ŐĞƚ ŝŶƚŽ > dd Z ŐƌŽƵƉƐ ;ƐŽ Ăůů Ž ƚ ĐŽ ĐĂƌĚƐ ƐŚĞĞƚ͛͘ ƐŬ ƚŚĞ ƉƵƉŝůƐ ƚŽ ŚŝůĚ ƌĞŶ Ğ Đ ŝĨĨĞ ƚŚ ŐĞŽŐƌĂƉŚǇ ĞƚĐͿ͘ dŚĞ ŐƌŽƵƉƐ ƚŚĞŶ ƌĞĂĚ ƚŚĞ ͚ĞǆƉĞƌƚ ƚĞǆƚƐ͛ ĚŽĐƵŵĞŶƚƐ ƚŽ ĨŝŶĚ ŽƵƚ ŵŽƌĞ ĂďŽƵƚ ƚŚĞŝƌ ƉĂƌƚŝĐƵůĂƌ ĂƌĞĂ͘ ŝĚĞ correct answer. This This strategy strategy isis repeated repeated until each group has Ă Ě received all all 10 10 questions. questions. Place Place an an emphasis emphasis on itit being being aa Ğŵ ŝǀ ŝŶŐ ƚŚhas correct answer. each received ŚĂŶĚgroup ƉƐ ďǇ ƌŽƵƉ ĨŽƌ on Ğ '͛Ɛ Ő ŵ ŝŶƚŽ ŐƌŽƵuntil ůů ŽĨ ƚŚĞŝƌ ƉĂƌƚŝĐƵůĂƌ ĂƌĞĂ͘ ĞͿ͘ ŝǀŝĚĞ ƚŚĞŶ ƌĞĂĚ ƚŚĞ ͚ĞǆƉĞƌƚ ƚĞǆƚƐ͛ ĚŽĐƵŵ ĞŶƚƐ ƚŽ ĨŝŶĚ ŽƵƚ ŵŽƌĞ ĂďŽƵƚ ƚŚ will be watching shortly. ƚƵƌ Ɖ ĨŽƌ ŚŝƐƚŽƌǇ͕ Ă ŐĞŽŐƌĂƉŚǇ ĞƚĐͿ͘ dŚĞ ŐƌŽƵƉƐ ƚŚĞ ƌŽƵ Θ ĂŐƌŝĐƵů ͛Ɛ Ő ƌǇ dŚĞŶ ƚŚĞ ŐƌŽƵƉƐ ĐĂŶ ďĞ ŚĂŶĚĞĚ ƚŚĞ ͚ĞǆƉĞƌƚ ƚĞǆƚ ƋƵĞƐƚŝŽŶƐ͛ ƐŚĞĞƚ ĂŶĚ ƚƌǇ ƚŽ ĂŶƐǁĞƌ ƚŚĞ ƋƵĞƐƚŝŽŶƐ͕ ŚŽǁĞǀĞƌ͕ ŶŽƚ Ăůů ƵƐƚ Ğ , ƚŚ ŝŶĚ ŽĨ Ăůů ;ƐŽ competition so the pupils are scanning the fact sheet and taking in the information quickly. Reward the winning group with with ƉƐ ͘ ŽƵsheet and taking in the information quickly. competition so the ƉƵ pupils are scanning fact Reward winning group ƌ ĂƌĞĂ d Z Őƌ > dthe ƌƚŝĐƵůĂthe ƉĂ ƚ ŝŶƚŽ Then Ğŝƌ ŐĞ ƚŽ ŽƵƚ ƚŚ ƉŝůƐ Ăď ƚŝŽŶƐ͕ ŚŽǁĞǀĞƌ͕ ŶŽƚ Ăůů ƌĞ ĞĞƚ ĂŶĚ ƚƌǇ ƚŽ ĂŶƐǁĞƌ ƚŚĞ ƋƵĞƐ ƚŚĞ ŵŽon Watch the short film about Ghana. answer any unanswered questions their sheets. Next, as the Ě ƚŚĞ ͚ĞǆƉĞƌƚ ƚĞǆƚ ƋƵĞƐƚŝŽŶƐ͛ ƐŚ ƐŬ Ƶƚ will dŚĞŶ ƚŚĞ ŐƌŽƵƉƐ ĐĂŶ ďĞ ŚĂŶĚĞ Ě Ž Ğƚ͛͘ ĨŝŶ ƐŚĞ ƚŽ of the answers will be in the textͶsome may be in the Ghana film which they be watching shortly. ĚƐ ŶƚƐ ĐĂƌ ŵĞ ŽĐƵ Ɛ͛ Ě ǆƉĞƌƚ ƚĞǆƚ prize! ĞǀĞƌ͕ ŶŽƚ Ăůů ƚŚĞ ͚Ğ Žǁtherefore aa prize! ĞĂĚbased Ŷ ƌThen ŝŽŶƐ͕ Ś ƚŚĞ ƋƵĞƐƚ ƌŽƵinƉƐ shortly. watching beeach will Ğƌ ƚŚĞ Ğ Ő which film Ghana the inCOLOUR may Ɛǁ textͶsome the be will ĂŶsheets. pupils to form new ‘home groups’ on the ofĞƚ their grouping card, group will answers thethe of ƚĐͿ͘ dŚ ƚŽ they Ǉ Ğ ƌǇ their Watch short film about Ghana. answer anybe unanswered questions on ƉŚ ŐƌĂ ĂŶĚ ƚ ŐĞŽ ŚĞ Ɛ͛ Ɛ ŝŽŶ ĞƐƚ ƋƵ Ğǆƚ ƌƚ ƚ . ǆƉĞ rtly Ğ ͚Ğa different ĞĚ ƚŚThen tching sho ŚĂŶĚ sheets. their onthe questions unanswered ďĞ be wa answer anypart lAsk Ghana. about short the ĐĂŶ Watch y wil ƉƐ film EĞǆƚ͕ ĂƐ ƚŚĞ ƉƵƉŝůƐ ƚŽ ĨŽƌŵ ŶĞǁ ͚ŚŽŵĞ ŐƌŽƵƉƐ͛ ďĂƐĞĚ ŽŶ ƚŚĞ K>KhZ ŽĨ ƚŚĞŝƌ ŐƌŽƵƉŝŶŐ ĐĂƌĚ͕ ĞĂĐŚ ŐƌŽƵƉ ǁŝůů ƚŚĞƌĞĨŽƌĞ ŚĂǀĞ Ă have a Ğ Ő member that has accessed of the expert information. members of the group to ƌŽƵ ich wh ĞŶ ƚŚ dŚ y be in the Ghana film ma e som tͶ ƵƉ ǁŝůů ƚŚĞƌĞĨŽƌĞ ŚĂǀĞ Ă tex Z ŽĨ ƚŚĞŝƌ ŐƌŽƵƉŝŶŐ ĐĂƌĚ͕ ĞĂĐŚ ŐƌŽ . the ŽŵĞ ŐƌŽƵƉƐ͛ ďĂƐĞĚ ŽŶ ƚŚĞ K>Kh ets in EĞǆƚ͕ ĂƐ ƚŚĞ ƉƵƉŝůƐ ƚŽ ĨŽƌŵ ŶĞǁ ͚Ś she be l member that has accessed a different part of the expert information. Ask members of the group to share what they haveĂǀĞ Ă ir wil the on ns share what they have learned with the rest of the group members. swers stio Plenary the an que d of r any unanswere ů ƚŚĞƌĞĨŽƌĞ Ś wethe expert information. Ask members ansof ƵƉ ǁŝůwhat they have Thenpart to share group of theĚ͕ Ğ ĂĐŚ ŐƌŽ ana.members. a different accessed has that member ut Gh abo learned with the rest of the group film rt sho tch the >KhZ ŽĨ ƚŚĞŝƌ ŐƌŽƵƉŝŶŐ ĐĂƌ Wa K ƚŚĞ ŽŶ y have Once again ƐĞĚ at the ͛ ďĂ ƵƉƐ re wh ŐƌŽ Plenary sha to Take away away the fact sheets and ask some some of of the the questions questions again again to to see see ifif anyone anyone canup remember the answers. ͚ŚŽŵĞ gro members. group theĞǁ of rest the Take the sheets and ask remember the answers. Once again with learned ŵ Ŷ the can ƚŽ ĨŽƌ ƉŝůƐfact ƉƵ ǆƚ͕ ĂƐ ƚŚĞ Plenary EĞ rmation. Ask members of info ert exp the of t par nt ere diff a ‘Ghana In five’ ask each pupil to complete the ‘five finger’ sheet as follows ... ed This part could could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. ess acc has This part reflect on some of the statistics by asking groups to think about what concepts it makes them think about. Plenary mber that ĂƐŬ ĞĂĐŚ ƉƵƉŝů ƚŽ ĐŽŵƉůĞƚĞ ƚŚĞ ͚ĨŝǀĞ ĨŝŶŐĞƌ͛ ƐŚĞĞƚ ĂƐ ĨŽůůŽǁƐ ͘͘͘ me ͚'ŚĂŶĂ /Ŷ ĨŝǀĞ͛ members. up gro the of t res 1. Describe Ghana in a sentence the h then be used as aainstimulus stimulus for aa P4C P4C enquiry. enquiry. witused dbe rneDescribe lea then as ǀĞ ĨŝŶŐĞƌ͛ ƐŚĞĞƚ ĂƐ ĨŽůůŽǁƐ ͘͘͘ ĂƐŬ ĞĂĐŚ ƉƵƉŝů ƚŽ ĐŽŵƉůĞƚĞ ƚŚĞ ͚Ĩŝ ͚'ŚĂŶĂ /Ŷ ĨŝǀĞ͛ 1. Ghana a sentencefor 2. Describe Ghana in 3 adjectives sentence a in Ghana Describe 1. 2. Describe Ghana in 3 adjectives ry Plena ŚĞĞƚ ĂƐ ĨŽůůŽǁƐ ͘͘͘ ĐŽŵƉůĞƚĞ ƚŚĞ ͚ĨŝǀĞ ĨŝŶŐĞƌ͛ Ɛ ŝů ƚŽ 3. Describe Ghana with 2verbs verbs 32adjectives in ƉƵƉ Ghana Describe 2. ĂŶĂ ĐŚ 3. Describe Ghana ĂƐŬ ĞĂwith /Ŷ ĨŝǀĞ͛ ͚'Ś ce ten 2 verbs sen with Ghana Describe 3. Describe in 4. Describe Ghana 1a1word only anainin 4. word only Gh scribeGhana De 1. s ive ect only adj word 1 Ghana 3 Describe 4. Draw in 5. Draw a symbol to represent Ghana ana Gh ibe scr 5.2. a symbol to represent Ghana De bs ver 2 Ghana represent to h symbol a Draw 5. wit ana Gh ibe scr De 3. only Describe Ghana in 1 word 4. Ghana ent res rep Draw a symbol to 5. Extension Extension ideas ideas

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ideasgroup Extension During the expert During the expert group work work children children There are 2.2out billion may want to find more ... aa children group the During may want toexpert find out morework ... Create Create as out more list ofen ‘expert questions’ that ... youCreate can a siontoide find want may Ext ůŝƐƚ ŽĨ ͚ĞǆƉĞƌƚ ƋƵĞƐƚŝŽŶƐ͛ ƚŚĂƚ ǇŽƵ ĐĂŶ children in the world children Gha up work...ŽƵ ĐĂŶ grofuture. find answers ertthe expin ůŝƐƚ ŽĨ ͚ĞǆƉĞƌƚ ƋƵĞƐƚŝŽŶƐ͛ ƚŚĂƚ Ǉ ring the for na Duanswers hana find for in the future. e of G Ghan fact fil a r ate Cre u a ... t 1 billion of them are re n u mo t a Qu e h af findinou ef uic Q G the future. h find ick want tofor T f mayanswers ko on n tth Ghan act file ture o hTee f a fac edr Ăƚ ǇŽƵ ĐĂŶ ƚŚ ru na hd ŶƐ͛ a ƐƚŝŽ a ƵĞ w ƌƚ Ƌ h a ƉĞ t ͚Ğǆ w G ŽĨ f ůŝƐƚ ile living in poverty ...future. e of utur swers for in the Stimulus / Worksheets find /anResources The f / Worksheets / Resources Stimulus Grouping cards sheet, Expert texts, expert questions sheet Stimulus / Resources / sheet texts, expert questions sheet, Expert Worksheets Grouping Five Fingerscards worksheet s ksheet / Worexpert ces texts, Grouping cards Expert questions sheet sour Re / sheet, s ulu worksheet Fingers Five im St Life In Ghana film www.global-literacy.yolasite.com Stimulus / Resources / Worksheets ions sheet est qu ert exp ts, tex Five Fingers worksheet ert et, Exp ds she www.global-literacy.yolasite.com Ghana Inup Life ing carfilm Gro ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ All About Ghana film (www.global-literacy.com, click Ghana) et he rks wo s ger Five Fin on m by the .coshould Questions on separate separatew.g slips of paper (questions should be in in order order from from 1-10 with one set of of questions per group). group). olasitefunded Questions slips of paper (questions be set per y.y racA ite project European Union1-10 and with led inone England byquestions CDEC al-l lob ww film a Life In Ghan CDEC A project funded by the European Union and led in England by in England by CDEC the European Union and led ject fun A pro A project funded byded theby European Union and led in England by CDEC

project funded funded by by the the European European Union Union and and led led in in England England by by CDEC CDEC AA project 98

H - Ghana’s History G - Ghana’s Geography

A project funded by the European Union and led in England by CDEC 99

I—Ghana’s Industry & agriculture

P - Ghana’s People

Ghana Fact files - grouping cards

Ghana Fact files --Expert Information Ghana Fact files Expert Information Ghana Fact files - Expert Information

Ghana Fact files - Expert Information Ghana’s History _ Eĵ _ Eĵ _ Eĵ

th In the In 13the century when the Ghana apart,fell its inhabitants moved to the fertiletoareas of what is today 13th century when theEmpire Ghanafell Empire apart, its inhabitants moved the fertile areas of what is In the 13th The century when thesettlers Ghana to Empire apart,were its inhabitants moved to arrived the fertile areasand of what is today northern Ghana. first European arrive fell in Ghana the Portuguese. They in 1470, today northern Ghana. The first European settlers to arrive in Ghana were the Portuguese. Theytharrived in th Ghana. The first European settlers to arrive in Ghana were the Portuguese. They arrived begannorthern a settlement on the coast, and constructed the first of many fortresses. Between the 17 and late 19 in 1470, and th and began a settlement on the coast, and constructed the first of many fortresses. Between 1470, 17th th the In the 13 century when the Ghana fell apart, its moved to the Between fertile areas today centuries, theaAshanti Empire ǁĂƐ ŽŶĞ ŽĨ ƚŚĞ ŵŽƐƚ ƉŽǁĞƌĨƵů ďůĂĐŬ ƉĞŽƉůĞ͛Ɛ ƐƚĂƚĞƐ ǁŚŝĐŚ ĞǆŝƐƚĞĚ ŝŶ ƚŚĞ ĐĞŶƚƌĂů began settlement on the coast,Empire and constructed theinhabitants first of many fortresses. theof 17what andislate 19th and late 19th centuries, the Ashanti Empire was one of the most powerful black people’s states which northern Ghana. first European settlers to arrive Ghana were the Portuguese. arrived in 1470, and and northern partthe ofThe the country. In 1695 Osai Tutu of the in Ashanti tribe became the ruler of They a newly established centuries, Ashanti Empire ǁĂƐ ŽŶĞ ŽĨ ƚŚĞ ŵŽƐƚ ƉŽǁĞƌĨƵů ďůĂĐŬ ƉĞŽƉůĞ͛Ɛ ƐƚĂƚĞƐ ǁŚŝĐŚ ĞǆŝƐƚĞĚ ŝŶ ƚŚĞ ĐĞŶƚƌĂů th became theth existed in the central and northern part of the country. In 1695 Osai Tutu of the Ashanti tribe began a northern settlement on of thethe coast, and constructed the first many fortresses. Between 17At and late established 19 empire. Thanks to hispart leadership and military skills,Osai he conquered the neighbouring tribe of Denkyira. and country. In 1695 Tutu of of the Ashanti tribe became the the ruler of that a newly ruler ofthe awas newly established empire.settlers. Thanks The to his leadership and military skills,along he conquered the centuries, time, the Ashanti coast Empire controlled ǁĂƐ ŽŶĞ ŽĨ ƚŚĞ ŵŽƐƚ ƉŽǁĞƌĨƵů ďůĂĐŬ ƉĞŽƉůĞ͛Ɛ ƐƚĂƚĞƐ ǁŚŝĐŚ ĞǆŝƐƚĞĚ ŝŶ ƚŚĞ ĐĞŶƚƌĂů by European Ashanti people had gold, which with ivory, they empire. Thanks to his leadership and military skills, he conquered the neighbouring tribe of Denkyira. At that neighbouring Denkyira. At that time, thethe coast was controlled by European settlers. The Ashanti traded with the the Europeans. For most of the 19th century, Ashanti Empire was able tothe hold off the British (who and time, northern parttribe ofwas theof country. Inby 1695 Osai Tutu of the Ashanti tribe became ruler of aalong newly established coast controlled European settlers. The Ashanti people had gold, which with ivory, th people had gold, which along with ivory, they traded with the Europeans. For most of the 19th century, thethey th atempire. thattraded time were occupying the Gold Coast). There was a war (the 7 Anglo-Ashanti War) and the British Army Thanks to his leadership and military skills, he conquered the neighbouring tribe of Denkyira. At that with the was Europeans. For most of British the 19 (who century, thetime Ashanti Empire wasthe ableGold to hold off There the British Ashanti Empire ablethe toby hold off the at that were occupying Coast). was (who held the biggest resources and most soldiers. After this war, the Ashanti Empire eventually to belong th time, the coast was controlled European settlers. The Ashanti people had gold, whichcame along with ivory, theyArmy at that time were occupying the Gold Coast). There was a war (the 7 Anglo-Ashanti War) and the British war (the 7th Anglo-Ashanti War) and the thBritish Army held the biggest resources and the most soldiers. totraded the aBritish 1896. withinthe Europeans. For most of the 19 century, the Ashanti Empire was able to hold off the British (who

held resources and theeventually most soldiers. this war, the Ashanti Empire eventually came to belong Afterthe thisbiggest war, the Ashanti Empire cameAfter to belong to the th British in 1896. at that time were occupying the Gold Coast). There was a war (the 7 Anglo-Ashanti War) and the British Army to the British in 1896. 1957 when they became independent, Ghana was part held the biggest resources and the most soldiers.Until After this war, the Ashanti Empire eventually came to belong of Great Britain, and1957 was called the Gold Coast.independent, It was the when became to the British in 1896. UntilUntil 1957 when theythey became independent, was part first sub-Saharan colony to become independent, andwasGhana Ghana was part of Great Britain, and called of Greatbecame Britain,the andfirst was called the Kwame Nkrumah President. HeGold was aCoast. very It was the the Gold they Coast. It wastothe ﬁrst sub-Saharan colony Until 1957 when became independent, Ghana part first sub-Saharan colony become independent, and ŝŵƉŽƌƚĂŶƚ ƉĞƌƐŽŶ ŝŶ ĨƌŝĐĂ͛Ɛ ƌĞĐĞŶƚ ŚŝƐƚŽƌǇ͕ ĂŶĚ ǁĂƐ ŽŶĞ ŽĨ was to become independent, and Kwame Nkrumah of Great and Unity was called thefirst Gold Coast. waswas thea very Kwame became the President. the founders ofBritain, theNkrumah African Organisation which wasIt He became the ﬁrst to President. He was a very and first sub-Saharan colony become independent, succeededŝŵƉŽƌƚĂŶƚ ƉĞƌƐŽŶ ŝŶ ĨƌŝĐĂ͛Ɛ ƌĞĐĞŶƚ ŚŝƐƚŽƌǇ͕ ĂŶĚ ǁĂƐ ŽŶĞ ŽĨ by the African Union in 2002. importantbecame person in Africa’s recent history, and Kwame the first President. He was a very the Nkrumah founders of the African Unity Organisation which was was one of the founders of the African Unity ŝŵƉŽƌƚĂŶƚ ƉĞƌƐŽŶ ŝŶ ĨƌŝĐĂ͛Ɛ ƌĞĐĞŶƚ ŚŝƐƚŽƌǇ͕ ĂŶĚ ǁĂƐ ŽŶĞ ŽĨ succeeded by the African Union in 2002. Organisation which Unity was succeeded by the African the founders of the African Organisation which was Union in 2002. The new government that was elected in 1969 was not able succeeded by the African Union in 2002. to bring the country out of the economic problem that was growing and after several years of this hundreds of The new government that was elected in 1969 was not able thousands of people migrated to neighbouring countries The newthe government that in 1969 wasthat was to bring country out ofwas the elected economic problem looking for jobs. Since thethat 1990s the political system has not able The growing new government was elected in 1969 was not able to bring the country out of the economic and after several years of this hundreds of been muchthe more stable.out of the economic problem to bring country

that was problem that was growing and to after several years thousands of people migrated neighbouring countries growing and after several years of of this hundreds of of this hundreds of thousands people migrated looking for jobs. Since the 1990s the political system has thousands of people migrated to neighbouring countries to neighbouring countries looking for jobs. Since been much more stable. looking jobs. Since the 1990s system has the for 1990s the political systemthe haspolitical been much beenmore muchstable. more stable.

Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana, http://cs.wikipedia.org/wiki/A%C5%A1antsk%C3%A1_%C5%99%C3%AD%C5% A1e)

Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana, http://cs.wikipedia.org/wiki/A%C5%A1antsk%C3%A1_%C5%99%C3%AD%C5% A project funded by the European Union and led in England by CDEC Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana, A1e) http://cs.wikipedia.org/wiki/A%C5%A1antsk%C3%A1_%C5%99%C3%AD%C5%A1e) Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana, http://cs.wikipedia.org/wiki/A%C5%A1antsk%C3%A1_%C5%99%C3%AD%C5% A1e)

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Ghana Fact files files--Expert ExpertInformation Information Ghana Fact Ghana Fact files - Expert Information

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Ghanaâ&#x20AC;&#x2122;s Geography _ E Ghana Fact files - Expert Information

Ghana is a tropical country in West African, on the Gulf of Guinea. ancountry areainofin nearly 240,000 square Ghana is aisIt tropical country West African, ononthe Ghana acovers tropical West African, theGulf Gulf kilometres, a an similar size to Great Britain and of Guinea. It covers an area nearly 240,000 square of Guinea. Itwhich covers area ofof nearly 240,000 square more than three times larger than the Czech Republic. kilometres, which a similar size Great Britain and kilometres, which a similar size toto Great Britain and more than three times larger than the Czech Most Republic. of the country is lowland, with the Volta River more than three times larger than the Czech Republic. Most of the country is lowland, withthe Volta River flowing the is country. Inwith total, theVolta Volta is 1819 Most ofthrough the country lowland, River Ghanathrough is a tropical country in West African, onisthe Gulf flowing the country. In total, the Volta 1819 km long and its Itbasin covers aInhuge area of 388,000 sq. ďŹ&#x201A;owing through the country. total, the240,000 Volta issquare 1819 of Guinea. covers an area of nearly long and its basin covers a huge area of388,000 388,000 sq. kmkm long and its basin covers a huge area of sq. km. The river begins where Black Volta and the White kilometres, which awhere similarBlack size to Great Britain and The river begins Volta and theWhite White km.km. The river where Black Volta and the Volta meet. Itsbegins upper stream flows mostly through a more than three times larger than the Czech Republic. Volta meet. Its upper stream flows mostlythrough througha a Volta meet. Its upper stream ďŹ&#x201A;ows mostly wide valley, and its lower stream flows through the Most of the country is lowland, with the Volta River wide valley, and its lower stream flows through the wide valley, and its lower stream ďŹ&#x201A;ows through theis Akwapim Mountains, where you can find rapids. In flowing through the country. In total, the Volta Akwapim Mountains, where you can find rapids. In1819 Akwapim Mountains, where you can ďŹ nd rapids. In km long and its basin covers a huge area of 388,000 sq. these mountains, near the village of Akosombo, a dam these mountains, near the village of Akosombo, a dam these mountains, near the village of Akosombo, a White dam km. The river begins where Black Volta and the was built, and the Volta Lake was created. It is the largest reservoirininthe theworld, world, measured by water was built, and the Volta Lake was created. It is the largest reservoir measured by water area,area, was built, and the Volta Lake was created. It is the largest reservoir in the world, measured by water area, Volta meet. Its upper stream flows mostly through a andand stretches 520520 kmkm from the south southtotoYapei Yapeiininthe the north. The Volta River flows stretches fromthe theAkosombo AkosomboDam Dam in the north. The Volta River flows into into and stretches 520 km from the Akosombo Dam in the south to Yapei in the north. The Volta River ďŹ&#x201A;ows wide valley, and its lower stream flows through the the the GulfGulf of Guinea, near the point,883 883mmabove abovethe the sea level, in the Togo into of Guinea, near thecity cityofofAda. Ada.The The highest highest point, sea level, is inisthe Togo Akwapim Mountains, where you can find theMountains Gulf of at Guinea, near the city of Ada. The rapids. highestInpoint, 883 m above the sea level, is in the Togo at the border ofTogo. Togo. Mountains the border of these mountains, near the village of Akosombo, a dam Mountains at the border of Togo.

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was built, and the Volta Lake was created. It is In thethe largest reservoir inthere the world, measured by water area, north of Ghana is is a tropical climate, andand in the the north of Ghana there a tropical climate, in the and stretches 520 km from the Akosombo DamIn in the south to Yapei in the north. The Volta River flows into south there is a more humid equatorial climate. You will find find south there is a more humid equatorial climate. You will the Gulf of Guinea, near the city of Ada. The highest point, 883ofm above the sea in the In the north Ghana there is level, a tropical climate, andthere in mostly savannas and rainforests. In theissouth ofTogo Ghana mostly savannas and rainforests. In the south of Ghana there Mountains at the border of Togo. the south is aeach moreyear humid equatorial are two rainythere seasons (MayÍ´June andclimate. AugustÍ´You

are two rainy seasons eachand year (MayÍ´June and will ďŹ nd mostly savannas rainforests. the AugustÍ´ south September); but the north only has one rainy In season, in theof In the north of Ghana there is a tropical climate, and in the September); but the north only has one rainy season, in the middle of the calendar year. Hot winds from the Sahara called Ghana there are two rainy seasons each year (Mayâ&#x20AC;&#x201C;June south there is a more humid equatorial climate. You will find middle of the calendar year.but Hot winds the Sahara the Harmattan come in January and February. The average and Augustâ&#x20AC;&#x201C; September); the northfrom only has one called mostly savannas and rainforests. In the south of Ghana there the Harmattan come in January and February. The average annual is 83calendar cm. rainy rainfall season,ininthe thecoastal middlearea of the year. Hot are two rainy seasons each year (MayÍ´June and AugustÍ´ annual in the coastal area 83 cm. come in windsrainfall from the Sahara called theisHarmattan September); but the north only has one rainy season, in the January February.year. TheHot average rainfall in called the middle of and the calendar windsannual from the Sahara coastal area is 83 cm. the Harmattan come in January and February. The average

annual rainfall in the coastal area is 83 cm. Area: 238,539 sq. km Total population: 24.79 million (July 2011) Area: 238,539 sq. km Population density: 103.9 inhabitants per sq. km Total population: 24.79 million (July 2011) Area: 238,539 sq. km Working population: approx. 11.2 million Total population: million (July 2011) Population density: 103.9 inhabitants per sq. km Population age 24.79 structure: Area: 238,539 sq. km Population density: 103.9 inhabitants per sq. km Working population: approx. 11.2 million 0Í´14 years: 36.4% Total population: 24.79 million (July 2011) Working population: approx. 11.2 million Population age structure: 15Í´64 years: 60.0% Population density: 103.9 per sq. km Population age structure: 0â&#x20AC;&#x201C;14inhabitants years: 36.4% 0Í´14 years: 36.4% 65+ years: 3.6% Working population: approx. 11.2 million 15â&#x20AC;&#x201C;64 years: 60.0% 65+ years: 3.6% Official language: English 15Í´64 years: 60.0% Population age structure: OďŹ&#x192;cial language: English 65+Other years:large 3.6%cities: Kumasi, Tamale, Takoradi, Tema, 0Í´14 years: 36.4% Other large cities: Kumasi, Tamale, Takoradi, Teshie, Sekondi, Cape Coast. Official language: English 15Í´64 years: 60.0% Tema, Other large cities: Kumasi, Tamale, Takoradi, Tema, Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana) 65+ years: 3.6% Teshie, Sekondi, Cape Coast. Teshie, Sekondi, Cape Coast. Official English Czech Radiolanguage: (http://www.rozhlas.cz/leonardo/svet/_zprava/fairtrade-2-dil-ghana-a-kakao--459361) Other large(http://cs.wikipedia.org/wiki/Ghana) cities: Kumasi, Tamale, Takoradi, Tema, Source: Source:Wikipedia Wikipedia (http://cs.wikipedia.org/wiki/Ghana) Teshie, Sekondi, Cape Coast. Czech Ministry of Foreign Affairs (http://www.mzv.cz/jnp/cz/ Czech Radio

Czech Radio (http://www.rozhlas.cz/leonardo/svet/_zprava/fairencyklopedie_statu/afrika/ghana/index.html) (http://www.rozhlas.cz/leonardo/svet/_zprava/fairSource: Wikipedia (http://cs.wikipedia.org/wiki/Ghana) trade-2-dil-ghana-a-kakao--459361)

trade-2-dil-ghana-a-kakao--459361)

Czech Radio (http://www.rozhlas.cz/leonardo/svet/_zprava/fairCzech Foreign Affairs (http://www.mzv.cz/jnp/cz/ CzechMinistry Ministryofof Foreign AďŹ&#x20AC;airs trade-2-dil-ghana-a-kakao--459361) encyklopedie_statu/afrika/ghana/index.html) A project funded by the European Union and led in England by CDEC

(http://www.mzv.cz/jnp/cz/ Czech Ministry of Foreign Affairs (http://www.mzv.cz/jnp/cz/ encyklopedie_statu/afrika/ghana/index.html) encyklopedie_statu/afrika/ghana/index.html)

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GhanaFact Factfiles files- -Expert Experts Information Ghana Information _ E&

Ghana Fact files - Experts Information Ghana has a population of over 23 million people and around Ghanaâ&#x20AC;&#x2122;s Population 58% of Ghanaian people are able to read and write. Over half Ghana has a population of over 23 million people and around the people in Fact Ghana work in agriculture and cocoa is the most Information _ E&

Ghana files Experts 58%important of Ghanaian people are able to read and write. Over half product exported by Ghana. However, cocoa growing

Ghana has a population of over 23 million people and around notin pay very well many farmers in poverty and thedoes people Ghana workand in agriculture andlive cocoa is the most 58% of Ghanaian people are able to read and write. Over half tend to product hire the cheapest Sometimes children used important exportedlabour. by Ghana. However, cocoaare growing the people in Ghana work in agriculture and cocoa is the most as not workers and are to work long hours, in contact does pay very wellforced and many farmers live in be poverty and with important product exported by Ghana. However, cocoa growing pesticides, handle machetes and carry people heavychildren loads. Campaigns Ghana a population of over 23 million and around tend tohas hire the cheapest labour. Sometimes are used does not pay very well and many farmers live in poverty and in Europe and the USA are putting more and more pressure 58% of Ghanaian people are able to read and write. Over half on as workers and are forced to work long hours, be in contact tend to hire the cheapest labour. Sometimes children are usedwith large cocoa processing companies to avoid using cocoa produced with child labour in their products, and they are the people inhandle Ghanamachetes work in agriculture and cocoa is the most pesticides, and carry heavy loads. Campaigns as workers and are forced to work long hours, be in contact with demanding Fairtrade products instead. Ghana alsopressure exports important product exported by Ghana. However, cocoa growinggold and petroleum. Many inhabitants of this in Europe and the USA are putting more and more pesticides, handle machetes and carry heavy loads. Campaignson developing country are also employed in sales ofcocoa goods producedwith in China. does not payprocessing very well and many farmers live in poverty and large cocoa companies to avoid using produced child labour in their products, and in Europe and the USA are putting more and more pressure on tend to hire the cheapest labour. Sometimes children are used they are demanding Fairtrade products instead. Ghana also exports gold petroleum. Many inhabitants large cocoa processing companies to avoid using cocoa produced with child and labour in their products, and they are Based whatbepeople can afford as workers and are forced to work long on hours, in contact with to buy, Ghana ranks as the 150th richest country in of this developing country are also employed in sales of goods produced in China. demanding Fairtrade products instead. Ghana also exports gold and petroleum. Many inhabitants of this world, they are among the poorest quarter of countries. In spite of pesticides, handle machetes and the carry heavywhich loads.means Campaigns developing country are also employed in sales of goods produced in China. Ć&#x161;Ĺ&#x161;Ä&#x201A;Ć&#x161;Í&#x2022; 'Ĺ&#x161;Ä&#x201A;ĹśÄ&#x201A;Í&#x203A;Ć? Ć?Ĺ?Ć&#x161;ĆľÄ&#x201A;Ć&#x161;Ĺ?Ĺ˝Ĺś Ĺ?Ć? Ä?Ä&#x17E;Ć&#x161;Ć&#x161;Ä&#x17E;Ć&#x152; Ć&#x161;Ĺ&#x161;Ä&#x201A;Ĺś Ĺ?Ĺś ĹľĹ˝Ć?Ć&#x161; Ĺ˝Ć&#x161;Ĺ&#x161;Ä&#x17E;Ć&#x152; Ä¨Ć&#x152;Ĺ?Ä?Ä&#x201A;Ĺś Ć?Ć&#x161;Ä&#x201A;Ć&#x161;Ä&#x17E;Ć?Í&#x2DC; dĹ&#x161;Ä&#x17E; Ć&#x152;Ĺ˝Ä&#x201A;Ä&#x161;Ć? Ä&#x201A;Ć&#x152;Ä&#x17E; in Europe and the USA are putting more and more pressure on good, communication telephone reliable and in there good opportunities large cocoa processing companies to avoid using cocoa by produced withis child labour theirare products, and they arefor Based what people aďŹ&#x20AC;ord to buy, Ghana ranks as the 150th richest Based onon what people cancan afford to buy, Ghana ranks as the 150th richest country in work inGhana urbanalso areas. demanding Fairtrade products instead. exports gold and petroleum. Many inhabitants of this country the world, means they among the poorest quarter the world, in which means which they are among theare poorest quarter of countries. In of spite of developing country are also employed in sales of goods produced in China. countries. In spite of that, Ghanaâ&#x20AC;&#x2122;s situation is better than in most other Ć&#x161;Ĺ&#x161;Ä&#x201A;Ć&#x161;Í&#x2022; 'Ĺ&#x161;Ä&#x201A;ĹśÄ&#x201A;Í&#x203A;Ć? Ć?Ĺ?Ć&#x161;ĆľÄ&#x201A;Ć&#x161;Ĺ?Ĺ˝Ĺś Ĺ?Ć? Ä?Ä&#x17E;Ć&#x161;Ć&#x161;Ä&#x17E;Ć&#x152; Ć&#x161;Ĺ&#x161;Ä&#x201A;Ĺś Ĺ?Ĺś ĹľĹ˝Ć?Ć&#x161; Ĺ˝Ć&#x161;Ĺ&#x161;Ä&#x17E;Ć&#x152; Ä¨Ć&#x152;Ĺ?Ä?Ä&#x201A;Ĺś Ć?Ć&#x161;Ä&#x201A;Ć&#x161;Ä&#x17E;Ć?Í&#x2DC; dĹ&#x161;Ä&#x17E; Ć&#x152;Ĺ˝Ä&#x201A;Ä&#x161;Ć? Ä&#x201A;Ć&#x152;Ä&#x17E; There are approximately 79 languages spoken in Ghana. English good, communication by telephone is reliable and therebyare good for African states. The roads good, communication telephone isaffairs. reliable th opportunities official language, isare used the government and business It is in also Based on what peoplewhich can afford toby buy, Ghana ranks as thein150 richest country work inthere urban areas. and are good opportunities for work in urban areas. standard used schools. Ghanaian belong to the the the world, which language means they areinamong theNative poorest quarterlanguages of countries. In spite of NigerÍĆongo languages. The Kwa family, which is spoken by about 70% of the Ć&#x161;Ĺ&#x161;Ä&#x201A;Ć&#x161;Í&#x2022; 'Ĺ&#x161;Ä&#x201A;ĹśÄ&#x201A;Í&#x203A;Ć? Ć?Ĺ?Ć&#x161;ĆľÄ&#x201A;Ć&#x161;Ĺ?Ĺ˝Ĺś Ĺ?Ć? Ä?Ä&#x17E;Ć&#x161;Ć&#x161;Ä&#x17E;Ć&#x152; Ć&#x161;Ĺ&#x161;Ä&#x201A;Ĺś Ĺ?Ĺś ĹľĹ˝Ć?Ć&#x161; Ĺ˝Ć&#x161;Ĺ&#x161;Ä&#x17E;Ć&#x152; Ä¨Ć&#x152;Ĺ?Ä?Ä&#x201A;Ĺś Ć?Ć&#x161;Ä&#x201A;Ć&#x161;Ä&#x17E;Ć?Í&#x2DC; dĹ&#x161;Ä&#x17E; Ć&#x152;Ĺ˝Ä&#x201A;Ä&#x161;Ć? Ä&#x201A;Ć&#x152;Ä&#x17E; There are approximately 79 languages spoken in Ghana. English and GaÍ´Dangme language groups. Twi, the good, communication by telephoneAkan is reliable and there are good opportunities for most Therelanguage, are approximately 79 languages spoken in and Ghana. English is the countryâ&#x20AC;&#x2122;s official which is used by the government in business affairs. It is also widespread language, is used by the Ashanti people in the central part of the work in urban areas. oďŹ&#x192;cial language, which used by the government in business aďŹ&#x20AC;airs. It is the standard language usedisin schools. Native Ghanaianand languages belong to the country and Fante is spoken on the coast. also the standard language used in schools. Native Ghanaian languages belong NigerÍĆongo languages. The Kwa family, which is spoken by about 70% of the There are approximately 79 languages spoken in Ghana. English Akan and GaÍ´Dangme language groups. Twi, the most to thelanguage, Nigerâ&#x20AC;&#x201C;Congo languages. The Kwa family of languages which is spoken There are 52 ethnic groups Ghana . The native and group is Akan. of the population official which is largest used byethnic the government and45% in business affairs. It isare alsoAkan widespread language, is used by the Ashanti people in the central part of the by about 70% of the countryâ&#x20AC;&#x2122;s population, includes Akan and Gaâ&#x20AC;&#x201C;Dangme (which includes the Fante,the Akyem, Ashanti, Kwahu, Akuapem, Nzema, Akwamu, Ahanta and others). standard language used in schools. NativeBono, Ghanaian languages belong to the An country Fante isTwi, spoken on thewidespread coast. language the Kwa most language, is about used by theofthe Ashanti important position is occupied by and the groups. Moshi-Dagomba tribes in thewhich northis (16% of the population), NigerÍĆongo languages. The family, spoken by 70% theEwe (13% people in the central ofAkan the country and Fante is spoken on the coast. of the population) in the southeast and the Ga (8%part of the population). White people make up about of the and GaÍ´Dangme language groups. Twi,0.2% the most There are 52 ethnic groups Ghana . The native and largest ethnic group is Akan. 45% of the population are Akan population. widespread language, is used by the Ashanti people in the central part of the (which includes the Fante, Akyem, Ashanti, Kwahu, Akuapem, Nzema, Bono, Akwamu, Ahanta and others). An country and Fante is spoken on the coast. important occupied by the Moshi-Dagomba tribesethnic in the north of the population), There are position 52 ethnicis groups Ghana . The native and largest group(16% is Akan. 45% of the population the Ewe (13% of population) in it the southeast and the Gaareas (8% ofofthe population). White people make up aboutAhanta 0.2% of the arethe Akan (which includes the Fante, Akyem, Kwahu, Akuapem, Nzema, people practising mainly in the Southern Ghana. Islam There are 52 ethnic groups Ghana . The native Ashanti, and largest ethnic group is Akan. 45%Bono, of theAkwamu, population are Akan population. and others). An important position is occupied by the Moshi-Dagomba tribes in the north (16% of the An is more widespread in parts of the northern regions with aNzema, Bono, Akwamu, Ahanta and others). (which includes the Fante, Akyem, Ashanti, Kwahu, Akuapem, population), the Ewe (13% of the population) in the southeast and the Ga (8% of the population). following of around 17% of by people. ChristianÍ´Muslim relations important position is occupied the Moshi-Dagomba tribes in theinnorth (16% of the population), the Ewe (13% White people make up about 0.2% of the thepeople population. Ghana are peaceful. Fewer andand fewer practice White people make up about 0.2% of the of the population) in the southeast Ga (8%inofGhana the population). people practising it mainly in the Southern areas of Ghana. Islam traditional African religions which are now practised by 8.5% of population. is more widespread in parts of the northern regions with a people. Ghana also has a unique faith called Zetahil, which following of around 17% of people. relations in Christianity the countryâ&#x20AC;&#x2122;s largestChristianÍ´Muslim religion with around combinesiselements of Christianity and Islam. Ghana are peaceful. Fewer and fewer people in Ghana practice 69% ofpractising people practising in the Southern areas of people it mainly it inmainly the Southern areas of Ghana. Islam traditional African religions which are now practised by 8.5% of sources: http://en.wikipedia.org/wiki/Ghana Ghana. Islam is more widespread in parts of the northern is more widespread in parts of the northern regions with a http://cs.wikipedia.org/wiki/Ghana people. Ghana has a unique faith17% called Zetahil, which regions with a also following around of people. following of around 17% ofofpeople. ChristianÍ´Muslim relations in Czech Radio (http://www.rozhlas.cz/leonardo/svet/_zprava/fair-trade-2-dil-ghana-a-kakao--459361) combines elements of Christianity and Islam. Christianâ&#x20AC;&#x201C;Muslim relations in Ghana are peaceful. Fewer and Ghana are peaceful. Fewer and fewer people in Ghana practice Nazemi.cz (http://www.nazemi.cz/fair-trade/203-detska-prace-na-kakaovych-plantazich-je-stale-smutnou-realitou.html) fewer people in Ghana practice traditional African religions traditional African religions which are now practised by 8.5% of sources: http://en.wikipedia.org/wiki/Ghana which are now practised by 8.5% of people. Ghana also has a people. Ghana also has a unique faith called Zetahil, which http://cs.wikipedia.org/wiki/Ghana Czech Radio (http://www.rozhlas.cz/leonardo/svet/_zprava/fair-trade-2-dil-ghana-a-kakao--459361) combines elements Christianity Islam. elements of unique faith called of Zetahil, whichand combines

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Nazemi.cz (http://www.nazemi.cz/fair-trade/203-detska-prace-na-kakaovych-plantazich-je-stale-smutnou-realitou.html) A project funded by the European Union and led in England by CDEC Christianity and Islam. sources: http://en.wikipedia.org/wiki/Ghana http://cs.wikipedia.org/wiki/Ghana Sources: http://cs.wikipedia.org/wiki/Ghana Czech Radiohttp://en.wikipedia.org/wiki/Ghana (http://www.rozhlas.cz/leonardo/svet/_zprava/fair-trade-2-dil-ghana-a-kakao--459361) Czech Radio (http://www.rozhlas.cz/leonardo/svet/_zprava/fair-trade-2-dil-ghana-a-kakao--459361) Nazemi.cz (http://www.nazemi.cz/fair-trade/203-detska-prace-na-kakaovych-plantazich-je-stale-smutnou-realitou.html)

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Ghana FactFact files - Experts Ghana files - Expert Information Information

Ghana Fact files - Experts Information Ghana E>EË E Fact files - Experts Information _ E Ghana’s Industry & Agriculture

E>EË E In the West _ E African context, Ghana has alot of different resources but most workers are Ghana Fact files Experts employed in Cocoa is the mainhas crop, together with cocoaInformation products and semiIn _ E the context, Ghana alot of of different resources but most workers are Inagriculture. theWest WestAfrican African context, Ghana has alot diﬀerent resources but most workers

E>EË E employed ininagriculture. CocoaCocoa is the main with cocoa and semiproducts, and arebrings employed in agriculture. is thecrop, maintogether crop, together withproducts cocoa products two-ƚŚŝƌĚƐ ŽĨ ƚŚĞ ĐŽƵŶƚƌǇ͛Ɛ ĞǆƉŽƌƚ ŝŶĐŽŵĞ͘ KƚŚĞƌ ĞǆƉŽƌƚƐ ŝŶĐůƵĚĞ In the West African context, Ghana has alot of different resources but most workers are

products, in two-ƚŚŝƌĚƐ ŽĨ ƚŚĞ ĐŽƵŶƚƌǇ͛Ɛ ĞǆƉŽƌƚ ŝŶĐŽŵĞ͘ KƚŚĞƌ ĞǆƉŽƌƚƐ ŝŶĐůƵĚĞ and brings in brings two-thirds of the country’s export exportsGhana includealso wood, coconuts andand other palm products, shea nuts forincome. butter,Other and coffee. employed in agriculture. Cocoa is the mainshea crop, together with and cocoa products andalso semiwood, coconuts and other palm products, nuts for butter, coffee. Ghana wood, coconuts and other agricultural palm products, shea nuts for as butter, and coﬀee. Ghana successfullyproducts, exports less traditional products such pineapples, cashews and bringsless in two-ƚŚŝƌĚƐ ŽĨ ƚŚĞ ĐŽƵŶƚƌǇ͛Ɛ ĞǆƉŽƌƚ ŝŶĐŽŵĞ͘ KƚŚĞƌ ĞǆƉŽƌƚƐ ŝŶĐůƵĚĞ successfully exports traditional agricultural products such as such pineapples, cashews also successfully exports lessmanioc, traditional products as pineapples, and pepper. Basic food crops include sweet potatoes, bananas, maize, rice,are In and the West African context, Ghana has manioc, alot ofagricultural different resources but workers wood, coconuts and other palm products, shea nutspotatoes, for butter, andmost coffee. Ghana pepper. Basic food crops include sweet bananas, maize, rice,also cashews and pepper. Basic food crops include manioc, sweet potatoes, bananas, employed in agriculture. Cocoa is the main crop, together with cocoa products and peanuts, millet and sorghum. Ghana also extracts (and exports) gold, diamonds, successfully exports less traditional agricultural products such as pineapples, cashews peanuts, millet and sorghum. Ghana also extracts (and exports) gold, diamonds, semimaize, rice, peanuts, millet and sorghum. Ghana also extracts (and products, and ore, brings in two-ƚŚŝƌĚƐ ŽĨ ƚŚĞ ĐŽƵŶƚƌǇ͛Ɛ ĞǆƉŽƌƚ ŝŶĐŽŵĞ͘ KƚŚĞƌ ĞǆƉŽƌƚƐ ŝŶĐůƵĚĞ and Basic food crops include manioc, sweet bananas, maize, rice, manganesemanganese ore,pepper. bauxite and recently also petroleum. Thepotatoes, economy is vulnerable to bauxite andmanganese recently also petroleum. The economy is vulnerable toThe exports) gold,and diamonds, ore, bauxite and recently also petroleum. wood, coconuts other palm products, shea nuts for butter, and coffee. Ghana also peanuts, millet and sorghum. Ghana also extracts (and exports) gold, diamonds, weather (agricultural production) and energy shortages (industrial production weather (agricultural production) and energy shortages (industrial productionan an economyexports is ore, vulnerable to weather (agricultural production) and energy shortages successfully lessresources). traditional agricultural products such as pineapples, cashews manganese bauxite and recently also petroleum. The economy isalthough vulnerable extraction ofresources). mineral Timber extraction is also important, thisto has extraction of mineral Timber extraction is also important, although this has (industrial production andinclude extraction of mineral resources). Timber extraction and pepper. Basic food crops manioc, sweet potatoes, bananas, maize, rice, weather (agricultural production) and energy shortages (industrial production an is slowed down in recent years, mainly due to poor protection of forests against illegal slowed down in important, recent years, mainly due to poor protection of forests against also although this hasTimber slowed down in isrecent years, mainly dueillegal to poor peanuts, millet sorghum. Ghana also extracts (and exports) gold,efforts diamonds, extraction ofand mineral resources). extraction alsomaking important, although has felling and continued deforestation. The government are to stopthis felling felling and continued deforestation. The government are making efforts to stop felling protection of forests against illegal felling and continued deforestation. The manganese ore, bauxite and recently also petroleum. The economy is vulnerable to slowed down in recent years, mainly due to poor protection of forests against illegal and especially illegal exports. and especially illegal weather (agricultural production) energy shortages (industrial production government is making eﬀorts and to stop and especially illegal exports. felling and exports. continued deforestation. Thefelling government are making efforts to an stop felling

_ E E>EË E

extraction of mineral resources). although this has and especially illegal exports. Timber extraction is also important, dŚĞ ĐŽƵŶƚƌǇ͛Ɛ ƌĂŝů ŶĞƚǁŽƌŬ ŝƐ ƵŶĚĞƌĚĞǀĞůŽƉĞĚ͘ slowed down in recent years, mainly due to poor protection of dŚĞ ĐŽƵŶƚƌǇ͛Ɛ ƌĂŝů ŶĞƚǁŽƌŬ ŝƐ ƵŶĚĞƌĚĞǀĞůŽƉĞĚ͘ forests against illegal The was built by British colonial administration The country’s rail network is underdeveloped. felling and continued deforestation. The government are making efforts to stop felling dŚĞ ĐŽƵŶƚƌǇ͛Ɛ ƌĂŝů ŶĞƚǁŽƌŬ ŝƐ ƵŶĚĞƌĚĞǀĞůŽƉĞĚ͘ Themostly was built Britishmines colonial administration just tobyconnect at those times with Thewas wasbuilt builtby byBritish Britishcolonial colonialadministration administration and especially illegal exports. The the port of Takoradi for easier transport of gold,with mostly justjust to connect mines at those times mostly toconnect connect minesat atthose thosetimes times mostly just to mines with timber, ivory and other products out of Ghana. the port the of Takoradi for easier transport of gold, with port of Takoradi for easier transport dŚĞ ĐŽƵŶƚƌǇ͛Ɛ ƌĂŝů ŶĞƚǁŽƌŬ ŝƐ ƵŶĚĞƌĚĞǀĞůŽƉĞĚ͘ the port of Takoradi for easier transport of gold, Only operational railwayproducts today connects Kumasi timber, ivory and other out ofGhana. Ghana. The built by British colonial administration ofwas gold, timber, ivory and other products timber, ivory and other products with the port of Takoradi. Tema is out the of most out of Only operational railway today connects Kumasi mostly just toharbour connect at those times with Ghana. The onlyrailway operational railway today Only operational today connects Kumasi important inmines the country. The road thenetwork port of Takoradi for easier transport of gold, with thethe port ofofTakoradi. isthe the most connects Kumasi with theTema port Takoradi. with port Takoradi. Tema isof most is well-developed, especially in the timber, ivory and other products out of Ghana. important harbour in the country. The road Tema is the most important harbour in the harbour in the country. The road south. The only existing motorway connects Accra and Tema,important while another one from Accra to Kumasi is under Only operational railway today connects Kumasi network is well-developed, especially in the country. The road network is well-developed, network is well-developed, especially thein construction. The Kotoka International Airport in Accra is an important hub connecting the country with in cities with the port of Takoradi. Tema isKumasi the most south. The only existing motorway connects Accra and Tema, while another one from Accra to is under especially in the south. The only existing motorway connects Accra and Tema, while another one from Accra Africa, Europe, America and the Middle East. Nationally you can fly between Kumasi and Tamale. south. The only existing motorway connects Accra and Tema, while another one from Accra to Kumasi is under important harbour in the country. Theconnecting roadcities in construction. The Kotoka International Airport International in Accra is an important hub connecting the country with to Kumasi is under construction. The Kotoka Airport in Accra is an important hub construction. The Kotoka International Airport in Accra is an important hub connecting the countryinwith cities in network is well-developed, especially the Africa, Europe, America and the Middle East. Nationally you between Kumasi and Tamale. About 90% of with energy is still obtained from wood, especially incan thefly countryside so electricity represents as little as the country cities in Africa, Europe, America and the Middle East. Nationally you can ﬂy between Kumasi Africa, Europe, America and the Middle connects East. Nationally canwhile fly between Kumasi and Tamale. south. The only existing motorway Accra andyou Tema, another one fromAuthority Accra to Kumasi is underall ϭϬй ŽĨ 'ŚĂŶĂ͛Ɛ ƚŽƚĂů ĞŶĞƌŐǇ ĐŽŶƐƵŵƉƚŝŽŶ͘ dŚĞ ŐŽǀĞƌŶŵĞŶƚ-controlled Volta River (VRA) provides and Tamale. About 90%The of energy still obtainedAirport from wood, especially in the countryside so electricity represents as little construction. KotokaisInternational in Accra is an important hub connecting the country with cities in as ĞůĞĐƚƌŝĐŝƚǇ ĂŶĚ ƚŚĞ ĚĞŵĂŶĚ ĨŽƌ ŝƚ ŝƐ ŐƌŽǁŝŶŐ ƐƚĞĞƉůǇ͕ ŽŶ ĂǀĞƌĂŐĞ ďǇ ϴй ĞǀĞƌǇ ǇĞĂƌ͘ dŚĞ ŐŽǀĞƌŶŵĞŶƚ͛Ɛ ĚĞǀĞůŽƉŵĞŶƚ About 90% of energy is still obtained from wood, especially in the countryside so electricity represents asby little ϭϬй ŽĨ 'ŚĂŶĂ͛Ɛ ƚŽƚĂů ĞŶĞƌŐǇ ĐŽŶƐƵŵƉƚŝŽŶ͘ dŚĞ ŐŽǀĞƌŶŵĞŶƚ-controlled Volta River Authority (VRA) provides allthe as Africa, Europe, America and the Middle East. Nationally you can fly between Kumasi and Tamale. plans cannot keep up with the demands and are trying to build new capacities. Most electricity is produced About 90% of energy is still obtained from wood, especially in the countryside so electricity represents as ĞůĞĐƚƌŝĐŝƚǇ ĂŶĚ ƚŚĞ ĚĞŵĂŶĚ ĨŽƌ ŝƚ ŝƐ ŐƌŽǁŝŶŐ ƐƚĞĞƉůǇ͕ ŽŶ ĂǀĞƌĂŐĞ ďǇ ϴй ĞǀĞƌǇ ǇĞĂƌ͘ dŚĞ ŐŽǀĞƌŶŵĞŶƚ͛Ɛ ĚĞǀĞůŽƉŵĞŶƚ ϭϬй ŽĨ 'ŚĂŶĂ͛Ɛ ƚŽƚĂů ĞŶĞƌŐǇ ĐŽŶƐƵŵƉƚŝŽŶ͘ dŚĞ ŐŽǀĞƌŶŵĞŶƚ-controlled Volta River Authority (VRA) provides Akosombo hydroelectricity plant, followed by the Kpong hydroelectricity plant, a thermal plant in Tema and a all little90% as 10% of Ghana’s total energy consumption. The government-controlled Volta River Authority (VRA) About of energy is still obtained from wood, especially in the countryside so electricity represents as little as the plans cannot keep up with the demands and are trying to build new capacities. Most electricity is produced by ĞůĞĐƚƌŝĐŝƚǇ ĂŶĚ ƚŚĞ ĚĞŵĂŶĚ ĨŽƌ ŝƚ ŝƐ ŐƌŽǁŝŶŐ ƐƚĞĞƉůǇ͕ ŽŶ ĂǀĞƌĂŐĞ ďǇ ϴй ĞǀĞƌǇ ǇĞĂƌ͘ dŚĞ ŐŽǀĞƌŶŵĞŶƚ͛Ɛ ĚĞǀĞůŽƉŵĞŶƚ thermal plant in Takoradi. provides all electricity andplant, the demand for itthe is growing steeply, on average 8% every year. The and ϭϬй ŽĨ 'ŚĂŶĂ͛Ɛ ƚŽƚĂů ĞŶĞƌŐǇ ĐŽŶƐƵŵƉƚŝŽŶ͘ dŚĞ ŐŽǀĞƌŶŵĞŶƚ-controlled Volta River by Authority (VRA) provides all a Akosombo hydroelectricity followed by Kpong hydroelectricity plant, a thermal plant in Tema plans cannotgovernment’s keep up with the demands andcannot are trying to build new capacities. Most electricity produced by the plans keep up with the demands and are trying to build is new capacities. ĞůĞĐƚƌŝĐŝƚǇ ĂŶĚ ƚŚĞ ĚĞŵĂŶĚ ĨŽƌ ŝƚ ŝƐ ŐƌŽǁŝŶŐ ƐƚĞĞƉůǇ͕ ŽŶ ĂǀĞƌĂŐĞ ďǇ ϴй ĞǀĞƌǇ ǇĞĂƌ͘ dŚĞ ŐŽǀĞƌŶŵĞŶƚ͛Ɛ ĚĞǀĞůŽƉŵĞŶƚ thermal plant indevelopment Takoradi. Akosombo hydroelectricity followed theareKpong hydroelectricity a thermal plant in Temaby and Most electricity isplant, produced by theby Akosombo hydroelectricity plant,plant, followed by the Kpong hydroelectricity plans cannot keep up with the demands and trying to build new capacities. Most electricity is produced thea thermal plant in Takoradi. Akosombo plant, a hydroelectricity thermal plant inplant, Temafollowed and a thermal plant in Takoradi. by the Kpong hydroelectricity plant, a thermal plant in Tema and a thermal plant in Takoradi.

Source: businessinfo.cz (http://www.businessinfo.cz/cs/clanky/ghana-ekonomicka-charakteristika-zeme-19151.html) Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana) Source: businessinfo.cz (http://www.businessinfo.cz/cs/clanky/ghana-ekonomicka-charakteristika-zeme-19151.html) Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana)

Source: businessinfo.cz (http://www.businessinfo.cz/cs/clanky/ghana-ekonomicka-charakteristika-zeme-19151.html) A project funded by the European Union and led in England by CDEC Source: businessinfo.cz (http://www.businessinfo.cz/cs/clanky/ghana-ekonomicka-charakteristika-zeme-19151.html) Source: businessinfo.cz Wikipedia (http://cs.wikipedia.org/wiki/Ghana) (http://www.businessinfo.cz/cs/clanky/ghana-ekonomicka-charakteristika-zeme-19151.html) Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana) Source: Wikipedia (http://cs.wikipedia.org/wiki/Ghana)A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC

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Ghana Fact files - Expert Questions Ghana’s History Who and when found the capital of Ghana?

Which Europeans ﬁrst colonized Ghana’s coast? When it was?

Which nation (empire) managed to resist British expansion and when were they defeated?

When did Ghana become independent?

Which part of Ghanaian history would you call as least positive for original people and why?

Which other information did you ﬁnd interesting?

A project funded by the European Union and led in England by CDEC 104

Ghana Fact files - Expert Questions Ghanaâ&#x20AC;&#x2122;s Geography Draw a map of Africa and mark where Ghana is situated (on the back of this sheet).

What is the capital of Ghana? Do you know any other important cities in Ghana or geographic features? (rivers, lakes, dams, seas)?

Which countries border Ghana?

Describe typical weather in Ghana in June and in February.

In which Ghanaian city (except the capital) you could study at university?

Which other information did you ďŹ nd interesting?

A project funded by the European Union and led in England by CDEC 105

Ghana Fact files - Expert Questions Ghanaâ&#x20AC;&#x2122;s People How does the majority of the population of Ghana make their living?

How does cocoa farming in Ghana cause problems and how can these problems be solved?

What are the education levels and literacy in Ghana? Which language do Ghanaians speak?

Where do people still have a traditional way of life?

How and where could people in Ghana buy basic food?

Which other information did you ďŹ nd interesting?

A project funded by the European Union and led in England by CDEC 106

Ghana Fact files - Expert Questions Ghanaâ&#x20AC;&#x2122;s Industry & agriculture What are the main things exported out of Ghana?

How does Ghana produce most of its electricity?

Why do you think Ghana has a good road network?

Try to explain what deforestation is. How do they try to prevent it in Ghana?

Comparing other countries in Africa, do you think Ghana is poor or rich?

Which other information did you ďŹ nd interesting?

A project funded by the European Union and led in England by CDEC 107

Ghana Fact files - Five Fingers sheet

1w or do nly

2 verb s

e sentenc

3 adjectives

Ghana Fact files - Five Fingers sheet

A m sy l bo

Ghana

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A project funded by the European Union and led in England by CDEC 108

Ghana Fact files - Five Fingers sheet

A project funded by the European Union and led in England by CDEC 109

Curriculum Links Curriculum Curriculum Links Links

Sorting OutThe Ghana Quick On Draw To gain aa deeper understanding of global issues. ToTo gain deeper understanding ofGhana global(and issues. challenge preconceptions about Africa). consider the inequalities between the global To To consider the inequalities between the global north north and and south. south.

Literacy Geography Geography

Literacy P4C

write photographs speciﬁc purpose. To able to aa document for key ToTobe be ablecaptions to scan scan for document forfor keyainformation. information.

Curriculum Links Geog Lit perceptions & differences preconceptions Sorting Outsimilarities Ghana equality needs & wants

equality

needs & wants

Literacy Num Cit Intro Put the photos in the middle of a circle (or hand out 1 each). Say that your photos are in aGeography muddle and you Intro To challenge preconceptions about Ghana (and Africa).

Split the into groups of around and they are to in Split help the class class intothem groups of Ask around 5/6 andtoexplain explain theyinto are going going to–have have competition in which which they will will–need need to to scan scan need sorting out. the 5/6 pupils sort them groups firstaaofcompetition all sort them into 2 they groups some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the PSHE P4C some information forphotographs thewith answers and try to be the to report the answers back that to the teacher. fact Tokey write captions for a Ask specific purpose. ‘happy’ or ‘sad’ (use 2for hoops labels). pupils to first explain why they have chosen group (is itHand facialout the fact ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ expression, a ‘feeling’ of the photo, colours?). Then mix all the photos together again and say you would like them re-sorting into different groups – ‘work’ or ‘play’. Question the pupils’ reasons as above. perceptions similarities & differences preconceptions Big Ideas Repeat for ‘things we understand’ and ‘things we don’t understand’. Question the pupils’ reasons as above. Ask the AskIdeas the groups, groups, what what do do you you feel feel about about these these statistics? statistics? How How do do they they affect affect you? you? Which Which fact fact stands stands out out most most to to you you and and Big Intro why? When do you hear about any of these facts? (as they are happening EVERY single day). why? When do you hear about any of these facts? (as they are happening EVERY single day). Focus ‘things wemiddle understand’ ‘things don’tSayunderstand’ and are write the sorting pupils Put the on photos in the of a circleand (or hand out we 1 each). that your photos in adown muddleany andquestions you need help may have about the photos (explain we might not out all of answers today but should do over the them out. Ask the pupils to sort them into groups ʹ first of find all sort them intothe 2 groups ʹ ͚ŚĂƉƉǇ͛ Žƌ ͚ƐĂĚ͛ ;ƵƐĞ Ϯ ŚŽŽƉƐ ǁŝƚŚ ůĂďĞůƐͿ͘ ƐŬ ƉƵƉŝůƐ ƚŽ ĞǆƉůĂŝŶ ǁŚǇ ƚŚĞǇ ŚĂǀĞ ĐŚŽƐĞŶ ƚŚĂƚ ŐƌŽƵƉ ;ŝƐ ŝƚ ĨĂĐŝĂů ĞǆƉƌĞƐƐŝŽŶ͕ Ă ͚ĨĞĞůŝŶŐ͛ ŽĨ ƚŚĞ ƉŚŽƚŽ͕ ĐŽůŽƵƌƐ͍Ϳ͘ course of our work). Ask the pupils, do you think these photos are all taken of the same place? What makes Activity Then mix allthat? the photos together againare and all saytaken you would like them re-sorting into different groups ʹ ͚ǁŽƌŬ͛ Žƌ ͚ƉůĂǇ͛͘ you think Explain thatfront they in Ghana, Africa. The The teacher teacher remains remains at at the the front of of the the class class with with aa pile pile of of questions questions for for each each group. group. One One member member of of each each group group then then YƵĞƐƚŝŽŶ ƚŚĞ ƉƵƉŝůƐ͛ ƌĞĂƐŽŶƐ ĂƐ ĂďŽǀĞ͘ Activity ZĞƉĞĂƚ ĨŽƌ ͚ƚŚŝŶŐƐ ǁĞ ƵŶĚĞƌƐƚĂŶĚ͛ ĂŶĚ ͚ƚŚŝŶŐƐ ǁĞ ĚŽŶ͛ƚ ƵŶĚĞƌƐƚĂŶĚ͛͘ YƵĞƐƚŝŽŶ ƚŚĞ ƉƵƉŝůƐ͛ ƌĞĂƐŽŶƐ ĂƐ ĂďŽǀĞ͘ comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as as Split the pupils into groups. Give them 3 photos per group and explain that their job to is to write captions for Big Ideas possible. Once they have the answer they write it on the slip of paper and take it back the teacher. If the answer is possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is the photos (words that give some sortthe of explanation about the photo). Hand each grouptheir a differentto caption &ŽĐƵƐ ŽŶ ͚ƚŚŝŶŐƐ ǁĞ ƵŶĚĞƌƐƚĂŶĚ͛ ĂŶĚ ͚ƚŚŝŶŐƐ ǁĞ ĚŽŶ͛ƚ ƵŶĚĞƌƐƚĂŶĚ͛ ĂŶĚ ǁƌŝƚĞ ĚŽǁŶ ĂŶǇ ƋƵĞƐƚŝŽŶƐ ƚŚĞ ƉƵƉŝůƐ ŵĂǇ ŚĂǀĞ ĂďŽƵƚ correct correct the the teacher teacher then then hands hands them them the second second question, question, ifif incorrect incorrect they they must must return return to to their group group to find find out out the the instructions sheetwe– might the groups captions purposes; 1. Travel – make the photos (explain not findare outthen all of writing the answers today for but different should do over the course of our marketing work). correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being a correct This strategy is repeated until each has received all 10you questions. Place an that emphasis Ask the pupils, you think these photos are all taken of the same place? What that? Explain people goanswer. ondo holiday to Ghana!, 2. Charity appeal – group make people givemakes money tothink Ghana, 3. Trader – they makeareon it being a competition so pupils the sheet taking in quickly. the group all taken buy in Ghana, Africa. competition so the the pupils are scanning(Repeat the fact factgroups sheet and and taking in the the information information quickly. Reward the winning winning group with with people products madeare in scanning Ghana. where necessary but don’t tell them Reward others have the aa prize! Activity prize! same instructions). There is also a blank option if you would like to add you own. Pupils leave their photos Split pupils into Give them photos per group and explain theireach job is others write captions for the photos (words withthe captions on groups. their tables and 3the all groups rotate round that to read captions. They should that give some sort of explanation about the photo). Hand each group a different caption instructions sheet ʹ the groups are decide which purpose the caption is written for. They can then vote by placing a sticker on the caption, for Plenary then writing captions for different purposes; 1. Travel marketing ʹ make people go on holiday to Ghana!, 2. Charity appeal ʹ example they could place a GREEN sticker for travel marketing, RED sticker for charity appeal, BLUE sticker make people give money to Ghana, 3. Trader make buy products Ghana. can (Repeat groups where necessaryOnce again Take away the and the questions again see the Take away the fact fact sheets sheets and ask ask some someʹof of thepeople questions again to tomade see ififinanyone anyone can remember remember the answers. answers. Once again for trader campaign. ďƵƚ ĚŽŶ͛ƚ ƚĞůů ƚŚĞŵ ŽƚŚĞƌƐ ŚĂǀĞ ƚŚĞ ƐĂŵĞ ŝŶƐƚƌƵĐƚŝŽŶƐͿ͘ dŚĞƌĞ ŝƐ ĂůƐŽ Ă ďůĂŶŬ ŽƉƚŝŽŶ ŝĨ ǇŽƵ ǁŽƵůĚ ůŝŬĞ ƚŽ ĂĚĚ ǇŽƵ ŽǁŶ͘ This part reflect on some of the statistics by asking groups to think about what concepts itit makes them think about. This part could could reflect on some of the statistics by asking groups to think about what concepts makes them think about. Pupils leave their photos with captions on their tables and the all groups rotate round to read each others captions. They Plenary then be used as a stimulus for a P4C enquiry. thendecide be used aspurpose a stimulus for a isP4C enquiry. should which the caption written for. They can then vote by placing a sticker on the caption, for example Reflect on the stickers, noting many colours the same but also asking why someone thought it was they could place a GREEN sticker for travel marketing, RED sticker for charity appeal, BLUE sticker for trader campaign. something else. Reveal what the actual captions were for. Think about how our opinions change depending Plenary on what information we are given, for example compare how a charity appeal makes us feel compared to Reflect on the stickers, noting many colours the same but also asking why someone thought it was something else. Reveal how the a holiday advert were makes feel.about Did this anyone thinkdepending of any big what actual captions for.usThink howmake our opinions change onideas/concepts/questions? what information we are given,(for for examplecompare did thehow pupils thinkappeal that people would go on holiday Ghana? Did makes the pupils realise that things example a charity makes us feel compared to how to a holiday advert us feel. Did this make that wethink eat of might come from Ghana?) anyone any big ideas/concepts/questions? (for example did the pupils think that people would go on holiday to

Did you know? ...

Ghana? Did the pupils realise that things that we eat might come from Ghana?)

There are 2.2 billion Extension ideas Extension ideas Ask pupils to carry outworld research... into Ask pupils to carry out research into children in the holidays in Ghana by getting travel holidays in Ghana by getting travel 1 billion of them areInternet brochures, searching on the the Internet brochures, searching on and ﬁnding out more about where and findingin outpoverty more about living ... where people in Ghana Ghana and andwhat whatthey people holiday holiday in they do. do.

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Stimulus/ Resources / Resources / Worksheets Stimulus // Worksheets Stimulus / Resources Worksheets ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘

͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Ghana photos, 22hoops, labels forfor hoops. Ghana photos, hoops,sorting sorting labels hoops.should be in order from 1-10 with one set of questions per group). Questions on slips of (questions Questions on separate separate slips of paper paper sets (questions should be order from 1-10 with one set of questions per group). Caption instructions sheet ( 3 different of instructions ʹ 1in per group)

Caption instructions sheet ( 3 diﬀerent sets of instructions – 1 per group)

project by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC A project funded by the European Union and led in England by CDEC

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Sorting out Ghana - caption instructions Write a caption for ....

Write a caption for ....

Travel marketing – make people go on holiday to Ghana.

A Charity appeal – make people give money to Ghana.

Write a caption for ....

Traders – make people buy products made in Ghana.

Write a caption for ....

Travel marketing – make people go on holiday to Ghana.

A Charity appeal – make people give money to Ghana.

Write a caption for ....

Traders – make people buy products made in Ghana.

Write a caption for ....

Travel marketing – make people go on holiday to Ghana.

A Charity appeal – make people give money to Ghana.

Write a caption for ....

Traders – make people buy products made in Ghana.

A project funded by the European Union and led in England by CDEC 112

Sorting out Ghana - caption instructions 1. Children working in a rice ďŹ eld 2. Children returning from a farm 3. An electrician at work 4. Tomato farmers preparing their harvest for the market 5. Children fetching water 6. Fish vendors 7. Visitors from Europe 8. Fishing boats in the bay 9. Environmental Education Centre in Sui 10. Children and their teacher hearing more about Global Literacy 11. Children enjoying their play time 12. Introducing the Global Literacy project to pupils & teachers 13. Caterers in the kitchens 14. The Global Literacy Project teachers Ghana 15. Driving on a motorway in Accra, the capital of Ghana 16. An indoor shopping centre 17. A lorry transporting timber from the forest 18. The Akosombo Dam A project funded by the European Union and led in England by CDEC 113

Sorting - Photographs Sortingout outGhana Ghana - Photographs Sorting out Ghana - Photographs 1 1

A project the European led in England by CDEC A project fundedfunded by theby European Union Union and ledand in England by CDEC

A project funded by the European Union and led in England by CDEC 114

Sorting Ghana - Photographs Sortingout out Ghana - Photographs 3

Sorting out Ghana - Photographs 3

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115

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8 8

Sorting out Ghana Sortingout outGhana Ghana-- -Photographs Photographs Sorting Photographs 99

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A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 118

Sorting - Photographs Sortingout outGhana Ghana - Photographs Sorting out Ghana - Photographs 11 11

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Sorting out Ghana - Photographs 13

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A project funded122 by the European Union and led in England by CDEC

Curriculum Links Curriculum Curriculum Links Links

What I See? QuickWould On The Draw To gain aa deeper understanding global ToTo gain deeperthat understanding ofeverywhere global issues. issues. understand diversity existsof (locally & globally). consider the inequalities between the global and To ToToconsider the inequalities betweenofthe global north and south. reﬂect on their own understanding their ownnorth country andsouth. Ghana.

Geography Geography

Geography Literacy Cueo rric G gulum Lin Litks Curog riculum Link P4C s Ge Lit

What Would I See ? W ha W Tot ou unde ld IsitSe rstan e? d th atimagination diver use knowledge to yfor To able to scan document key information. exist s create ev ToTobe be able scan aaand document for key information. erywillustrations. here (locally & globa To reto flect on their own un lly). eography CurriculumGLinks derstanding of their To understand that diversity exis Geog Lit n&coglob ts everywhere (locow untry Nu m Ge an og d ally raphyCit ally). Ghana. Sorting Out Ghana To refle perceptions similarities & differences diversity thei r own und To ct erst Num uson and e kn ing of their own cou Cit owledge equality

needs & wants

ntry and ate illustrations. Ghana. Literacy PSHE To use kno Intro Num Cit wledge and ima To challenge preconceptions about Ghana (and Africa). gination to create illustrations. Geography PSH In a circle, play ‘ﬁnish that you might see in common places or onE p the sentence’ focussing on things and imagination to cre

P4C

P4C erceptions similand a ri ti e s common journeys. The teacher starts the sentence then anyone can ﬁnish it ﬁrst, shouting out their & d feaare Split the class into groups of and explain they have competition they will nces ininPSHE SplitTo the class into groups of around around 5/6 5/6 explain they are are going going to to if have competition which they will need need to to scan scan dwhich ive P4C rsit pe write captions for photographs for and asim specific purpose. rc y ep tio answer, and then it gets passed all the way around the circle until everyone has had a turn at saying their answer. ns In tr ila o rit some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact ies & dif some key information for the answers and try to be the first to report the answers back div to theer teacher. Hand out the fact fe re nc es sit y The aim/Ŷ is Ă Đ toŝƌĐ answer quickly, without too much thought, and say ‘pass’ if you cannot think of anything. ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ůĞ͕ ƉůĂǇ ͚ĨŝŶŝƐŚ ƚŚĞ ƐĞŶƚĞ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ŶĐĞ͛ ĨŽĐanswers ƵƐƐŝŶŐ ŽŶ ƚmight “On Int my tea way tosta school saw ...” (example beƚ Ǉ “aŽƵdog”, “a bus”, “pass”, “lots of children”, “an ro ŚŝŶŐƐ ƚŚĂ cher rts theI se ŵŝŐŚƚ ƐĞĞ ŝŶ ĐŽŵŵ ntencsimilarities perceptions differences preconceptions e an d the ŽŶ ƉůĂĐĞƐ Žƌ ŽŶ ĐŽŵŵ n an yone ca& aeroplane” etc) n finish it fir /Ŷ Ă aro ĐŝƌĐůun Ğ͕ Ɖů d the ŽŶ ũŽ ĂǇ ͚Ĩ Intro

ŝŶŝƐŚ cir cle ƚŚĞ until ƐĞŶ ƚĞŶĐĞ͛ ĨŽĐƵƐƐŝŶŐ Ž every

st, shouting out

ƵƌŶĞǇƐ͘ dŚĞ

their answer, and the Ŷ ƚŚ one has had a tur ŝŶŐƐ Bigteac Ideas ŝŐŚƚ ƐĞĞ ŝŶ Đ n at Žŵŵ n garden”, ŽŶ Ɖ “Out of myƵŐ bedroom I can see ...” (example answers might be “trees”, “houses”, “my the it ge ƚŚŽ sa ƚŚĂ ůĂĐĞƐ Žƌ ŽŶ Đ yingƚ ǇŽ her ts paƵƌŶĞ star Śƚ͕ts theƵ ŵ Žŵŵ ĂŶthe sse ir ŽŶ ũŽ Ě Ɛsent dǇƐ͘ d an all the ĂǇwindow sw ͚Ɖence and er. ĂƐƐ͛ ŝĨ Ǉ ŚĞ way Th anyo e ne aim ŽƵthen can finis ĐĂ is to an hŝŶŐ ŶŶŽƚ ƚŚŝ it first , shou swerthen ting ŶŬ ŽĨstatistics? outaffect qu thei ick ĂŶ r answ Ask the groups, what do you feel about these How do they you? Which fact stands out most to you ly, ǇƚŚ ͞K Intro er, wi and road” etc) Ŷ ŵ tho nd ͘ theǇ ǁ ut it Askarou the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you and and circl gets too ĂǇ e ƚŽunti pass mu l ever ed ƐĐŚŽ all ch the way Žů / Ɛyone had a Ăǁ ͘͘͘has turn at ͟ ;ĞǆĂŵƉůĞ ĂŶƐǁsayi ngŝŐŚ thei r answ er. The aimare is ĞƌƐ to answ ŵ ͞K ƚŚŽƵ er Ƶƚ ĂŶĚ why? When you hear about any of these facts? (as they are happening EVERY single day). quic ƚ ď ŽĨ “When IŐŚƚ͕ go todo town I see ...” kly, ŵǇ Ğ ͞ Put the photos in the middle of a circle (or hand out 1 each). Say that your photos in a muddle and you need help sorting with ƐĂǇ out ͚ƉĂƐ Ă Ě ďĞ why? When do you hear about any of these facts? (as they are happening EVERY single day). too Ɛ͛ ŝĨ ŽŐ͕͟ ͞Ă ďƵƐ͕͟ ͞ƉĂƐƐ͕͟ ͞ů ĚƌŽŽŵ ǁǇŽƵ much ĐĂŶŶ ŝŶĚŽǁ ŝŶŬ Ž ǇƚŚŝ / ĐŽƚ ƚŚ ŶŐ͘ ĂŶ ƐĞ ŽƚƐ ŽĨ ĐŚŝůĚƌĞŶ͕͟ ͞ĂŶ Ă Ğ ͘͘͘͟Ĩ ĂŶ ;Ğ ǆĂ ŵƉ ůĞ allĂŶsort ŚĞǁĂǇ ŵǇ ƐǁĞƌƐ Ŷ / ŐŽ them out. Ask the pupils to sort ʹ first them into 2 groups ƚŽ Ɛ ĞƌŽƉůĂŶĞ͟ ĞƚĐͿ “Out͞KŶ of͞t the car window I see ŵŝŐŚ ƚŽĐŚŽŽ ů / ƐĂ ƚŽǁŶ ǁ ͘͘͘ ƚ ďĞ ͞ ͟ ;Ğǆ / Ɛ ĂŵƉgroups ƚƌĞĞƐ͕͟ ʹ͞Ś͚ŚĂƉƉǇ͛ Žƌ ͚ƐĂĚ͛ ;ƵƐĞ Ϯ ŚŽŽƉƐ ǁŝƚŚ ĞĞthem ůĞ ĂŶƐǁĞ ͘͘͘...” ͟ into ƌƐ ŵof ŝŐŚƚ ŽƵ

ďĞ ͞Ă ĚŽŐ͕͟ ͞Ă ďƵƐ͕͟ ͞ƉĂƐƐ͕͟ ͞ůŽƚƐ Ž ƐĞƐ͕͟Ĩ ĐŚŝ ͞ŵůĚƌĞ Ǉ ŐĂƌĚ ĞŶĂŶ Ă ͕͟ ƚŚĞ ͞KƵ͞K Ƶƚ ŵǇ ď ƚ ŽĨ ŽĨ ƚŚĞ ƌŽĂĚ Ŷ͕͟ ͞ ůĂďĞůƐͿ͘ ƐŬ ƉƵƉŝůƐ ƚŽ ĞǆƉůĂŝŶ ǁŚǇ ƚŚĞǇ ŚĂǀĞ ĐŚŽƐĞŶ ƚŚĂƚ ŐƌŽƵƉ ;ŝƐ ŝƚ ĨĂĐŝĂů ĞǆƉƌĞƐƐŝŽŶ͕ Ă ͚ĨĞĞůŝŶŐ͛ ŽĨ ƚŚĞ ƉŚŽƚŽ͕ ĐŽůŽƵƌƐ͍Ϳ͘ ĞĚƌŽ ĐĂŽŵ ͟ Ğ͟ ĞƚĐ ĞƌŽƉ ǁŝŶĚ ƌ ǁŝŶĚ ƚĐͿ Ϳ ůĂŶĞ ĐĂŶ ŽǁŽǁ / / ƐĞĞ ͘͘͘͟ ƐĞĞ ͘͘͘͟ ;ĞǆĂŵƉůĞ ĂŶƐǁĞƌƐ ŵŝŐŚƚ ďĞ ͞ƚƌĞĞƐ͕͟ ͞ŚŽƵƐĞƐ͟ Activity Big Ideas ͕ ͞ŵ Ǉ ŐĂ ĞŶ / ƌĚĞŶ ŐŽ ƚ Then͞tŚ mix all the photos together again and say you would like them re-sorting into different groups ʹ ͚ǁŽƌŬ͛ Žƌ ͚ƉůĂǇ͛͘ Ž ƚŽ ͕͟ ƚŚ ǁŶ / Ğ ƌŽ ƐĞĞ ĂĚ͟ ͘͘͘͟ ĞƚĐͿ Bi g Idea s things mentioned and the many different things that were mentioned for each Highlight similar ͞KƵ ƚ ŽĨ any The teacher the front ƚŚĞ remains ĐĂƌ ǁ YƵĞƐƚŝŽŶ ƚŚĞ ƉƵƉŝůƐ͛ ƌĞĂƐŽŶƐ ĂƐ ĂďŽǀĞ͘ ŝŶĚŽat ǁ / Ɛ The teacher remains at the front of the the class class with with aa pile pile of of questions questions for for each each group. group. One One member member of of each each group group then then ĞĞ ͘͘ ͘͟ of Hig hli gh t an y simthat ilar thi sentence explaining there are so many different things to see, we all notice different things and there is ngsfirst me nti on ZĞƉĞĂƚ ĨŽƌ ͚ƚŚŝŶŐƐ ǁĞ ƵŶĚĞƌƐƚĂŶĚ͛ ĂŶĚ ͚ƚŚŝŶŐƐ ǁĞ ĚŽŶ͛ƚ ƵŶĚĞƌƐƚĂŶĚ͛͘ YƵĞƐƚŝŽŶ ƚŚĞ ƉƵƉŝůƐ͛ ƌĞĂƐŽŶƐ ĂƐ ĂďŽǀĞ͘ ed an d the Big comes to the teacher for the question and goes back to their own group to try and find out the answer as quickly Ide ma asso the ny back rethe differ comes to teacher forferthe first question and goes totsmall their to try and find out the answer as quickly as as are en ma thingsown ny dif that group massive diversity between our experiences, just within our class. en were me t thi ng s ntioned for each sente to se e, we all no ex Big Ideas tic High pe e light rie dif nc possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is any nc fer e simi es ex en lar , pla jus t thin possible. Once theyt have they write on the ofthipaper take back to the teacher. If the ini answer men withigs ngs anand ng thatis tion nthe ou ranswer sm manyit diffe retion alled is it ma claand rentslip ss. the ssifor things that veeach divers werdethe men ity ence Activity therAc be ed e are twee sent &ŽĐƵƐ ŽŶ ͚ƚŚŝŶŐƐ ǁĞ ƵŶĚĞƌƐƚĂŶĚ͛ ĂŶĚ ͚ƚŚŝŶŐƐ ǁĞ ĚŽŶ͛ƚ ƵŶĚĞƌƐƚĂŶĚ͛ ĂŶĚ ǁƌŝƚĞ ĚŽǁŶ ĂŶǇ ƋƵĞƐƚŝŽŶƐ ƚŚĞ ƉƵƉŝůƐ ŵĂǇ ŚĂǀĞ ĂďŽƵƚ nto ou y diffe r g that expl rent ainin thingsthem correct the then hands the question, if incorrect they must return to their group find out the tivsoteacher to see, itman wesecond y all notice correct the teacher then hands them the second question, if incorrect they must return to their group to find out the diffe rent thinat gs and ther emap isthe mas expe Explain we(explain arejust going on an imaginary to Ghana. a world tosive remind pupils Ghana dive rien rsity ces, the photos we might not find outs.alljourney of the answers todayLook but should do over course of our work). betwwhere with een in our our sma ll clas Ex pla in correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being we areThis answer. strategy isagrepeated until each group has received all 10 questions. Place an that emphasis on it being aa ing on an im inaanyone iscorrect inAc relation to country. Does know how we would get there and how itExplain would take? Ask the pupils, do your yougo think these photos arejou allrntaken of the same place? What makes you think long that? they(you are ry ey tiv to ity Gh yo an ur a. co Lo un ok try at a wo . Does an competition so pupils scanning the fact sheet and taking in the information quickly. Reward the yoare ma ne p to rem competition so the the pupils arekn scanning thewo fact and taking inrld the information quickly. Reward the winning winning group group with with owbut howyou ind pu all taken inpla Ghana, Africa. would probably go by aeroplane, might like to other travel options, and flight times we pil s wh uld sheet ere ge aeain t the Gh Expl ro ana isare rediscuss wene are and how long it would , bu goin in relation to g t on yo an imag u mi inar gh y jour t ney lik to e Gha to tak a prize! na. dis Look e? cu at (yo ss a wor usually around 6-7 hours from London, 9-10 hours from Manchester). Look at a map of Ghana and point out oth u ld a prize! wo map er uld to tra remind vel options, and flight prob 10coun Activity your hourtry. ils where Gha s froDoe naabislyingo bytion to m Ma s anyo rela know nchene times are usuapup ste wou r). Lohow ld Gh getan ok atwe ther e and lly aro a ma how long pper unlddfor theaero main airport, Kotoka International Airport, Accra. At tables and using the ‘What would I see? Windows’ it wou of ld 6-7 take ƚplan ? ho a (you ƚĂ an ur wou ďůĞ d s e,Ɛ Ă fro po but prob Split the pupils into groups. Give them 3 photos group and explain that their job is write captions the photos (words int m ŶĚyou ably London, 9migh ƵƐ ou go by t the main airport, Ko t like ŝŶŐ ƚŚĞ ͚ toƚ ǁ disc tŚĂ othe r trav elŽǁ ŽƵuss opti ons, ůĚ / Ɛ andhave tok ĞĞ fligh andInt6-7 ͍ t ttime timestoare ern ŝŶĚHand sheet, ask pupils to draw the following, making sure they complete each part before moving usua ati co lly on Ɛ͛ 10give mp arou hou al ƐŚ let rs Air ĞĞ from e ƚ͕ Ă po hou that some sort of explanation about the photo). each group a different caption instructions sheet ʹ the groups are ea Man rs rt, ƐŬ ch from ches Ac ƉƵ pa ter). Lond cra Ɖŝů rt beforeLook on, Ɛ ƚŽ ĚƌĂǁ ƚŚĞ ĨŽůůŽǁŝŶŐ 9-. atgaon map Plenary of Gha movin naso and poin t out to the thepeople main ͕ ŵ next airp ĂŬiona ort,holiday ŝŶŐ2. ƐƵ (th 1.the onto next do this individually you get a range of interpretations); Koto ƚ ƚĂ Wha ey ka ƌĞ Inte ďůĞƐ sh ƚŚĞ rnat tcaptions ĂŶĚ ou yo ƵƐŝŶ then writing for different purposes; 1. Travel marketing ʹ make go on to Ghana!, Charity appeal ʹŝŵĞ ƚŽ Ǉ Ś ld u(they l Ő ƚŚ Airp do migh Ăǀ Ğ ͚t ort, Ğ ƚ thi ŚĂƚ Accr tshould s see out of ǁŽƵ a. ind ůĚ / Ɛ ivi ĞĞ͍ du tŝŶ all ĚŽǁ yo y Ɛ͛ ƐŚ so ur ĞĞƚ͕ ho yo ĂƐŬagain u geremember use wi ƉƵƉ ŝůƐ ƚŽ t a groups ĚƌĂ nd ran ow geƵƌĞ Ğ ĨŽůůŽǁ away the fact and ask some the questions to see ififintravel anyone the answers. Once again 2.people befor of com Wha ŝŶŐ͕ 1.Take What you might of your house window before you toǁ ƚŚ tocan the airport; int plet ŵĂŬ ebuy erp eteach youproducts ŝŶŐ Ɛ yo Take away the fact sheets ask some of the questions again tomade see anyone can remember the answers. Once make give money Ghana, 3. Trader ʹof make people Ghana. (Repeat where necessary retati u mi part leaveleave ƚŚĞǇ befo ons); ghsee ŚĂǀ reou to Ğ ƚŝŵ tsheets mov seto tra Ğ ƚŽ eout onto again ve l to tand of ing next the the (the y ow airpo car/bthe should do this rt; us /tr indiv ain idua lly wi so 3. nd you 1. W get Wha ha a rang on the tyou tsome you 2.reflect Whaton see out theby car/bus/train window on the way thert;airport; This the asking groups to think about what concepts itit makes them think yomight e of inte migh ďƵƚ ĚŽŶ͛ƚ ƚĞůů ƚŚĞŵ ŽƚŚĞƌƐ ŚĂǀĞ ƚŚĞ ƐĂŵĞ ŝŶƐƚƌƵĐƚŝŽŶƐͿ͘ dŚĞƌĞ ŝƐ ĂůƐŽ Ă ďůĂŶŬ ŽƉƚŝŽŶ ŝĨ ǇŽƵ ǁŽƵůĚ ůŝŬĞ ƚŽ ĂĚĚ ǇŽƵ ŽǁŶ͘ u miof t see wa rpreabout. gh tations); y to tthe This part part could could reflect on some of statistics by groups to think about what concepts makes them think about. seout your the to estatistics ouoft of sepla air wind of po ow thehou befo re aeasking you ro leav e to trav netables wind el to the ow airp 4. ort; over 2. W on Wha ha ce tyou ttheir you it yo migh Pupils leave photos with captions on their and the all groups rotate round to read each others captions. They ha 3.then What might see out of the aeroplane window once it had taken off, flying your country; u t mi d see tak gh out t of en be used as a stimulus for a P4C enquiry. se the off e car/ out of the , flying over your coun train then be used as a stimulus forwiabus/ P4C enquiry. wind on the way to the airp nd ow as the ort; Ghana aeow ; 5. ro W pla Wha ha tyou ne t yowhich you migh should decide the caption is written for. They canisthen placing a sticker on thetry caption, for example u migh flying tpurpose see 4. 3.What might of the window as the aeroplane isvote flying over Accra; overbyGh tsee seout the eout aero ouof plan ana tow t of eow wind a ow tax once ards towards i it wi had nd Ac take cra n off, ; as flyin yo g over u 6. your tra W 4. Wha ve coun ha t l try; t you fro yomight migh they couldyou place for travel marketing, RED sticker for charity appeal, BLUE sticker for trader campaign. m u amiGREEN t see the gh air 5. What out of a taxi window as you travel from the airport into Accra city centre; tsee seout the po esticker wind rt whofen ow int Accra city centre; walking aroas e is flying over Ghanaotow unthe d Acaero cra plan ards Accra; marke Wha you ts. might see Pl of a taxi entyou 6.5.What seeout when walking around markets. ar window ymight Plenary as youAccra travel from the airp ort into Accra city centre; 6. What you might see when walking DĂŬĞ around a mar ĚŝƐstickers, Reflect on Ă the theAccr same butkets also asking why someone thought it was something else. Reveal ƉůĂǇ ŽĨ ƚŚnoting Ğ ĚƌĂǁmany Plenary ŝŶŐƐ Ɖcolours ƵƚƚŝŶŐ ƚŽŐĞƚŚĞƌ ĞĂĐŚ Ɖ . Ple nar ce y leb rat Ăƌƚ ŽĨ ƚŚ e thecaptions what the actual were for. Think about how our opinions change depending what information we are given, for Ğ ͚ũŽƵƌŶ div ers ity of illustratiputting ͛ ĂŶĚ Śŝon ŐŚand ůŝŐŚƚ highlight ons, andtogether Make a display of the drawings of theĞǇ ‘journey’ similarities, ƚŚĞ the ŝůĂƌŝƚthe reforcompared ŝĞƐ͕ Ě e each DĂŬĞ Ă Ě of the part ŝĨĨĞmake ŝƐƉůĂǇ ŽĨ ƌĞŶĐĞƐ ĂŶĚ pla example compare how charity makes us feel to how a holiday advert makes Ɛŝŵ us feel. Did this ce ƚŚĞ aĚƌĂǁ s. As ŝŶŐƐappeal k ƉƵƚ pu ƚŝŶŐ pil ƚŽŐĞƚŚĞ s to ƌ ĞĂĐŚ ƉĂƌƚ ŽĨ ƚŚĞ ela bo rat e ͚ũŽƵ an differences and celebrate the diversity of illustrations, and therefore of the places. Ask pupils to elaborate ƌŶĞǇ d ͛ ĂŶĚ ex pla ŚŝŐŚ ůŝŐŚƚ in cele the ƚŚĞ brat Ɛŝŵ ŝůĂƌŝƚ e dr the aw anyone think ofdive anyrsity big ideas/concepts/questions? (for example did the pupils think that people wouldŝĞƐ͕ goĚŝĨĨĞ on irholiday toŶĚ ing ƌĞŶĐ of illustrations, and therefor s. ĞƐ Ă e of the plac Ask pupils to elaborat Exte and explain their ns ion drawings. e and explain their drawings. idrealise eas that things that we eat might come es. Ghana? Did the pupils from Ghana?) You could extend the illustrations or split There are 2.2 billion Ext ƉƵens ion ƉŝůƐ ŝŶ ƚŽ idea ŐƌŽƵƉsƐ ƐŽ ǁŚĞŶ ǇŽƵ ͚Ă ƌƌŝǀĞ ŝŶ Extension ideas Extension 'ŚĂŶ You coul Ă͛ dƐŽideas exte ndthe children world ...͕ ƐŽ ŵĞin the ǀŝillus ĐŽ trati ƵůĚ oror Ɛŝƚ ŵ split ĂƌŬons ĞƚƐ ŵĞ You could extend the illustrations the ƉƵƉ ŝůƐ ŝŶ beac ƚŽ Ő Ask pupils to out research into heƌŽƵƉ Ɛ ƐŽ s,carry ǁŚĞ some Ŷ ǇŽ Ƶ ͚Ăƌ the ƌŝǀĞ ŝŶ a rai nfo res t, so me 1 billion of them are split pupils into groups so when you Q sch 'ŚĂŶĂ͛ Ɛ ool in ŽŵĞ Qu etc ĐŽƵ , so holidays Ghana getting travel uic yoůĚ ǀŝ ick ĂƌŬĞ uby geƐŝƚ ŵ ƚƐ͕ Ɛ ŽŵĞ t ko a wi de on r sp n tth rea d of hee d ‘arrive in Ghana’ some could visit int dr the erp beac ra hes, ret som ati aw on the wRUN rain ofeGh brochures, searching on the Internet living in poverty ... fore st, ana. some a KLOGUHQ¶V Z & markets, some the beaches, some the scho ol etc, so get aabout widerwhere spread of and finding outyou more e from a RUuNse Zyo rainforest, some a school etc, so you Q¶V interpretatio UHou ld n of KLOtGw na. and &ha W people holiday inGha Ghana what they

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Stim accroa? getul a us wider spread of m..a dow in / Re . sourofceinterpretation e ..r. win a ... s / Workshe u see frIn Lifca yo do. ld u Ghan o et w s t a h Ghana. ? W ͚tŚĂ a r c ƚ ǁŽƵůĚ / ƐĞĞ͍ tŝŶĚŽǁ c a in w o ƐŚ/ĞĞWorksheets Stimulus / Resources ƚ͕ ϭ ƉĞƌ ƉƵƉŝů ;ĞŶůĂƌŐĞĚcar wind Sti mulus / Res ources /Ɛ͛ Wo ƚŽ ϯ ƐŝǌĞͿ rks heets Wha t you ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚tŚ Ăƚ ǁŽƵůĚ / ƐĞĞ͍ tŝŶĚŽǁƐ͛ ƐŚĞĞƚ͕ ϭ ƉĞƌ see a ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ƉƵƉŝů ;ĞŶůĂƌŐĞĚ ƚŽ ϯ ƐŝǌĞͿ t th e Whatmar Stimulus / Resources / Worksheets Questions on separate slips of paper (questions should be in order from 1-10 with one setyof questions per group). ouk et

Questions on separate slips of paper (questions should be in order from 1-10 with one set of questions per group). seesa ?t the ‘What photos, would I2see? Windows’ sheet,for 1 per pupil (enlarged to A3 size) mark Ghana hoops, sorting labels hoops. e t s A pr ct funded by the ? Caption instructions sheet ( 3 different sets oje of instructions ʹ 1Eu per group) rope an Union and led in England by CDEC A project fund ed AAfunded project funded by the European Union and led in England by by the Euro A project by the European Union and led in by CDEC pean project funded by the European andand ledby inCDE England by CDEC CDEC Union and Union led in England Engl C 123 A project funded by the European Union and led in England by CDEC

What Would I See? Windows sheet

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A project funded by the European Union and led in England by CDEC 124

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in particular jobs and pay. and equality with real life situations andries). To link ideas oftofairness To be able ask relevant questions (and divide them into catego To write a report on a given subject. To be able to ask relevant questions (and divide them into categories). To write a report on a given subject.

fairness equality P4C fa irwork n ess equality eneeds quality& wants Intro work work Intro equality fairness Present the diﬀerent jobs one at a time, with a picture and a label but exclude the 4 highest paid jobs for Pr Intro esent th e di fferent jobs one equality at a tim now (these jobs have afairness red outline - the footballer, manager, TVwork presenters and in Prime Minister). e, wand ha ve ith aexplain a Split the class re picturfootball d ou Split the class into groups of of around around 5/6 5/6 and explain they are going going to to have have aa competition competition in which which they they will will need need to to scan scan ethey tliinto an are ne groups

Intro d a labeon - the fo l bu otballe jobs Ask the class to decide which order ant ex imaginary line, the(these lowest to the r, fo the jobs should be placed clud for now jobsfrom

paid et th highes thsome e the 4the e 4back exclud ll mtry e jobskey label highes information answers and to be first to answers to an and picture a ba ag shou withot time, at athe , the some key information for the answers and try toaer be thebut first to report report the answers back totthe the teacher. Hand Hand out out the the fact fact pa teacher. TV ld nt jobs onefor

idwhich t the differe jobs fo Presen esenters and Prr). r now (these jobs order on an imaginaryer, TV presentersprand to decide highest paid. be placedller, Intro e Mthe Prime Ministe imAsk inisclass lin manag te ll e, footba r) fr . footba As om the k outline ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ agred BiƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ th th have e e cl lo Id as w es s e to t a to s decijobs th e de which order hi t paid. the exclude but a label gh4eshighest a picture highes with time,ary one the different PresentBig to the lowest t paid. paid jobs for now (these from theand line, anaimagin onat Ideas placed should be jobs theShjobs ow th order which decide to class e av-er football manager, TV presenters and Prime Minister). Ask the the have a red outline agefootballer, papay y ofofeaeach ch job, Show the average job, and place in the real order. Finally, introduce the 4 new job cards and an s Idea Big Ideas d Big pl M ac in e is paid. ter; be placed the jobs should thlowest foot e real to the highest s; Prime ba on an imaginary line, frominthe

and picture orde, r. ller, footba cardsplace new joband the ce, presenters, introdu FinaTV Finally order. lly realclub llfootballer, the in cland pictures; Prime football manager and them on out the most to you and place inaffect ub job, tr4od mabout of each e payMinister; an ucyou? averag the ag e Show (y th er ou Ask the groups, what do you feel these statistics? How do they Which fact stands e an 4 w d ne paymost to you and ill TV ent wrepres ha Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands pr to job ca ve line ary es Big Ideas to to enillustrate the imagin on rdstheir illus them te place rs, an anout trat ters, and presen dline, TV and e pictures; Prime d erpay by manag pl club ll ac imaginary line represent their (you will have to by walking further than the original w footba ller, e al footba th ki r; ng Ministe em fu on rt pl he ay why? When do you hear about any of these facts? (as they are happening EVERY single day). th school r e gr the th im ou across an maybe ag nd why? When do you hear about any of these facts? (as they are happening EVERY single day). and om th in Prime /y pictures; and classro cards job new 4 the ar the e introduce Finally, order. ar real the in place and job, each of or y outside pay average Show the d! line, l lin ig ). origina in the e than al to further g line, outside th reprfeel walkin illustrate by and to classroom esent their pay the maybe across the school playground/yard!). Ask “What do you (you eimaginary clthe Ɛoutside assrpupils, Ŭ will ƚŚĞ have oo pay their represent to m line ƉƵƉŝrd!). the on them place and presenters, TV and manager club an football footballer, Minister; ůƐ d ͕ ͞ m t ay ŚĂ be ƚ ĚŽ ǇŽinƵ pay? ac ro und/ya ss playgro the school ĨĞ about these differences Are they what you thought they would be? What surprises you?” Ğů ĂďŽƵƚthan ŚĂƚ the school ďĞ͍ t ǁŽƵůĚ ƚŚ ƐƵƌƉ Śƚ ƚŚĞǇ ƚŚŽƵŐ ĞƐ across maybe and ŚĂƚ ǇŽƵ classroom the outside ƌŝƐ ƉƵƉŝůƐ line, Ğ original the further ƚŚĞǇ ǁ walking by illustrate to have Ěŝ (you will ĞƐ ĂǇ͍ ƌĞ ĨĨĞ ĞƐ ŝŶ Ɖ Ǉ ĨĞƌĞŶĐ ŽƵ ƌĞ ĞƐĞ ĚŝĨ ŶĐ ͍͟ Activity ďŽƵƚ ƚŚ Ƶ ĨĞĞů Ă ĞƐ ŝŶ ƚ ĚŽ ǇŽ ͕ ͞tŚĂ ƉĂǇ͍ ƌĞ ƚŚĞǇ ǁ ƐŬ ƚŚĞ this point you could raise questions and run a P4C session. ŚĂƚ ǇŽƵ ƚŚŽƵŐŚƚ ƚ AtAt playground/yard!). this poin͍͟ t yo ŚĞǇ ǁŽƵ u ĞƐ ǇŽƵ co ƐƵƌƉƌŝƐ ul d ra ďĞ͍ t is The teacher remains at the front of the class with a pile of questions for each group. of group e qu es ŚĂƚ then The teacher remains at the front of the class with a pile of questions for each group. One One member member ofůĚeach each group then tio ŽƵŐŚƚ ƚŚĞǇ ǁŽƵůĚ ďĞ͍ tŚĂƚ nsƐĞ ĚŝĨĨĞƌĞŶĐĞƐ ŝŶ ƉĂǇ͍ ƌĞ ƚŚĞǇ ǁŚĂƚ ǇŽƵ ƚŚ ƐŬ ƚŚĞ ƉƵƉŝůƐ͕ ͞tŚĂƚ ĚŽ ǇŽƵ ĨĞĞů ĂďŽƵƚ ƚŚĞ . anda ru session P4C run Activity n questions and raise a could P4 you point C A this Atc se ss ti io v n. it y comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly ƐƵƌƉƌŝƐĞƐ ǇŽƵ͍͟ comes the to the teacher for thehard’. first question and goes backthat to their own group try and more find out the answer as quickly as as Explore idea of ‘working If the children agree ‘working hard’ to deserves money, then ask: ity Activ Ex session. P4C a run and questions raise could pl you At this point or e th possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is e id ů ea ĂŶ / ƚĞů possible. have the answer they write it on theŶŐ ŚĂƌĚ slip paperpieces and take it back toŶ ĂƐŬ͗ the teacher. If thewith answer is ͞ŚŽǁ Đ ofifthey ĞǇ͕ ƚŚĞ ͚ǁ ƌĞ ŵŽŶ “how can IOnce tell someone is Ě͛ working hard?” Record ideas onofblank of paper and place in a hoop ŽƌŬŝ ǀĞƐ ŵŽ ͛ ĚĞƐĞƌ ŶŐ ŚĚ͛͘ /Ĩ ƚŚ ͚ǁŽƌŬŝ ĞĞ ƚŚĂƚ Ăƌ ͘ /Ğ ĐŚŝůĚ Ĩ ƚŚĞ ĐƌĞŶ ĂŐƌ of ͚ǁŽƌŬŝŶŐ ŚĂƌ idea the ŚŝůĚsecond ŝĨ Explore ƌĞŶ ĂŐ ƐŽthe ŵ Activity ĞŽ ƌĞ correct the teacher then hands them the question, if incorrect they must return to their group to find out ŶĞ ŝƐ ͘ ŚĞĐŬ Ğ Ő ŚĂƌĚ͛ ƚŚ ǁŽƌŬŝŶ ǁŽƌ Ăƚ ůĂďĞů ͚ correct the teacher then hands them the second question, if incorrect they must return to their group to find out the the ͚ǁ ŝƚŚ ƚŚĞ label ‘working hard’. Check for agreement in the group. Challenge the ideas as they arise. For ŚŽŽƉ ǁ Ŭŝ Žƌ ĐĞ ŝŶ Ă ŶŐ ŚĂƌĚ͍ ŬŝŶŐ ŚĂƌĚ͛ ĚĞƐĞƌǀĞƐ ŵ ĂŶŬ ƉŝĞĐĞƐ ŽĨ ƉĂƉĞƌ ĂŶĚ ƉůĂ ͟ ZĞƌĚ ŝĚĞĂ ͟ ZĞĐŽ ĐŽƌĚ ŝĚƐ ŽŶ ďů ŽŶĞ ŝƐ ǁŽƌŬŝŶŐ ŚĂƌĚ͍ ĞĂƐ ŽŶ Žƌ Ğ ĨŽŝĨ ƐŽŵĞ ď ŵ ƌ Ăexample, ůĂ ŽŶ ĞƉ Ŭ͗ ͞ŚŽǁ ĐĂŶ / ƚĞůů ŶŬ Őƌ ǇŽƵ ŬĞ ŽƌŬŝŶŐ ŚĂƌĚ͛ ĚĞƐĞƌǀĞƐ ŵŽƌĞ ŵŽŶĞǇ͕ ƚŚĞŶ ĂƐ ĞǇ ĞĞ Ɖ ŚĂƌĚ ŝĨ ͚ǁŽƌŬŝŶŐ ŚĂƌĚ͛͘ /Ĩ ƚŚĞ ĐŚŝůĚƌĞŶ ĂŐƌĞĞ ƚŚĂƚ ͚ǁ correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being aa of idea the Explore ͕ ƚ ŽƌŬŝŶŐ ŝĞ ŵ Ƶ ĂƌĞ ǁ ĐĞgroup ideas “you are working hard ifeach you keep day”, can challenged with ĂƐ ͞ǇŽ Ŷ ĂƐŬ͗ ͞ŚŽon Ɛ ŽĨ Ɖbusy ƚ ŝŶ ƚŚsuch correctĞŶanswer. This strategy is repeated until ĂƌŝƐĞ͘ & has all 10be questions. Place anŚĞfurther emphasis itĂŶ being ƉůĞ͕ ŝĚĞ Žƌ ĞǆĂŵ ĂƉ Ğƌreceived Őƌ ŝĚĞĂƐ ĂƐ ƚŚĞǇ Ăall ǁ Đ ŽƵas ŶĚĂƐ ƐƵĐŚ Ɖ͘ ͘ ŚĂůůĞ ƉůĂĐĞ ŐƌŽƵƉ ŚĂŶŐĞ ƚŚĞ / ƚĞůů ůůĞ ĨŽƌ ĂŐƌĞĞŵĞŶƚ ŝŶ ƚŚĞĞ ŝŶ ŶŐ Ă Ś Ğ ŽŽ ƚŚ Ğ Ɖ ŝĚ ǁ ĞĂ ĞŶ / ŝƚŚ Ɖ ǁŝƚŚ ƚŚĞ ůĂďĞů ͚ǁŽƌŬŝŶŐ ŚĂƌĚ͛͘ ŚĞĐŬ ďƵ ŽŝŶŐ͕ ƚŚ ŽŶ ďůĂŶŬ ƉŝĞĐĞƐ ŽĨ ƉĂƉĞƌ ĂŶĚ ƉůĂĐĞ ŝŶ Ă ŚŽŽ ƚŚ ƐǇquestions ŝĨ ƐŽŵĞŽŶĞ ŝƐ ǁŽƌŬŝŶŐ ŚĂƌĚ͍͟ ZĞĐŽƌĚ ŝĚĞĂƐ / Ăŵ Ě ĂƐ ƐƵĐŚ Ă ƌ ǁŚĂƚ Ă Ğ Reward ƚŚ ůů ĚĂǇ͕͟ Đsuch competition so the pupils are scanning the fact sheet and taking in the information quickly. group with as, if I am busy all day, no matter what I am then I ŵĂƚƚĞ deserve more money”. ůĂ ĚĂǇ͕ ŶŽ ĞǇ ĂƐ͕ ͞ƐŽ ŝ ďĞ ƵƐǇ Ăůů ů ͚ǁthe ƌŝƐ competition soĞ the scanning theƐ fact sheet and taking in the information quickly. Reward theŬŝwinning winning group Ğ͘ &Ĩ / Ăŵ ď Žƌ ĂŶ ď ĞƐƚŝŽŶƐ ŚĞƌ ƋƵ Žƌ ŶŐ ŝƚŚ ĨƵƌƚ ĞǆĂdoing, ĐŚ“so ŚĂƌĚ͛͘ ŶŐĞĚ ǁ ĐŚĂůůĞ Ăůpupils ŵƉů ůĞ ůů ĚĂǇ͕͟ ĐĂŶ ďĞ ŶŐĞĚare ďƵƐǇ Ă Ğ͕ ŝĚ ŚĞĐŬwith ǁ ĞĂƐ ƐƵ ŝƚŚ ĨƵ ĐŚ ƌƚ ĂƐ ͞ǇŽƵ ĂƌĞ ǁŽƌŬŝŶŐ ŚĂƌĚ ŝĨ ǇŽƵ ŬĞĞƉ Ă ŚĞ ĚĞĂƐ ĂƐ ƚŚĞǇ ĂƌŝƐĞ͘ &Žƌ ĞǆĂŵƉůĞ͕ ŝĚĞĂƐ ƐƵĐŚ Ɛ ĨŽƌ ĂŐƌĞĞŵĞŶƚ ŝŶ ƚŚĞ ŐƌŽƵƉ͘ ŚĂůůĞŶŐĞ ƚŚĞ ŝ ƌ Ƌ ͞Ǉ ĚĞƐĞYou ŽƵ ƵĞ could also share the fact that “the richest 20% of the world population accounts for 80% of the world income.” Ɛƚ Ă ƌǀ ƌĞ ǁŽƌŬŝŶŐ ŚĂƌĚ ŝŽŶƐ ƐƵĐŚ ĂƐ͕ ͞ƐŽ aa Ğ prize! ŵŽƌĞ ŵŽŶĞǇ prize! ŵŽŶĞǇ͘͟ Ğ ŵŽƌĞ ͘͟ ŝĨ ŝĨ ĚĞƐĞƌǀ ǇŽ / Ăŵ Ƶ ŬĞ ď ĞƉ ƵƐǇ Ăůů Ě ŶŽ ŵĂƚƚĞƌ ǁŚĂƚ / Ăŵ ĚŽŝŶŐ͕ ƚŚĞŶ / ƌ ƋƵĞƐƚŝŽŶƐ ƐƵĐŚ ĂƐ͕ ͞ƐŽ ŝĨ / Ăŵ ďƵƐǇ Ăůů ĚĂǇ͕ ďƵƐǇ Ăůů ĚĂǇ͕͟ ĐĂŶ ďĞ ĐŚĂůůĞŶŐĞĚ ǁŝƚŚ ĨƵƌƚŚĞ ĂǇ͕ ŶĞ ǁŽƌůĚ ŝŶĐŽŵĞ͘͟ You Plenary cocould uld alalso that ͞ƚŚĞ ƌŝĐŚĞƐƚ ϮϬй ŽĨ ƚŚĞ ǁŽƌůĚ ƉŽƉƵůĂƚŝŽŶ ĂĐĐŽƵŶƚƐ ĨŽƌ ϴϬй ŽĨ ƚŚ Ž ŵĂƚƚĞƌ ǁŚĂƚ / Ăŵ ĚŽŝŶŐ͕ ƚ fact so sh share are the You th e fa ŚĞ ct Ŷ th / at ĚĞƐĞƌǀĞ ŵŽƌĞ ŵŽŶĞǇ͘͟ ͞ƚŚĞ ĐŚĞƐƚ ϮϬй Ž Ĩ ƚŚĞ ǁŽƌ the P4C session and/or ƌŝextension research activity the pupils may have thought of more questions PlePlena ůĚ ƉŽƉƵů nFollowing Plenary aalso ryryshare ĂƚŝŽ ĐŽƵŶƚƐ ĨŽƌ ϴϬй ŽĨ ƚŚĞ ǁŽƌůĚ ŝŶĐŽŵĞ͘͟ Ŷ the fact that ͞ƚŚĞ ƌŝĐŚĞƐƚ ϮϬй ŽĨ ƚŚĞ ǁŽƌůĚ ƉŽƉƵůĂƚŝŽŶ ĂĐ You could ĂĐĐŽƵŶƚƐ ĨŽƌ ϴϬй rs. ŽĨ ƚ questio than answers. It is important to acknowledge that there is no simple answer many things have many more ŚĞns ǁthan t ofand have though may Žƌ ůĚanswe the pupils ŝŶĐŽ activity h researc ion ŵĞ͘͟ Once extens and/or Fo session llo P4C Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. again the ing w Follow ing thaway Take the fact sheets and ask some of the questions again to see if anyone can remember the answers. e Plenary P4 C sessto er.them Once again consid ionconsider. different factors Create anobank ofanswe questions that things come have up during this work and to then sort nt factors many differe and/that many or and r ex simple te is there ns io ledge acknow n to ant resegroups It isItim import This part could on some of the by asking about what concepts ititof makes them think about. isreflect aractivity ch acto po This reflect some ofand/or the statistics statistics by expert asking groups to think think about what concepts them about. rtcategories tiv an ity answers. than ton questions moreexpert), thought have may expert pupils tosession anquestions research th P4C thatthink the Following ns ackn; ow esort into questions that an could (and therefore try tories find that that part could questio ; makes puthem catego pi ls minto le then dg andthe ay ha workanswer e extension this th during up at ve come that ns th th questio er of ou bank a e gh Create is then be used as a stimulus for a P4C enquiry. t no Cr of si eatewe morand mplanswer then be used as during a stimulus forisanoP4C enquiry. e qumaybe a ba e an nsand consider. to ns factors tsthand different many haveduring things though simple there that es nk to down It is important can talk about P4C (write down and feelings questions refer tio (write er ofacknowledge P4C anmany qu talk dm estio can we anback that an answers. questiosw ns th y about expert),thoughts that thabout find tom ings these tryco re at ha answer (and therefo e ve could up m du an rin y co di g ffe ul th expert an that questions ; d categories into them sort re then is and work this during up an come that questions bank nt w Create ato at later date). swaerof or fa k ct an or (a d s nd date). to consider. therquestio refer back to at a later then sort them into efore tr maybe nsyandfin feelings about these d that tegorie thoughts and expertquestions P4C during feelin that we can talk aboutca expert), find that s ; (write therefore try toto answer could questiodown gs abou(and ), questions ns that t thes that we can talk e questions and m an expert about during P4C aybe at a later date). toto refer feelings about these questions and maybe refeback r back (writ

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Prime Minister PrimeCameron Minister David Prime Minister David Cameron Prime Minister David Cameron Prime Minister Prime Minister David Cameron David Cameron Cameron DavidDavid Cameron Lionel Messi Messi Lionel Lionel footballer Messi Barcelona Lionel Messi Barcelona footballer Lionel Messi Lionel Messi Barcelona footballer Lionel Messi Barcelona footballer Barcelona footballer Barcelona footballer Barcelona footballer Ant & & Dec Dec Ant Ant & Dec TV presenters Ant & Dec Ant & Dec TVAnt presenters & Dec TVAnt presenters & Dec TV presenters TV presenters TV TV presenters presenters Alex Ferguson, Ferguson, Alex Alex Ferguson, Alex Ferguson, Manchester United Manager Manchester UnitedManager Manager AlexFootball Ferguson, Alex Manchester United Manager Alex Ferguson, Ferguson, Manchester United Manager Manchester Manchester United United Manager Manager

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Money Talks - jobs jobs and pay Money Talks - jobs and pay Money Talks and pay Money Talks jobs and pay Money Talks jobs and pay Money Talks - jobs and pay

Waiter/Waitress Waiter/Waitress Waiter/Waitress Waiter/Waitress Waiter/Waitress Farmer Farmer Farmer Farmer Farmer Farmer Police officer Police officer Police officer Police oďŹ&#x192;cer Police officer Police officer Bank clerk Bank clerk clerk BankBank clerk Bank Bank clerk clerk Van driver driver Van driver Van Van driver Van Van driver driver Teacher Teacher Teacher Teacher Teacher

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A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 127

A project funded by the European Union and led in England by CDEC

Money Talks - jobs and pay - actual

£10.22 million

£6.5 million

£5 million

£142, 500

£78, 000

£40, 000

£35, 000

£34, 000

£24, 000

£20, 000

£19, 000

£16, 000

£14, 000

£12, 000

A project funded by the European Union and led in England by CDEC 128

Money Talks - jobs and pay Money Talks Talks -- jobs jobs and and pay pay Money

Hairdresser Hairdresser Hairdresser Vet Vet Vet AVERAGE JOBS JOBS & & PAY PAY IN IN ORDER ORDER (annual (annual salary) salary) AVERAGE Lionel Messi, Messi, Barcelona footballer footballer £10.22 million million Lionel £10.22 AVERAGE Barcelona JOBS & PAY IN ORDER (annual salary)

ƉƉƌŽǆŝŵĂƚĞůǇ ƚŚĂƚ͛Ɛ άϴϱϬ͕ϬϬϬͬŵŽŶƚŚ͕ άϮϭϬ͕ϬϬϬͬǁĞĞŬ͕ άϯϬ͕ϬϬϬͬĚĂǇ ƉƉƌŽǆŝŵĂƚĞůǇ ƚŚĂƚ͛Ɛ άϴϱϬ͕ϬϬϬͬŵŽŶƚŚ͕ άϮϭϬ͕ϬϬϬͬǁĞĞŬ͕ άϯϬ͕ϬϬϬͬĚĂǇ

Lionel Messi, Football Player £10.22 million million Alex Ferguson, Ferguson, Manchester United Manager£6.5 Manager£6.5 million Alex Manchester United Approximately £850,000/month, £210,000/week, £30,000/day Ant & & Dec, Dec, that’s TV Presenters Presenters £5 million million each each (approx) Ant TV £5 (approx)

Prime MinisterFootball David Cameron Cameron £142, 500 500 £6.5 million Alex Ferguson, Manager£142, Prime Minister David Pilot £78, 000 000 £5 million each Ant & Dec, TV Presenters Pilot £78,

(approx) Police officer officer £40, 000 000 Police £40, Prime £142, 500 Vet Minister David Cameron £35, £35, 000 000 Vet Pilot £78, 000 Teacher £34, 000 000 Teacher £34, Police oﬃcer £40, 000 Farmer £24, 000 000 Farmer £24, Bank clerk clerk £20, 000 000 Vet £35, 000 Bank £20, Van driver driver £19, 000 000 Teacher £34, 000 Van £19, Cook £16, 000 000 Farmer £24, 000 Cook £16, Hairdresser £14, 000 000 Bank clerk £20, 000 Hairdresser £14, Waitress £12, 000 000 Waitress £12, Van driver £19, 000 /ŶĨŽƌŵĂƚŝŽŶ ƚĂŬĞŶ ĨƌŽŵ ͚ ŶŶƵĂů ^ƵƌǀĞǇ ŽĨ ,ŽƵƌƐ ĂŶĚ ĂƌŶŝŶŐƐ͕ ϮϬϭϮ ďǇ KĨĨŝĐĞ ĨŽƌ EĂƚŝŽŶĂů ^ƚĂƚŝƐƚŝĐƐ͛

Cook Hairdresser Waitress

£16, 000 £14, 000 £12, 000

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Information taken from ‘Annual Survey of Hours and Earnings, 2012 by Oﬃce for National Statistics’

A project funded by the European Union and led in England by CDEC 129

Money Talks - label for hoop

Working hard A project funded by the European Union and led in England by CDEC 130

Curriculum Curriculum Curriculum Links Links Geog Geog Geog Lit Links Lit Lit

What What What isispoverty? is poverty? poverty? Definitions Definitions Definitions Curriculum Links Curriculum Curriculum Links Links Citizenship Citizenship Citizenship What poverty? Definitions Quick On Draw ToTobe be able To able be totounderstand able understand tois understand and and beThe be able and able be to to describe able describe to describe the the differences differences the differences between between between needs needs and needs and wants. and wants. wants. NumNum Num Cit Cit Cit Citizenship ToTobegin begin Toto begin tounderstand understand toaunderstand thethe difference difference the difference between between between absolute absolute absolute andand relative and relative relative poverty. poverty. poverty. Literacy Literacy Literacy Geography To gain understanding of global issues. To a deeper deeper understanding ofto global issues. Togain be able to understand and be able describe the diﬀerences between needs and wants. Literacy the between the north and south. To To consider the inequalities inequalities between the global global northand and south.poverty. begin to understand the diﬀerence between absolute relative Toconsider Literacy

PSHE PSHE PSHEP4CP4C P4C P4C

To Tobebeable To able be toto able create create to create and and explore explore and explore a word a word adefinition. word definition. definition.

be able able to to explorefor a word deﬁnition. To be To scan document key To be able to create scan aaand document for key information. information.

equality equality equality needs needs needs && wants wants & wants

equality needs & wants equality needs & wants Intro IntroIntro Intro Divide Dividethe Divide the pupils pupils the into pupils intosixsix into groups, groups, six groups, and and hand hand andout hand out thethe out setssets the of sets 24 of 24 laminated oflaminated 24 laminated needs/wants needs/wants needs/wants cards cards and cards and sheets and sheets sheets with with need/ with need/ need/ Intro Divide the pupils intogroup. six groups, and hand out the sets ofcards. 24 Then laminated needs/wants cards and sheets with want wanttables tables want into tables into each each into group. each group. Ask Ask the the Ask pupils pupils the to pupils to choose choose to choose 12 12 cards. cards. 12 Then ask Then ask them ask them to them place to place to their place their cards their cards into cards into two into two two Split into groups of around 5/6 and explain they are going to aa competition in they will need Split the the class class intointo groups ofgroup. aroundAsk 5/6the andpupils explain they are12 going to have have competition in which which they willinto need to to scan scan need/want tables each tothe choose cards. Then ask them totoplace their cards categories categories categories and and put put and them them put on them on the the on needs/wants needs/wants the needs/wants table. table. table. some key information for the answers and try to be first to report the answers back the teacher. Hand out the some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact fact two categories and put them onkeep the table. Ask Askfor for Ask feedback feedback for feedback from fromeach from each group each group and group and keep andneeds/wants a keep tally a tally of a tally how of how of many how many times many times each times each item each item appeared item appeared appeared in each in each incategory. each category. category. ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Ask for feedback from each group and keep a tally of how many times each item appeared in each category. According According According totothe thefrequency, tofrequency, the frequency, compile compile compile a list a list ofaof 8/10 list8/10 ofmost 8/10 most commonly most commonly commonly identified identified identified needs. needs. needs. According to the frequency, compile a list of 8/10 most commonly identiﬁed needs. Then, addressing each of Then, Then,addressing Then, addressing each eachofeach of these these ofitems these items initems in turn, turn, inask turn, ask thethe ask children children the children to consider to consider to consider howhow the how the absence the absence absence of each of each ofofeach these of of these needs these needs needs Bigaddressing Ideas these items in turn, ask the children to consider how the absence of each of these needs would impact on ǁŽƵůĚ ŝŵƉĂĐƚ ŽŶ ƉĞŽƉůĞ͛Ɛ ůŝǀĞƐ ĂŶĚ ǁŚĂƚ ĐĂŶ ƚŚĞ ĂďƐĞŶĐĞ ŽĨ ƉĂƌƚŝĐƵůĂƌ ŶĞĞĚ ĐĂƵƐĞ͘ ǁŽƵůĚ ŝŵƉĂĐƚ ŽŶ ƉĞŽƉůĞ͛Ɛ ůŝǀĞƐ ĂŶĚ ǁŚĂƚ ĐĂŶ ƚŚĞ ĂďƐĞŶĐĞ ŽĨ ƉĂƌƚŝĐƵůĂƌ ŶĞĞĚ ĐĂƵƐĞ͘ ǁŽƵůĚ ŝŵƉĂĐƚ ŽŶ ƉĞŽƉůĞ͛Ɛ ůŝǀĞƐ ĂŶĚ ǁŚĂƚ ĐĂŶ ƚŚĞ ĂďƐĞŶĐĞ ŽĨ ƉĂƌƚŝĐƵůĂƌ ŶĞĞĚ ĐĂƵƐĞ͘ Ask do you feel about statistics? How do Ask the the groups, groups, what docan youthe feelabsence about these these statistics? Howcause. do they they affect affect you? you? Which Which fact fact stands stands out out most most to to you you and and people’s lives andwhat what of particular need ItItisislikely likely ItItiswhy? that likely that the the that children children the children will will mention mention will mention the the concept concept the concept poverty poverty poverty during during during this this discussion. this discussion. discussion. When do you hear about any of these facts? (as they are happening EVERY single day). why? When do you hear about any of these facts? (as they are happening EVERY single day). is likely that the children will mention the concept poverty during this discussion.

Big BigIdeas Ideas Big BigIdeas Ideas Activity Ask Askthem them Ask to them to think think toto about think about about what poverty what poverty means, means, means, andand to and discuss to discuss to in their in their in groups their groups groups a definition a definition a definition of poverty. of poverty. of poverty. poverty. AfterAfter aAfter After fewaafew a few Ask them thinkwhat about whatpoverty poverty means, and to discuss discuss in their deﬁnition

The teacher remains at the front the class with aafind pile of questions for each group. One member of each group then minutes minutes minutes of ofdiscussion, discussion, of discussion, suggest suggest suggest that that it isthat it difficult isof itthat is difficult find find to just just one one one meaning, meaning, and that and that there that there might there be might more be be more more one than one one few minutes of discussion, suggest ittoisto difficult to just find just oneand meaning, and that there might be than more The teacher remains at the front ofdifficult the class with pile ofmeaning, questions for each group. Onemight member ofthan each group then than one definition. Ask them to try and write a definition(s) on a small white board or on paper. Share the definition. definition. definition. Ask Ask them them Ask to them to try try and to and try write write and a write definition(s) a definition(s) a definition(s) on on a small a on small a white small white board white board or board on or paper. on or on paper. paper. Share Share the Share definitions the the definitions definitions from from fromas comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as definitions from each group. Now ask the groups to think of examples of poverty and discuss these examples each eachgroup. group. each group. possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is inthe relation toteacher the different definitions ofpoverty relative/absolute and extreme poverty (NB see ‘Definitions of Now Nowask ask Now the ask groups groups the to tothink think to ofthink of examples examples of examples of of poverty of poverty andand discuss and discuss discuss these these examples these examples examples in relation inreturn relation in relation toto to different to the the different different correct the then hands them the second question, if they must their group to correct thegroups teacher then hands them the second question, if incorrect incorrect they must return tothe their group to find find out out the the Poverty’ sheet, which can be shared with pupils). ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƌĞůĂƚŝǀĞͬĂďƐŽůƵƚĞ ĂŶĚ ĞǆƚƌĞŵĞ ƉŽǀĞƌƚǇ ;E ƐĞĞ ͚ ĞĨŝŶŝƚŝŽŶƐ ŽĨ WŽǀĞƌƚǇ͛ ƐŚĞĞƚ͕ ǁŚŝĐŚ ĐĂŶ ďĞ ƐŚĂƌĞĚ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƌĞůĂƚŝǀĞͬĂďƐŽůƵƚĞ ĂŶĚ ĞǆƚƌĞŵĞ ƉŽǀĞƌƚǇ ;E ƐĞĞ ͚ ĞĨŝŶŝƚŝŽŶƐ ŽĨ WŽǀĞƌƚǇ͛ ƐŚĞĞƚ͕ ǁŚŝĐŚ ĐĂŶ ďĞ ƐŚĂƌĞĚ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƌĞůĂƚŝǀĞͬĂďƐŽůƵƚĞ ĂŶĚ ĞǆƚƌĞŵĞ ƉŽǀĞƌƚǇ ;E ƐĞĞ ͚ ĞĨŝŶŝƚŝŽŶƐ ŽĨ WŽǀĞƌƚǇ͛ ƐŚĞĞƚ͕ ǁŚŝĐŚ ĐĂŶ ďĞ ƐŚĂƌĞĚ correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being aa For example, if pupils suggest that ‘poverty is lack of money’, talk about the difference between no money at with withpupils). pupils). with pupils). so competition are scanning the fact and taking in quickly. Reward the competition so the the pupils pupils fact sheet sheet taking in the the information information the winning winning group group with with all (extreme poverty) or notare asscanning much asthe everyone elseand in their community (relative quickly. poverty).Reward Or if somebody &Žƌ ĞǆĂŵƉůĞ͕ ŝĨ ƉƵƉŝůƐ ƐƵŐŐĞƐƚ ƚŚĂƚ ͚ƉŽǀĞƌƚǇ ŝƐ ůĂĐŬ ŽĨ ŵŽŶĞǇ͕͛ ƚĂůŬ ĂďŽƵƚ ƚŚĞ ĚŝĨĨĞƌĞŶĐĞ ďĞƚǁĞĞŶ ŶŽ ŵŽŶĞǇ Ăƚ Ăůů &Žƌ ĞǆĂŵƉůĞ͕ ŝĨ ƉƵƉŝůƐ ƐƵŐŐĞƐƚ ƚŚĂƚ ͚ƉŽǀĞƌƚǇ ŝƐ ůĂĐŬ ŽĨ ŵŽŶĞǇ͕͛ ƚĂůŬ ĂďŽƵƚ ƚŚĞ ĚŝĨĨĞƌĞŶĐĞ ďĞƚǁĞĞŶ ŶŽ ŵŽŶĞǇ Ăƚ Ăůů &Žƌ ĞǆĂŵƉůĞ͕ ŝĨ ƉƵƉŝůƐ ƐƵŐŐĞƐƚ ƚŚĂƚ ͚ƉŽǀĞƌƚǇ ŝƐ ůĂĐŬ ŽĨ ŵŽŶĞǇ͕͛ ƚĂůŬ ĂďŽƵƚ ƚŚĞ ĚŝĨĨĞƌĞŶĐĞ ďĞƚǁĞĞŶ ŶŽ ŵŽŶĞǇ Ăƚ Ăůů aa prize! prize! doesn't have enough food, that is absolute poverty, but what about if they have enough food to eat, but it (extreme (extreme (extreme poverty) poverty) poverty) orornot notas oras much not much asas much as everyone everyone as everyone elseelse in their else in their incommunity their community community (relative (relative (relative poverty). poverty). poverty). Or ifOr somebody Or if somebody if somebody doesn't doesn't doesn't doesn’t provide enough nutrients for them to stay healthy. Also discuss that poverty can be seen in our own ŚĂǀĞ ĞŶŽƵŐŚ ĨŽŽĚ͕ ƚŚĂƚ ŝƐ ĂďƐŽůƵƚĞ ƉŽǀĞƌƚǇ͕ ďƵƚ ǁŚĂƚ ĂďŽƵƚ ŝĨ ƚŚĞǇ ŚĂǀĞ ĞŶŽƵŐŚ ĨŽŽĚ ƚŽ ĞĂƚ͕ ďƵƚ ŝƚ ĚŽĞƐŶ͛ƚ ƉƌŽǀŝĚĞ ŚĂǀĞ ĞŶŽƵŐŚ ĨŽŽĚ͕ ƚŚĂƚ ŝƐ ĂďƐŽůƵƚĞ ƉŽǀĞƌƚǇ͕ ďƵƚ ǁŚĂƚ ĂďŽƵƚ ŝĨ ƚŚĞǇ ŚĂǀĞ ĞŶŽƵŐŚ ĨŽŽĚ ƚŽ ĞĂƚ͕ ďƵƚ ŝƚ ĚŽĞƐŶ͛ƚ ƉƌŽǀŝĚĞ ŚĂǀĞ ĞŶŽƵŐŚ ĨŽŽĚ͕ ƚŚĂƚ ŝƐ ĂďƐŽůƵƚĞ ƉŽǀĞƌƚǇ͕ ďƵƚ ǁŚĂƚ ĂďŽƵƚ ŝĨ ƚŚĞǇ ŚĂǀĞ ĞŶŽƵŐŚ ĨŽŽĚ ƚŽ ĞĂƚ͕ ďƵƚ ŝƚ ĚŽĞƐŶ͛ƚ ƉƌŽǀŝĚĞ country or town (relative poverty). Plenary enough enough enough nutrients nutrients nutrients forforthem them fortothem to stay stay to healthy. stay healthy. healthy. Also Also discuss Also discuss discuss thatthat poverty that poverty poverty cancan be can seen be seen beinseen our in our own in our own country own country country or town or or town town Plenary Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again again (relative (relative (relative poverty). poverty). poverty). Summarise the children’s ideas, by and explain—with towhat theirconcepts ideas—the differences among the three This reflect of asking groups think itit makes them about. This part part could could reflect on on some some of the the statistics statistics by asking groups to to reference think about about what concepts makes them think think about. Plenary Plenary Plenary different definitions of poverty. Look at the children’s original group definitions of poverty do they want to then be used as a stimulus for a P4C enquiry. then be used as a stimulus for a P4C enquiry. ^ƵŵŵĂƌŝƐĞ ƚŚĞ ĐŚŝůĚƌĞŶ͛Ɛ ŝĚĞĂƐ͕ ĂŶĚ ĞǆƉůĂŝŶͶwith ^ƵŵŵĂƌŝƐĞ ƚŚĞ ĐŚŝůĚƌĞŶ͛Ɛ ŝĚĞĂƐ͕ ĂŶĚ ĞǆƉůĂŝŶͶwith ^ƵŵŵĂƌŝƐĞ ƚŚĞ ĐŚŝůĚƌĞŶ͛Ɛ ŝĚĞĂƐ͕ ĂŶĚ ĞǆƉůĂŝŶͶwith reference reference to their to their toideasͶthe their ideasͶthe ideasͶthe differences differences differences among among among the three thethe three three add or amend anything? Create a class definition ofreference poverty that everyone agrees with. At this point you could raise questions and run a P4C ĚŝĨĨĞƌĞŶƚ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƉŽǀĞƌƚǇ͘ >ŽŽŬ Ăƚ ƚŚĞ ĐŚŝůĚƌĞŶ͛Ɛ ŽƌŝŐŝŶĂů ŐƌŽƵƉ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƉŽǀĞƌƚǇ ĚŝĨĨĞƌĞŶƚ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƉŽǀĞƌƚǇ͘ >ŽŽŬ Ăƚ ƚŚĞ ĐŚŝůĚƌĞŶ͛Ɛ ŽƌŝŐŝŶĂů ŐƌŽƵƉ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƉŽǀĞƌƚǇ ĚŝĨĨĞƌĞŶƚ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƉŽǀĞƌƚǇ͘ >ŽŽŬ Ăƚ ƚŚĞ ĐŚŝůĚƌĞŶ͛Ɛ ŽƌŝŐŝŶĂů ŐƌŽƵƉ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƉŽǀĞƌƚǇ do they dodo they want they want towant add toto add add ororamend amend or amend anything? anything? anything? Create Create Create a class a class adefinition class definition definition of of poverty poverty of poverty thatthat everyone that everyone everyone agrees agrees agrees with. with. with.

AtAtthis thispoint At point thisyou point youcould could youraise could raise questions raise questions questions and and runrun and a P4C arun P4C session. a session. P4C session.

Did youideas know? ... Extension Extension Extension Extension ideas ideasideas Look at the other deﬁnitions of Look Lookatat Look the theother at other thedefinitions other definitions definitions of of of poverty (in red) to expand ideas on There 2.2 billion poverty poverty poverty (in(in red) red) (in toare to expand red) expand to expand ideas ideas onideas on on what poverty really means ... Look what whatpoverty poverty what poverty really really means really means ... means ... Look Look ...Internet Look children in the world ... up other deﬁnitions on the up upother other up definitions other definitions definitions on on the the Internet on Internet the Internet and 1 compare. billion of them are and andcompare. compare. and compare. living in poverty ...

Example P4C questions Example Example Example P4C P4C questions P4C questions questions Is there the poverty in our country? Is there Is there Isthe there poverty thethe poverty poverty in our incountry? our in our country? country? Does everyone have the same Does Does everyone Does everyone everyone have have the have same the the same same dreams in life? dreams dreams in life? in life? in life? Ifdreams you’re poor, whose fault is it? Q Qu uic ick ko on n tth hee d dr Card Card sorting Card sorting sorting ra aw w

/Ĩ ǇŽƵ͛ƌĞ ƉŽŽƌ͕ ǁŚŽƐĞ ĨĂƵůƚ ŝƐ ŝƚ͍ /Ĩ ǇŽƵ͛ƌĞ ƉŽŽƌ͕ ǁŚŽƐĞ ĨĂƵůƚ ŝƐ ŝƚ͍ /Ĩ ǇŽƵ͛ƌĞ ƉŽŽƌ͕ ǁŚŽƐĞ ĨĂƵůƚ ŝƐ ŝƚ͍

Stimulus Stimulus Stimulus / /Resources Resources / Resources / /Worksheets Worksheets / Worksheets ^ŝǆ ƐĞƚƐ ŽĨ ͚ŶĞĞĚƐͬǁĂŶƚƐ͛ ĐĂƌĚƐ͕ Ɛŝǆ ƉƌŝŶƚĞĚ ͚ŶĞĞĚƐͬǁĂŶƚƐ ƚĂďůĞƐ͕͛ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƌĞůĂƚŝǀĞ͕ ĂďƐŽůƵƚĞ ĂŶĚ ĞǆƚƌĞŵĞ ƉŽǀĞƌƚǇ͕ ^ŝǆ ƐĞƚƐ ŽĨ ͚ŶĞĞĚƐͬǁĂŶƚƐ͛ ĐĂƌĚƐ͕ Ɛŝǆ ƉƌŝŶƚĞĚ ͚ŶĞĞĚƐͬǁĂŶƚƐ ƚĂďůĞƐ͕͛ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƌĞůĂƚŝǀĞ͕ ĂďƐŽůƵƚĞ ĂŶĚ ĞǆƚƌĞŵĞ ƉŽǀĞƌƚǇ͕ ^ŝǆ ƐĞƚƐ ŽĨ ͚ŶĞĞĚƐͬǁĂŶƚƐ͛ ĐĂƌĚƐ͕ Ɛŝǆ ƉƌŝŶƚĞĚ ͚ŶĞĞĚƐͬǁĂŶƚƐ ƚĂďůĞƐ͕͛ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƌĞůĂƚŝǀĞ͕ ĂďƐŽůƵƚĞ ĂŶĚ ĞǆƚƌĞŵĞ ƉŽǀĞƌƚǇ͕ Stimulus / Resources / Worksheets Stimulus /record Resources /definitions Worksheets Small Smallwhite white Small boards white boards to boards torecord to group record group definitions group definitions on.on. on. Six sets of ‘needs/wants’ cards, six printed ‘needs/wants tables’, deﬁnitions of relative, absolute and extreme poverty, ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Small white boards to record group deﬁnitions on. Questions Questions on on separate separate slips slips of of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per per group). group). A project A project A project funded funded funded by the by the European by European the European Union Union and Union and led and in ledEngland led in England in England by CDEC by by CDEC CDEC project by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC 131

Needs & Wants Needs & Wants

A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC 132

Needs & Wants Needs & Wants

A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC 133

Needs & Wants Needs & Wants I need

I want

A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC

134

Needs & Wants — definitions of poverty Needs & WantsĠdefinitions of poverty Poverty ͞dŚĞ ƐƚĂƚĞ ŽĨ ŽŶĞ ǁŚŽ ůĂĐŬƐ Ă ĐĞƌƚĂŝŶ ĂŵŽƵŶƚ ŽĨ ŵĂƚĞƌŝĂů ƉŽƐƐĞƐƐŝŽŶƐ Žƌ ŵŽŶĞǇ͞

Relative poverty is defined contextually as economic inequality in the location or society in which people live

Absolute poverty or destitution refers to the deprivation of basic human needs, which commonly includes food, water, sanitation, clothing, shelter, health care and education

Extreme poverty the World Bank defines extreme poverty as living on less than US$1.25

Source: http://en.wikipedia.org/wiki/Poverty Source: http://en.wikipedia.org/wiki/Poverty

͘͘͘͞ ƚŚĞ ůĂĐŬ ŽĨ ǁŚĂƚ ŽŶĞ ŶĞĞĚƐ ƚŽ ůŝǀĞ ǁŝƚŚŝŶ Ă ƐŽĐŝĞƚǇ͘ /Ŷ ƚŚĞ broadest sense, it means survival but also contribution and “... the lack of what one needs to live within a society. In the ƉĂƌƚŝĐŝƉĂƚŝŽŶ ƚŽ ƐŽĐŝĂů ĚĂŝůǇ ĂĐƚŝǀŝƚŝĞƐ͘͟ ŵĂƌƚǇĂ ^ĞŶ͕ /ŶĚŝĂŶ broadest sense, means survival but also contribution and Philosopher anditEconomist participation to social daily activities.” Amartya Sen, Indian Philosopher and Economist ͞&ƵŶĚĂŵĞŶƚĂůůǇ͕ ƉŽǀĞƌƚǇ ŝƐ Ă ĚĞŶŝĂů ŽĨ ĐŚŽŝĐĞƐ ĂŶĚ ŽƉƉŽƌƚƵŶŝƚŝĞƐ͕ Ă ǀŝŽůĂƚŝŽŶ ŽĨ ŚƵŵĂŶ ĚŝŐŶŝƚǇ͘͟ hŶŝƚĞĚ EĂƚŝŽŶƐ “Fundamentally, poverty is a denial of choices and opportunities, a violation of human dignity.” United Nations

A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC 135

What is is poverty? povert y? Life Sto sries ie What Life Stories r o t S e if L ? y t r e v o p WhaTotTobebeisable able to understand and describe the differences between needs nts and.wants. wants. and waand tois understand and describe the differences n needs needs ces betweebetween What poverty? Life Stories en Quick On The fer dif the Draw ibe To begin scr to understa de nd d the differenc an e between d absolute an and rst relative de poverty. to unto understand the difference between absolute . poverty To be ab Tolebegin poverty. ativerelative n absolute and reland

ference betwee d the dif derst un to gain aaan deeper understanding of global issues. To beginToTo To deeper understanding issues. between needs and wants. read story specific informat ion.of global Togain beaable tofor understand and describe the differences ToTo read a story for specific information. consider the inequalities between the global north south. To the the global north and south. . between begin to difference between absolute andand relative poverty. Toconsider ation dŽ ĐƌĞĂƚĞ Ă ĨƌĞĞǌĞ informthe Ăƚ ƌĞƉƌĞƐ ic inequalities ĞŶƚƐ Ă ͚ůŝĨ cif ĨƌĂŵĞ ƚŚ Ğ ƐƚŽƌǇ͛͘ speunderstand d a story for To readŽ ĐƌĞĂƚĞ Ă ĨƌĞĞǌĞ ĨƌĂŵĞ ƚŚĂƚ ƌĞƉƌĞƐĞŶƚƐ Ă ͚ůŝĨĞ ƐƚŽƌǇ͛͘ ͛͘ ŽƌǇ Ɛƚ ƌĞƉƌĞƐĞŶƚƐ Ă ͚ůŝĨĞ Ăƚ specific ŵĞ ƚŚfor ǌĞ aĨƌĂ Ă ĨƌĞĞ read story information. dŽ ĐƌĞĂƚĞ To To able scan aa document for To be create freeze that represents a ‘life story’. To be ableato to scanframe document for key key information. information.

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equality renc needs && wants iffe want s simsimilarities simila s & d&& rities diffe rences ilaritie equality needs differences s nt a w & s d e ne y qualit eequality needs & wants similarities & differences

Intro equality needs & wants d and the Intro Remind the children of the last session exploring poverty by looking at theupgroup itions crensate defindefinitions definitio created and gro oIntro the children of the last session exploring and of the IntrRemind at the g poverty by looking at the group created kin loo by rty ve po g rin plo amples the actual definitio ns. and ex Ask las ssion ex for , voluntee se t rty rs to remind ve the po class of the the of differen s of t meaning ing ren s of poverty, an ild Intro and me ch example t en at the thedefinitions. ferdifferent nd Askofforthe volunteers to exploring remind the class ofbydif the meanings of poverty, and examples Remind the children last session poverty looking group deﬁnitions created and thes of Remiactual ǁŚĂƚ ƚŚĞ Ǉ ŵŝŐŚƚ ŚŝůĚƌĞŶ͛Ɛ ůŝǀĞƐ͕ ƚŽ rs to remind the class of the

ƌ Đ tee Ğůů ƚŚĞ Đ ͘ dŚĞŶ ƚ ƚŚĞ lun ŚŝůĚƌĞŶ ƚ vofor ŚĂƚ ǁĞ Ă ƌĞ ŐŽŝŶŐ for kůŽŽŬ ůŝŬĞ ƚŽ ůŽŽŬ ŵƉůĞ͛Ɛ Ž ǆĂ . Asinto ƉůĞ͛Ɛ ŽĨ Ž ns ƚ Ğmeanings ƚŚĞƌ ĐŚŝů ĚƌĞŶ͛Ɛ ůŝ itio Split class groups of 5/6 and explain they going to have aaĂƚ ĞǆĂŵ competition in they will to definitions. Ask volunteers to remind the of the different ofĨ Ž poverty, and examples ǀĞƐ͕ ƚŽ ŽŽ finthe de lactual Ő ƚŽ ů ǁŚĂƚ ƚŚĞǇ ŵŝŐŚƚ ůŽŽŬ ůŝŬĞ͘ dŚĞŶ ƚĞůů ƚŚĞ ĐŚŝůĚƌĞŶ ƚŚĂƚ ǁĞ ĂƌĞ ŐŽŝŶŐ ƚŽ ůŽŽŬ Ăƚ ĞǆĂŵƉůĞ͛Ɛ ŽĨ ŽƚŚĞƌ ĐŚŝůĚƌĞŶ͛Ɛ ůŝǀĞƐ͕ ƚŽ ŽŝŶ Split the class into groups of around around 5/6 and ƚŚ explain they are going toŬ Ă have competition in which which they will need need to scan scan actua Ğ Őare Ăƌ ǁĞclass Ăƚ ƌĞŶ ŝůĚ ĐŚ tryofsome to find ŚĞ out if ůů ƚ those meaning ƚĞ s make ĞŶ sense. dŚ Ğ͘ ůŝŬ ŽŬ what they might look like. Then tell the children that we are going to look at example’s of other children’s key information for the answers and try to be the first to report the answers back to the teacher. Hand out the ƚ ůŽ ŝŐŚ some information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact fact tryƚŚĞ toǇ ŵ findkey out if those meanings makenssense. ǁŚĂƚ se e. make sense. s make ing an lives, to try to find out if those meanings Big Ideas ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ me se tho if t ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ou d fin try to Big Ideas Split your world. Ask the class into 6 groups. Hand out the six pictures and stories about Big Ideas d the the ren aroun the s class children childchildren around ea Id t the the ou BigSplit ab s your into 6 groups. Hand out the six pictures and stories about around the world. Ask rie sto d an es tur y the pic n the sixsix the Bigyour Ideas groups ls. Whe to outout read the tai stories nd Split class into 6 groups. Hand the pictures and stories about the children around the world. Ask the de out loud Ha in their the s. groups, d up listening an very gro carefully rst 6 to de o understa un int nd the details. to ss ully your cla caref groups to read the stories out loud in their groups, listening carefully to understand the details. When they ryvery Splitfinish, vevery ingHow en listlistening s,statistics? up irggro the groups togroups, read the stories out loud in their groups, carefully tothe understand the details. theyto you and ask : When Ask the do these do they affect you? fact stands out most them in about towhat ss) discuss the cla followin loudfeel question ou Ask the groups, what dotyou you feel about these statistics? How do they affect you? Which stands s (which of the s you nt rie can display froWhich sto at the front of the the class): d at y rea pla to s dis ncan upfinish, ask them toto discuss the following questions (which display at the front offact the class):out most to you and cacan grofinish, uyou yoyou hthey hic (w ns tio es ask them discuss the following questions (which display at the front of the class): why? When do you hear about any of these facts? (as are happening EVERY single day). qu Where ing is the child low why? When do you hear about any of these facts? (as they are happening EVERY single day). from? fol ss the discu themisto kWhere isthe the child from? finishl, asWhere child from? Howisold is he/she? m? fro ild ch the re old he WHow How ishe/she? he/she? lActivity is Whatold is his/her home like? /sh he e? ishis/her w oldisis What his/her homelike? like? lHoWhat home What do you know about e? his/her lik family? me teacher remains at the front of class ho er /h his The teacher remains at the front of the the class with with aa pile pile of of questions questions for for each each group. group. One One member member of of each each group group then then is lThe What do you know about his/her family? t Wha What do you know about his/her family? ?and goes back to their own group to try and find out the answer as quickly as ily fam er What educatio /h n does his he/she t have? ou ab to the teacher for the first question ow lcomes What education does he/she have? kn does youteacher comes to education the for the first question and goes back to their own group to try and find out the answer as quickly as t do Wha What he/she have? ?they ve Howed ha does he/she e spend lpossible. How does he/she spend their free time? /sh their free he time? es do Once they have the answer write on ati uc possible. Oncehe/she they have the their answer they write itit on on the the slip slip of of paper paper and and take take itit back back to to the the teacher. teacher. IfIf the the answer answer isis t does Wha How spend free time? e? tim e fre eir th d en Activi sp correct the he/she then Activity es teacher do correct the teacher then hands hands them them the the second second question, question, ifif incorrect incorrect they they must must return return to to their their group group to to find find out out the the Howty Activity Ɖ ŽƵ Őƌ Ğŝƌ correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being Ĩ ƚŚ ƐŬ ƚŚĞ Ask the groups to create a ‘freeze frame’ to represent the ‘Life Story’ they have read. Each member of their ƌ Ž ŐƌŽƵƉƐ ƚ Ž ĐƌĞĂƚĞ Ă ͚ĨƌĞĞǌisĞ ĨƌĂŵĞ͛ answer. This strategy repeated until each group ͚>ŝĨĞ ^ƚŽ has received all 10 questions. Place anďĞemphasis on it ŽƵƉ being aa ŵĞŵ ƚŽ ƌĞƉƌĞ ƐĞŶƚ ƚŚĞ ĂĐŚ ƌǇ͛ ƚŚĞǇ ĞĂĚ͘ Ě͘ ĂĐŚ ŵ ŚĂǀĞ ƌĞĂ Ğ ƌ Ăǀ vity ĞŵďĞƌ Ž ticorrect Ĩ ƚŚĞŝƌ Őƌ ƚŚĞǇ Ś Ac Ǉ͛ Žƌ ƐŬ ƚŚĞ ŐƌŽƵƉƐ ƚŽ ĐƌĞĂƚĞ Ă ͚ĨƌĞĞǌĞ ĨƌĂŵĞ͛ ƚŽ ƌĞƉƌĞƐĞŶƚ ƚŚĞ ͚>ŝĨĞ ^ƚŽƌǇ͛ ƚŚĞǇ ŚĂǀĞ ƌĞĂĚ͘ ĂĐŚ ŵĞŵďĞƌ ŽĨ ƚŚĞŝƌ ŐƌŽƵƉ ^ƚ ŝĨĞ ͚> ŚĞ ƚ ƚ ĞŶ ƌĞƐ ƌĞƉ group shouldso have apupils certain from the story (if there aren’t enough roles in the story, they should create competition the scanning the fact and quickly. Reward the Ğ͛ ƚŽ ƌĂŵ Ğ Ĩ Ğǌrole competition so the pupils are scanning the fact sheet sheet and taking taking in in the the information information quickly. Reward the winning winning group group with with Ă ͚ĨƌĞare ĞĂƚĞ Đƌ ŽƵƉƐ ƚŽ ŚĞ Őƌwhich Ŭ ƚ Ɛcan roles can be included in the story). Give the groups about 10 minutes to prepare their freeze frame. aabe prize! included in the story). Give the groups about 10 minutes to prepare . me prize! fra e ez ir fre their freeze frame. are the eparound totoprGo can beeach included intothe story). Give thegro groups about prepare their freeze frame. nu 1010mi group show their freeze frame the ofminutes thetes class. all of statues with trest ourest uptostoab icrophone" as AskAsk each group the to e show th aaa"m their Giv freeze s wi . frame ry) the tue of sto the sta class. Go of around the all all in of statues d ed to with un "microp hone" aro includ Go beeach ss. n"microphone" Ask group show their freeze frame to the rest of the class. Go around all of statues with a "microphone" as ca cla the and ask him/her the following questions: as a journalist, defrost each them restinofturn u as the yo toof are are me atwho a journalis t, up e fra defrost u? wh ezin eachthe of yo them fre turn ir are and ask o him/her the wh followin ow : g sh Plenary question ns s: to tio who are es you? what qu are gro you eachwhat defrost low akjournalist, them in turn and him/her the following areyou you? what fol you? are you each doingofright now? how you feeling? what areing you questions: going to dowho when leave thisare As /her the him k you is asask reyou dare an doing right now? me? IfIf the how areofyou m in turnwhat feeling? e fra the ez are fre going ch s to do ea when thi you st leave ve this fro freeze lea frame? de u there yo st, isis again ali en Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once freeze frame? If there is time, you can give other pupils the chance to ask the statues a question as well. rn wh jou doing right now? how are you feeling? what are you going to do when you leave this freeze frame? If there do atime, to Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once again ing go u yo g? whattoare you can give lin other pupils fee the u chance yo ask the statues are a question w as ho well. ll. w? we no n ht This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. tio rig es ing qu time, you can give other pupils the chance to ask the statues a question as well. a do s This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. tue Plenary chance to ask the sta s the pil pu Plenar er y oth e giv n ca then be used as a stimulus for a P4C enquiry. u yo e, tim then be used asto a stimulus for a of P4C enquiry. Making reference the definitions different types of poverty (used in previous lesson) facilitate a Plenary a whole-class Making referenc ateor e to ilit the definitio fac ns of differen n) facilitate t types soare ofofpoverty les s lesson) (used in previous whole-class discussion what of type of poverty each character experiences. no right eviouThere pr naryreference aawhole-c in Ple ed (us Making to the about definitions different types poverty (used in previous lesson) facilitate whole-class rty ve po of es typ t en is to runderstand , thelass ers differcharacte swtypes discussio ofdiscussion an nanswers, about g ns what type on itio of poverty wr fin each or de ht experien wrong the purpose of the that people can experience different the rig ces. There to are no e no right nc or are wrong ere are no right or wronganswers , ,the king refere discussion about what type of poverty ea each ch character experiences. There answers the Ma periences. Th cter ex ara es their liv purpose of the discussio n simultaneously. poverty ndchthat vertyinintheir ise to of understa po of poverty in their lives of people typ es can experien at typ ce differen t wh t t types en of ou poverty fer ab dif lives e on nc ssi rie cu of the discussion is to understand purpose that people can experience different types of poverty in their lives pe dis ex n ca le op simultaneously. discussion is to understand that pe rpose of the simultaneously. pu simultaneously.

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Extension ideas Extension ideas Extension This lesson is ideas good to follow up with activities as ide There 2.2 billion ion nsare telesson Exlesson This isgood good followupupwith with activities This is totofollow activities activities leading the pupils th to deepen up wi their interest low fol to od go is son les leading pupils totodeepen their interest This the leading the pupils deepen their interest children in the world ... ĂďŽƵƚ ƚŚĞ ƉĞŽƉůĞ interest Ăů ĨƌŽŵ ĐŽƵ en theinirƚŚĞ ͚ŐůŽď epŶƚƌŝĞƐ ŝŶ s to de pupil g the about the people from countries the ‘global leadin ĂďŽƵƚ ƚŚĞ ƉĞŽƉůĞ ĨƌŽŵ ĐŽƵŶƚƌŝĞƐ ŝŶ ƚŚĞ ͚ŐůŽďĂů ů ŐůŽQďĂ ƚŚinĞ ͚more ^ŽƵƚŚ͛ ĂŶ Ě ĂůƐŽ Ă Ő Ɛ ŝŶŐ ŝŶ ŵŽƌĞ ŽŽĚ ǁĂǇ 1Ăďbillion of them are ƵŶ ĐŽŽĨ ůŽŽŬŝŶ uic ĨƌŽŵ ĞŽaƉůĞ South’ also good way ofƚƌŝĞ looking Qu ƚ ƚŚĞ Ɖ ŽƵand ^ŽƵƚŚ͛ ĂŶĚ ĂůƐŽ Ă ŐŽŽĚ ǁĂǇ ŽĨ ůŽŽŬŝŶŐ ŝŶ ŵŽƌĞ ic kk oonn tthhee dra ŽƌĞ ŵ ŝŶ ĚĞƚĂŝů Ăƚ ŝŶŐ ͚ƌĞůĂƚŝǀĞ ŽŬ ƉŽǀĞƌƚǇ͛ Ĩ ůŽ ŝŶ ƚŚŝƐ ĐŽ Ǉ Ž ƵŶƚƌǇ͘ ǁĂ sis ŽĚ draw es ŐŽ ieie detail at ‘relative poverty’ in this country. Ž Ă r ĂůƐ ŶĚ ͛ Ă wife seto living in poverty ... ƵƚŚ ^Ž to ĚĞƚĂŝů Ăƚ ͚ƌĞůĂƚŝǀĞ ƉŽǀĞƌƚǇ͛ ŝŶ ƚŚŝƐ ĐŽƵŶƚƌǇ͘ rr L f stso i Ǉ͘ e Ŷƚƌ L ŽƵ if ŝƐ Đ L ƚŚ ͛ ŝŶ ĚĞƚĂŝů Ăƚ ͚ƌĞůĂƚŝǀĞ ƉŽǀĞƌƚǇ

Life stor LL ifif e estsor ies toie rie ss

Stimulus / Resources / Worksheets Stimulus / Resources / Worksheets heetsĞ͕ ƚŚƌĞĞ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƉŽǀĞƌƚǇ ĚŝƐƉůĂǇ Ĩ ƚŚĞ ĐůĂƐƐ orksŝĐƌŽƉŚŽŶ ^ŝǆ ƉƌŝŶƚĞ /ƌĞƚĞŶĚ ŵ Ğ ĨƌŽŶƚ Ž Stimulus /ŶΖƐ ͚>ŝĨĞ Ɛ Resources /WWorksheets ces/ Worksheets sourƚŽƌŝĞƐ͕͛ Ɖ ĂǇĞĚ Ăƚ ƚŚ Re ƌƚǇ ĚŝƐƉůĞĚ Ăƚ ƚŚĞ ǀĞ ĨƌŽŶƚ ŽĨ ulus//Resources ƚŚĞ ĐůĂƐƐ ƉŽ ŽĨ imĚ ĐŚŝůĚƌĞ Stimulus ŶƐ St ŝƚŝŽ ^ŝǆ ƉƌŝŶƚĞĚ ĐŚŝůĚƌĞŶΖƐ ͚>ŝĨĞ ƐƚŽƌŝĞƐ͕͛ ƉƌĞƚĞŶĚ ŵŝĐƌŽƉŚŽŶĞ͕ ƚŚƌĞĞ ĚĞĨŝŶŝƚŝŽŶƐ ŽĨ ƉŽǀĞƌƚǇ ĚŝƐƉůĂǇĞĚ Ăƚ ƚŚĞ ĨƌŽŶƚ ŽĨ ƚŚĞ ĐůĂƐƐ ĨŝŶ ĚĞ ƌĞĞ ŶĞ͕ ƚŚ

(previous lesson). ƌĞƚĞŶĚ ŵŝĐƌŽƉŚŽ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ƚŽƌŝĞƐ͕͛ Ɖ >ŝĨĞ Ɛ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ŝůĚƌĞŶΖƐ ͚‘Life Six printed children's stories’, pretend microphone, three deﬁnitions of poverty displayed at the front of the class ĞĚ ĐŚ (previous ŝŶƚlesson). Ɖƌ ^ŝǆ Questions slips Questions on separate slips of of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per per group). group). ). sonseparate leson (previous evious lesson). (pr EC CD by nd gla A project funded by the European En in led d Union an ion n Unand EuropeaUnion A project thethe European andled ledininEngland EnglandbybyCDEC CDEC d by t fundeby A projecfunded project by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC 136

! _ E 13 year old Kalpana is a slim, delicate girl with beautiful brown eyes. When she is relaxed, she pu one or both arms over her head and rests her hands on the doorframe or on the wooden joist which supports thestory roof of the shack. But when you find out what job she has to do, you realize Kalpanaâ&#x20AC;&#x2122;s old Kalpana is a slim, girl with brown eyes. comes When she is relaxed, she puts that she13isyear trying to get rid out delicate of the pain in beautiful her spine, which from carrying heavy loads. one or both arms over her head and rests her hands on the doorframe or on the wooden joist She lives in an outlying village on the hillside of beautiful valley of the river Sun Kosi. The neares which supports the roof of the shack. But when you ďŹ nd out what job she has to do, you realize village isthat about thepain steep hillspine, above the valley; nearest she istwo tryinghours to get walk rid outup of the in her which comes fromthe carrying heavytown loads.is Gaigat, a She lives in an outlying village on the hillside of a beautiful valley of the river Sun Kosi, in Nepal. Ç Ĺ&#x161;Ĺ˝ĹŻÄ&#x17E; Ä&#x161;Ä&#x201A;Ç&#x2021;Í&#x203A;Ć? Ç Ä&#x201A;ĹŻĹŹ Ä&#x201A;Ç Ä&#x201A;Ç&#x2021;Í&#x2DC; <Ä&#x201A;ĹŻĆ&#x2030;Ä&#x201A;ĹśÄ&#x201A;Í&#x203A;Ć? ĹŻĹ?Ä¨Ä&#x17E; Ä?Ĺ&#x161;Ä&#x201A;ĹśĹ?Ä&#x17E;Ä&#x161; Ä&#x161;Ć&#x152;Ä&#x201A;ĹľÄ&#x201A;Ć&#x161;Ĺ?Ä?Ä&#x201A;ĹŻĹŻÇ&#x2021; Ä&#x201A; Ç&#x2021;Ä&#x17E;Ä&#x201A;Ć&#x152; Ä&#x201A;Ĺ?Ĺ˝Í&#x2022; Ç Ĺ&#x161;Ä&#x17E;Ĺś Ĺ&#x161;Ä&#x17E;Ć&#x152; Ä¨Ä&#x201A;Ć&#x161;Ĺ&#x161;Ä&#x17E;Ć&#x152; Ä&#x161;Ĺ?Ä&#x17E;Ä&#x161; Ä&#x201A;ĹśÄ&#x161; village is about twoher hours walk upfood the steep hill above the valley; the nearest town is she hadThe to nearest take over the role of family's provider.

What is poverty? Stories

Gaigat, a whole dayâ&#x20AC;&#x2122;s walk away. Kalpanaâ&#x20AC;&#x2122;s life changed dramatically a year ago, when her father died and she had to take over the role of her family's food provider.

Until then she lived happily with her father and her six younger siblings - she helped her father with household chores, but also went to primary school. When her father died, she no longer had the she time lived or the happily money to with go to school. Severaland times a month Kalpana gets work -asshe a porter for a her father Until then her father her six younger siblings helped local merchant. On those days, she will be away from home for several days. The load that she with household butheavy also for went to primary When father she no longer ha carries in achores, basket is too her tiny ďŹ gure andschool. age, so there is noher wonder thatdied, her back, the timewhich or the to go to school. times Kalpana gets work as a porter for she money also recently injured by fallingSeveral on the way, hurtsa amonth lots. Falling is not the only danger that threatens porter â&#x20AC;&#x201C; there also the of snake bites or by wild animal. local merchant. On the those days, sheiswill be danger away from home forattacks several days. The load that she

carries in a basket is too heavy for her tiny figure and age, so there is no wonder that her back, http://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180 which she also recently injured by falling on the way, hurts a lots. Falling is not the only danger that threatens the porter Í´ there is also the danger of snake bites or attacks by wild animal. http://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180 A project funded by the European Union and led in England by CDEC 137by the European Union and led in England by CDEC A project funded

What is poverty? Stories

" _ E >Ăǆŵŝ͛Ɛ ůŝĨĞ ŚĂƐ ƌĞĐĞŶƚůǇ ĐŚĂŶŐĞĚ ĚƌĂŵĂƚŝĐĂůůǇ͘ ,Ğƌ ĨĂƚŚĞƌ ĚŝĞĚ ďĞĨŽƌĞ ƐŚĞ ǁĂƐ ďŽƌŶ͕ ĂŶĚ ĚƵƌŝŶŐ ůĂƐ

What is poverty? Stories Laxmi’s story

Laxmi’s life has changed dramatically. Herchildren, father died where before she born, andinduring last house. Laxmi went to recently a nearby school with other shewas excelled her classes. She year's extensive ﬂoods she lost also her mother. Until then, they lived together in a small village would help her mother in the home, but she always found the time to play and have fun. house. Laxmi went to a nearby school with other children, where she excelled in her classes. She After the tragic death of her mother, Laxmi lives with her very loving but old and very poor would help her mother in the home, but she always found the time to play and have fun. Grandparents. They live in aofsmall village in the area close of Nepalganj, near After the tragic death her mother, Laxmi liveslowland with her very loving butto oldthe andtown very poor Grandparents. They live in a small village in the lowland area close to the town of Nepalganj, in ƚŚĞ ďŽƌĚĞƌ ǁŝƚŚ /ŶĚŝĂŶ͘ >Ăǆŵŝ͛Ɛ ĚĂǇ ƐƚĂƌƚƐ ĞĂƌůǇ ŝŶ ƚŚĞ ŵŽƌŶŝŶŐ͕ ŚĞůƉŝŶŐ ŚĞƌ ŐƌĂŶĚƉĂƌĞŶƚƐ ǁŝƚŚ Nepal near the border with India. Laxmi’s day starts early in the morning, helping her grandparents household work, and also in the fields with the cattle. There is no time nor money for school. with household work, and also in the ﬁelds with the cattle. There is no time nor money for school.

Laxmi is a small twelve year old girl, with a serious face and sad eyes. She's always happy when she can pay a visit her aunt's family. Like all children, Laxmi likes to spend time with others, and her aunt has two young daughters and a son with whom she can play. But she cannot live here permanently aunt’s family is very poorwith and their house and her aunt has twobecause youngher daughters and a son whom sheis too cansmall. play. But she cannot live here

ƉĞƌŵĂŶĞŶƚůǇ ďĞĐĂƵƐĞ ŚĞƌ ĂƵŶƚ͛Ɛ ĨĂŵŝůǇ ŝƐ ǀĞƌǇ ƉŽŽƌ ĂŶĚ ƚŚĞŝƌ ŚŽƵƐĞ ŝƐ ƚŽŽ ƐŵĂůů͘ Laxmi's grandfather, a very wise and kind man, feels a strong connection with nature, and ﬁrmly

believes in the goodness of humankind. Everyday he starts the day early in the morning, before dawn. He cultivates a small vegetable garden and takes care of his cattle to feed his family. He sells surplus in the market and saves theEveryday money so that one daythe he can Laxmi's dream going before believes inthethe goodness of humankind. he starts dayfulﬁl early in the morning, back to school.

dawn. He cultivates a small vegetable garden and takes care of his cattle to feed his family. He sell http://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180

back to school.

http://www.krasnapani.cz/casopis-krasna/clanky-online/krasna/180 A project funded by the European Union and led in England by CDEC 138

What is poverty? Stories

E& _ E hnom Penh, the capital of Cambodia, several small boys are sitting on the ground. A pile of stic bottles is towering in front of them, and they are quickly and skillfully removing the tops. Poj Pat’s story ne of the boys is more than 14 years old. "Children are cheaper. I pay them about half a dollar a In Phnom Penh, the capital of Cambodia, several small boys are sitting on the ground. A pile of ."says the plastic businessman. None of the boys go to school. "I was going there for a year, but I had bottles is towering in front of them, and they are quickly and skillfully removing the tops.

What is poverty? Stories

None of the boys is more than 14 years old. "Children are cheaper. I pay them about half a dollar a day."says the businessman. None of the boys go to school. "I was going there for a year, but I had get back to work. My dad is very ill and can't work. My mom works at the landﬁll, and I have to e" he says,towithout stopping to unscrew the cap from the bottles. The pile in front of him, help her, because I have four siblings" says ten year old Poj Pat. "We're a group, there's lots of fun wever, does nothediminish. Once the pile decrease a bit, pile bottles here" says, without stopping to unscrew the cap fromanother the bottles. Theof pile in frontin of all him,shapes and s appearshowever, in frontdoes of him. not diminish. Once the pile decrease a bit, another pile of bottles in all shapes and sizes appears in front of him.

"We start work at half past six in the morning and ﬁnish at ﬁve" said the oldest of the bunch, fourteen years old Sung. Poj Pat has never seen the city centre, and he doesn't even know that e start work at are halfbeautiful past six in palaces the morning and finish at five" oldest ofnorth, the bunch, there royal in Phnom Penh. "We came heresaid fromthe a village in the for a better life, our parents told us. They told us that by sorting through the waste in a rubbish site they can get royal a lot ofpalaces money. Initially it was Penh. good, when dad was working. he fell illinsoon re are beautiful in Phnom "Wemycame here fromBut a village the- he north, for a can't breathe well enough. Mum earns just a little - up to two dollars a day, so I have to help her. ter life, our parents told us. They told us that by sorting through the waste in a rubbish site they My brother works with her in a dump site. They look for glass, paper and cans and then they sell all get a lot of money. it wasbut good, when my dadwe was working. But fell ill there" soon - he of it. We haveInitially a small house, it is not our property, have to pay rent. It'she right over He points to a colony of workers' houses constructed outtwo of every possible material. - up to dollars a day, so I have to help her.

brother works with her in a dump site. They look for glass, paper and cans and then they sell http://www.stopdetskepraci.cz/index.php?id=174&idp=183

//www.stopdetskepraci.cz/index.php?id=174&idp=183 A project funded by the European Union and led in England by CDEC 139

What is poverty? Stories 1_ E

What is poverty? Stories

Jack is eleven. His father has been unemployed for a year. His mother is a housewife. Jack has Jack’s story decide what happen. Jack is really goodHis atfather sports, is average in mathematics, but is not very Jack iswill eleven, and lives in eastern Europe. hashe been unemployed for a year. His mother a housewife. Jack has three siblings. The family haven'toutdoors, been able to payistheir for last and lively. good at isreading and writing. He loves nature and being and veryrent inquisitive year, so now a Court will decide what will happen. Jack is really good at sports, he is average in ,Ğ ŶĞǀĞƌ ŐĞƚƐ ƚŽ ŐŽ ŽŶ ƐĐŚŽŽů ƚƌŝƉƐ͕ ďĞĐĂƵƐĞ ŚŝƐ ƉĂƌĞŶƚƐ ĐĂŶ͛ƚ ĂĨĨŽƌĚ ŝƚ͘ tŚŝůĞ ƚŚĞ ƌĞƐƚ ŽĨ ŚŝƐ ĐůĂƐƐ ŝƐ mathematics, but is not very good at reading and writing. He loves nature and being outdoors, away, he has to join another class, where he sometimes gets into arguments with the other and is very inquisitive and lively. He never gets to go on school trips, because his parents can’t aﬀord children.it. While the rest of his class is away, he has to join another class, where he sometimes gets into arguments with the other children.

:ĂĐŬ ŝƐ ŽĨƚĞŶ ŶŽƚ ǁĞůů ƉƌĞƉĂƌĞĚ ĨŽƌ ĐůĂƐƐĞƐ ĂŶĚ ŚŝƐ ŚŽŵĞǁŽƌŬ ŝƐŶ͛ƚ ǀĞƌǇ ŐŽŽĚ ƋƵĂůŝƚǇ͘ ,Ğ͛Ɛ Jack is often not well prepared for classes and his homework isn’t very good quality. He’s ƐŽŵĞƚŝŵĞƐ ůĂƚĞ ĨŽƌ ƐĐŚŽŽů͕ ĂŶĚ ǁŚĞŶ ŚĞ ĚŽĞƐ ĂƌƌŝǀĞ ŚĞ ĚŽĞƐŶ͛ƚ ŚĂǀĞ ƚŚĞ ĞƋƵŝƉŵĞŶƚ ŚĞ ŶĞĞĚƐ͘ ,Ğ sometimes late for school, and when he does arrive he doesn’t have the equipment he needs. is often in is trouble, is restless and distracts other children class. He He lives flatflat withwith his is often He in trouble, restless and distracts other children ininclass. livesinina asmall small his family of six people. They all live crowded into a single room, which is also a kitchen, laundry family of six people. They all live crowded into a single room, which is also a kitchen, laundry room, drying room, living room and children's room. It's very difficult to find a suitable place for storing his school kit. Lots of people visit regularly, it is noisy, and so it is practically impossible for storing his kit. Lotsonoflearning peopleorvisit it is noisy, and so it is practically impossible for Jackschool to concentrate to doregularly, his homework.

Jack to concentrate on learning or to do his homework.

http://www.clovekvtisni.cz/index2.php?parent=&sid=&id=253&idArt=1659

A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC 140

What is poverty? Stories _ E

What is poverty? Stories

Farhad is eleven years old and goes a school in Mazar-e-Sharif, in Afghanistan. Every morning he Farhad’s story Farhad eleven yearsorders old andhe goes a school in Mazar-e-Sharif, in Afghanistan. Everyfor morning he depending on ishow many has. Usually he helps to cut out the fabrics traditional goes to school, where he studies until one o'clock in the afternoon. In the afternoon he helps out in his clothes.father's tailor shop. He works from two o'clock until evening, sometimes late at night, depending on how many orders he has. Usually he helps to cut out the fabrics for traditional clothes.

He does a lot of other things too. He goes round the fellow tailors who embroider elegant He does a lot of other things too. He goes round the fellow tailors who embroider elegant patterns ƉĂƚƚĞƌŶƐ ŽŶƚŽ ĨĂďƌŝĐ ƚŽ ŵĂŬĞ ƚƌĂĚŝƚŝŽŶĂů ͚ƉŝƌŚĂŶ-ƚƵŵďĂŶ͛ ;Ă ƚƌĂĚŝƚŝŽŶĂů ƚƵŶŝĐ ĂŶĚ ǁŝĚĞ ƚƌŽƵƐĞƌƐ onto fabric to make traditional ‘pirhan-tumban’ (a traditional tunic and wide trousers worn in the worn in Middle the Middle East usually by Muslims). He goes to buy yarn needles for sewing, East usually by Muslims). He goes to buy yarn and needles forand sewing, and carries water and for drinking and cleaning the shop.in Hethe likesshop. going He to school, because knowsbecause it is important carries water for drinking andincleaning likes going to he school, he knows it is thatthat he learns to readtoand write. be a good is very handy. he must learn But he important he learns read and"Farhad write.will "Farhad willtailor, be ahe good tailor, heBut is very handy. to count well too, so that he will not be robbed on rates nor prices," his father says. There are must learn to count well too, so that he will not be robbed on rates nor prices," his father says. thousands of children working like Farhad, but many of them are not as fortunate as he is - they There are thousands of children working like Farhad, but many of them are not as fortunate as he cannot go to school. is - they cannot go to school. http://www.stopdetskepraci.cz/download/pdf/pdfs_114.pdf

http://www.stopdetskepraci.cz/download/pdf/pdfs_114.pdf

A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 141

What is poverty? Stories

_E Thirteen year old Jonas lives in "The heart of Africa". He is still a child, but he has been working already for seven years. "I used to help in the field, but then my dad died and mum had to start working inJonas’ the fields, so I sell instead of her" explains a boy in a green shirt. He sells peanuts now story year Jonas lives in in "The heart of Africa".Republic He is still aof child, but heHe hashas beenaworking at the localThirteen market inold Kisangani, the Democratic Congo. small stall, made already for seven years. "I used to help in the ﬁeld, but then my dad died and mum had to start out of a couple of planks, and a large basket made out of palm leaves. If a customer comes, Jonas

What is poverty? Stories

working in the ﬁelds, so I sell instead of her". He sells peanuts now at the local market in Kisangani, in the Democratic Republic of Congo. He has a small stall, made out of a couple of planks, and a cans, mostly tomato Heleaves. calculates pricecomes, depending on the sizepeanuts of thefor can. largeempty basket made out tins. of palm If a customer Jonas doesn't weigh him,"Almost no them out.are In his basket he has a variety of cups says and cans, mostly emptyno tomato tins. to buy one has a but setmeasures of scales, they too expensive and heavy" Jonas. "I have money He calculates price depending on the size of the can. "Almost no one has a set of scales, they are bags or paper, so I sometimes use an old exercise book and wrap peanuts in paper cones, or I pack too expensive and heavy" says Jonas. "I have no money to buy bags or paper, so I sometimes use them in the from a palm trees," heinlaughs. an leaves old exercise book and wrap peanuts paper cones, or I pack them in the leaves from a palm trees," he laughs.

At the market Jonas does not have simple life. "I used to sell on the street, but now they said it's illegal, so we had to move onto the market. But they want us to pay fees over here. And we do not llegal, so we to for move thethemarket. But they want pay over and here. havehad money that,onto so when market oﬃcer comes, I haveustoto pack upfees my baskets runAnd we do not away," His normal day starts at seven o'clock in theto morning and my endsbaskets at six in the have money forJonas that,says. so when thework market officer comes, I have pack up and run evening. "I have a day oﬀ on Sundays when I go to church with my mother," says Jonas, who earns around one dollar a day, to give to his mother. He has never been to school, but is proud that he evening. "Ican have a day off on Sundays I go tobychurch my mother," says Jonas, count, and even read. "I had to when learn counting myself, with and my older brother taught me to who earns around one dollar a day, toasgive to hisguard mother. never school, but is proud that he read. He now works a security and is He like has my dad," saysbeen Jonas.to " I'd like to go to school, I want to become a doctor, but I can't, my mother is sick," says Jonas. can count, and even read. "I had to learn counting by myself, and my older brother taught me to http://www.stopdetskepraci.cz/index.php?id=174&idp=183

http://www.stopdetskepraci.cz/index.php?id=174&idp=183 A project funded by the European Union and led in England by CDEC 142

Part 3 Education & Development My school in a box 1 My school in a box 2 My school in a box 3 Ghanaian School in a Box A Day In the Life Super School I Want to Be Daniel’s Classical School 1 Daniel’s Classical School 2 Daniel’s Classical School 3

A project funded by the European Union and led in England by CDEC 143

AğActivity 1 ğ x o B a n i My School in a Box l o o My Sch es. rioriti and pand e, values To reflect on self image, values priorities. nce. ag im lf se n o t ec To refl differe an ty ri ila m te si similarityd and difference. ra b le To understand and celebrate ce d an d an To underst portance. er of im rd o in s em it To gain a deeper understanding of global issues. ce la p To gain a deeper understanding global issues. To create a list and place items in order of importance. Todreﬂect on self image, values and priorities. To create a list an

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Create of ideas. ƚŚĞŵ hatintotypes ht oare W ŽǁŶwill ?the mig dothe ŝŐŚƚ they howhat ey ŵ ,w Ăƚin Split class groups around and explain they aaĨ own competition which need to Ś ils ƚ p Ŷ u p ƐŽ Split the class into groups of around 5/6 and explain they are going to have competition in which they will need to scan scan e circle and ask the pupils to consider type of person might it: Male or female? Old or Ğƌ job might tharound Ɖ th k Ž as Ğ͛ d ct an Ğ ͚ƚǇƉ itthe Ś je Ed ƚ b Ŷ o e? Then introduce another object and ask the pupils, who might own this object? Create another list. Ž b er ƚƐ th at ŐŚ o Ƶ th Ž an some key information for the answers and try to be the first to report the answers back to the teacher. Hand out fact ld ƚŚ u ce Ĩ o u Ž w d o some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact ƚƐ young? What job might they do? What types of things do they like doing? Create a list of ideas. n tr ůŝƐ so in Ő er ŝŶ p en f Th ĐƌĞĂƚ pe o Ě ty ĂŶ is at Ɛ th h Đƚ w n ũĞ so ď ... Ž er Ğ p ŽŶƚŝŶƵĞ ŝŶƚƌŽĚƵĐŝŶŐ ƚŚĞ ŽďũĞĐƚƐ ĂŶĚ ĐƌĞĂƚŝŶŐ ůŝƐƚƐ ŽĨ ƚŚŽƵŐŚƚƐ ŽŶ ƚŚĞ ͚ƚǇƉĞ͛ ŽĨ ƉĞƌƐŽŶ ƚŚĂƚ ŵŝŐŚƚ ŽǁŶ ƚŚĞŵ͘ em f ƚŚ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ o th Ő e f Ŷ p o Đŝ l ty Then introduce another object and ask the pupils, who might own this object? Create another list. Ƶ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ al Ě at Ž n h ƚƌ w w o could ision on ŽŶƚŝŶƵĞ ŝŶ soncreating decof erand a person ne pperson adeof at of em havthe ink ththat typeEdit Continue introducing theoobjects lists of thoughts on ‘type’ that might own them. Ask theppupils ifththey think one could own all of them ... what type person would u th yo thebe? ey ce n O ibedthat if . cr d ils p es te u d ea ey cr th n ee en b Ask the Ask the pupils eif lis h e w av one rrecttype at hthat think person could own allyou of yo them what of person co ts th ne ... Ideas some of theBig thethey lists that have been created. Once have made a decision on would what that typebe? of person this an n th s oon ! Was ea idideas ingscreated. th e es th f o some of theEdit er some of the ideas on the lists that have been Once you have made a decision on what type ofto you and n w o e s? th ct e je ar b they Ask the groups, feel about these statistics? How affect you? Which fact stands out most uwhat odo might be, reveal that you are do the owner of these things! Was when they described type of and eanyone yo th at f Ask the groups, what do you you feel you about these statistics? How do theycorrect affectanyone you? Which fact stands outthe most to you o th y al an ve at re d e, b se person this might be, reveal that are the owner of these things! Was correct when they t ri rpthese facts? (as they are happening EVERY single day). suof migh ey th re A why? When do you hear about any ? em why? When do you hear about any of these facts? (as they are happening EVERY single day). th person that would them? Are they any of objects? wntype ould oown described the of person that surprised would ownat them? Arethe they surprised at any of the objects?Ŷ ŝŶ ŵǇ ďŽǆ ďĞĐĂƵƐĞ / w person that ƌŽ ŚŽƐĞ ƚŽ ƉƵƚ ĂŶ ĂƉ / Đ ŝŶŐ͛͘ ͕ ͚ Big Id Ideas ůĞ Ɖ Ăŵ Ğǆ Big Ideas ƌ Ž Ĩ s ůĞďƌĂƚŝŶŐ ƐŽŵĞƚŚ ǁŚǇ͕ ĐĞ Ɛ Ŷ Ğ Ž Activity Ăƌ ĂƐ Big eaTalk Ğ ƌĞ ǁ Ğ Ś ĞŶ ƚ Ś Ě Ŷ ǁ ŝůǇ to put an apron in my ei Ě Ă ƚĞselected about you and the reasonsŐƐwhy, for ‘I chose box Ƶ ƐĞůĞĐ Ğƌ ŵǇ ĨĂŵ dĂůŬ ĂďŽƵƚ ƚŚĞ ŝƚĞŵƐ ǇŽƵ ƐĞůĞĐƚĞĚ ĂŶĚ ƚŚĞ ƌĞĂƐŽŶƐ ǁŚǇ͕ ĨŽƌ ĞǆĂŵƉůĞ͕ ͚/ ĐŚŽƐĞ ƚŽ ƉƵƚ ĂŶ ĂƉƌŽŶ ŝŶ ŵǇ ďŽǆ ďĞĐĂƵƐĞ / ƚŚexample, r own opinions Ɛ ǇŽitems ƚŽŐĞ ŝƚĞŵthe ingoftheach ƚŚĞ ƌŝŶaitpile ď havwe ůǇ e n Ăů yo ƐƵ Ƶ er The teacher remains at the front of the class with of questions for each group. One member group dĂůŬ ĂďŽƵƚ ŝƚ ev t ƐĞ u o ĂƵ because I love baking and it is important because usually brings together my family when are The teacher remains at the front of the class with a pile of questions for each group. One member of each group then then ĞĐ ůŽǀĞ ďĂŬŝŶŐ ĂŶĚ ŝƚ ŝƐ ŝŵƉŽƌƚĂŶƚ ďĞĐĂƵƐĞ ŝƚ ƵƐƵĂůůǇ ďƌŝŶŐƐ ƚŽŐĞƚŚĞƌ ŵǇ ĨĂŵŝůǇ ǁŚĞŶ ǁĞ ĂƌĞ ĐĞůĞďƌĂƚŝŶŐ ƐŽŵĞƚŚŝŶŐ͛͘ y not? Talk ab ŝŵƉŽƌƚĂŶƚ ď whto ŝƐthe ʹ ŝƚ Ě x o ĂŶ b r Ő ei ŝŶ th ĂŬ ď in ] comes to teacher for the first question and goes back their own group to try and find out the answer as quickly y. celebrating something’. ǀĞ n ůŽ ap pro heveryone comes to the teacher the first question and goes back to their group trypand find out the answer as quickly as as [a ple to an[apron] utan pfor t peo nown eput re av h fe Ask if the pupils would have in their box ʹ why not? Talk about havingtheir theirown own opinions if ld d u e o w ak m ils p gs u p in if the pupils would have put an [apron] in their box – why not? Talk about everyone having th t n possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is re fe Ask if theAsk possible. Once they have the write it on the slip of paper and take it back to the teacher. If the answer is dif they things ddifferent ananswer th ttotothem about what isisimportant and make things different people happy. ortanwhat pabout opinions is em important to themsecond and diﬀerent make diﬀerent people happy. out imthe k ab thinout correct to their group the d find u anto correct the teacher teacher then then hands hands them them the the second question, question, ifif incorrect incorrect they they must must return return tose their group to find out the about what nt yo re p re to x o b ty ti ranaak Activity iden all correct until each group received Place an emphasis being in an puthas shouldon correct answer. answer. This This strategy strategy isis repeated repeated until each group has received all 10 10 questions. questions. Place an ey emphasis onthititen being y ld u o Th w x. u o b yo ActivitActivity r gs ei in th th10 things in eto 10things lik atscanning h ldbox Talk partners; start what you would put in ey an identity box torepresent represent you think ware ouinformation w ingwhat ssdiscussing competition the pupils the fact sheet and taking in quickly. the winning group cu th Talk partners; discussing you would put in identity youand and think about is s an t dso competition so the pupils are10 scanning the fact sheet and taking in the the information quickly. Reward Reward the winning group with with item starreasons 10 at ers;start h w f o t lis Talk partn a about the why. Pupils can then write a list of what 10 items they would like in their box. They te ri w , en th am n aa why. prize! te l ca al the reasons Pupils can then write a list of what 10 items they would like in their box. They should then rank ils tb p prize! o Pu fo y. rank these so they are into lves. ns whthen vourite order of se importance to themselves. them the reasoshould urs, pictures of fa portance lo im f co o te er ri u rd these soso they are in order of importance to themselves. o o av in (f e u that ey ardecorate the shoe box so resents yoyou (favourite colours, pictures of favourite football these Inthclass, it reitprepresents that x so oso b e o sh In class, decorate the shoe box that it represents you (favourite colours, pictures of favourite football team, team, etc). e Plenary th te ra In class, deco etc). their Take the answers. at lly again fu Take away away the the fact fact sheets sheets and and ask ask some some of of the the questions questions again again to to see see ifif anyone anyone can can remember remember the Once again ok careOnce etc). Plenary to loanswers. d ee n ey th so x bo soitit they reflect on of by to think about makes them Explain as homework each pupil has groups to collect just 5it items forr their need tothink look about. carefully eirbox thconcepts Plenary This part part could could reflect that on some some of the the statistics statistics by asking asking groups what concepts makes them think about. This fo ems what st 5 about cttojuthink lle Plenary co to as h atthen their list of 10 and decide on the 5 most important ones. il be used as a stimulus for a P4C enquiry. p u ch p for thenhomework behused asoeach arkstimulus P4C enquiry. emes eapupil Explain that hasato collect 5 items for their box so they need to look carefully r similaratththeir omew fo kssimilar at as esin. class e lin thas onjust ak t M an . celebrate, review5and evaluate the boxes once they are completed. Make links for d rt ExplainShare, o te p le p im m st o co m important ones. th they are list of 10f and decide on 5 emost on up, e the ecid is. is. d dthat an this this themes come such as photos of family/friends/pets deeply xes in class onceand thinkdmore o why why b e utabout list o 10 th e aboMake at ly u p al ee ev d re an o m ew k Share, celebrate, review and evaluate the boxes in class once they are completed. links for similar themes vi in , re ds/pets and th en ri Share, celebrate /f ily m fa f o s to family/friends/pets and think more deeply about why this is. that come up, such as as phoof chphotos that come up, su

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Curriculum Links 2 ity 2 y School in aox Box ğActivity v i t c Citizenship A ğ B a n i l cy Curriculum o o eraCurriculum h LitCitizenship c Links So reflect on selfQuick image, values and priorities. Curriculum Links Links . s e ti ri riooThe ph MaSchool y dOn My in anDraw Box –Activity 2 NumLiteracy anc cy Curriculum Links o l lues S o understand and similarity and difference in a B ge, vcelebrate o e a x c ğA im re c lf ti e fe s v if it n d y o d t 2 eraCitizenship

an ec ilarity understanding saim te To gain deeper of global bra le e To gain a deeper understanding ofpriorities. global issues. issues. ret data c d To reflect on self image, values and n To a ref d lec t n on sel ta f ima ge, val te ders ues in and d pri ori n tie a To formulate questions for a specific audience and gather and interpret data s. rp r consider the inequalities between the global north and To e ath and ToTo consider theand inequalities between the difference global north and south. south. g understand celebrate similarity d n a e To c undercsta n ie nd d and u a cel ebr ic ate if sim ilar e ity p and s dif a fer enc r e estions fo ormulate qu To formulate questions for a specific audience and gather and interpret ity data

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ers v i d s n values peperceptions diversity o i rcept s e lu va perceptions diversity values xes or boxes needs & wants o b ic p to vaequality ic lues if perceputi y spec ntron ox which To document for key To be be able able tolatscan scan document key information. information. To for muto e quaaest ions for a for specific audience and gather and interpret data

b co countrysspecific icy topit h as as wnrs ove (or refer back to) topic boxes that you haveseused in boxes or boxes urtopic ool, sucsuch hschool, yodi c s e k in a d m to Intro u er g e in hav one. Explain that gogoing anoth u Intro re o to a y Intro boyou t t u n a o e s y th t e s a specific topics/themes have worked you are to make your own topic box b e x t th h in ig la ic Show (or refer back to) topic boxes that you have used in school, such as country specific topic boxes or m p p it a competition in which they which Ex and explain they are tothe class into groups dhave .5/6 )Sho n e a to n l o k o c d o a e h b Split of around going to will c rk r s o e fe w Splitschool. the class into groups of around 5/6 and explain they are going to have a competition in which they will need need to to scan scan th re your own w (or e t rbout v ref n a er e h bac s Explain that the box has to represent the school and it might be sent to another k boxes about specific topics/themes you have worked one. Explain that you are going to make your own u to) re have used topic bo pyou yo re xes esinformation tha to t m s e a th h / s x some key for the answers and try to be the first to report the answers back to the teacher. Hand out the fact in o sch ic b oo p l, suc e some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact to h as th abo cou ic t ut if ntr spe a c y spe cifi . topic box which is allth about your own school. Explain that the box has to represent the school cin cificand top pl eso the things topiticmight ics/them ely is in it need to be meaningful and chosen wisely. bo la xes es w p you or x n bo hav E xes e e s l. wo o o rke d h o on c h ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ e. c Exp d s lain n n tha a ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ l t w you o fu are is all to another sogoo the things in it need to be meaningful and chosengoi wisely. ng to maken you abo in ut yourschool gonodtopic box which eannsch ow out your be sent l. Exp lain that the box has to repres ey ca giver ow deas el esod to be m th n t it a ent th in the s g sch g sch n oo oo ri in l and u the s it mig things in it need to be meaningf n.t to another sen Ideas inio ox, en so the th Big pbe e bbox, inhtogive th ul tocho ncescan ininto sen rethey Big Ideas wis utand ely p fe ups ask the In pupils to think of 10 things that they would put the ensuring that good . if ld d u d o n w a y s Big groups ask the pupils to think of 10 things that they would put into the box, ensuring that they can e e Ideas all ti t th we give ilariaffect thaabout as out imthey ssimilarities gsfeel nins opinion. as choosing e do ostands in th rs th dnsefor t e h 0 p g Ask the groups, what do you these statistics? How you? Which fact most 1 r li f e h o those items. Get some feedback and highlight the and differences th ig k Ask the groups, what do you feel about these statistics? How do they affect you? Which fact stands out most to you you and and o h good reasons for choosing those items. Get some feedback and highlight the similarities and differences into in n sa toupths ask the pupils to ck and s When athese pilgro same aEVERY dbofof uIn enk pwhy? e e fe th e th e thi k m b s do you hear about any facts? (as they are happening single day). o t 10 a s o thi s t ngs n e p t tha why? When do you hear about any of these facts? (as they are happening EVERY single day). one person school might be same as another un that what opinion. . G what onethperson represents thee school might notthe the same another persons as we all ybe sthat wo uld pu migh the m t intoasnot itethinks the es for bothe choolrepresents son x, ens osExplain sthinks uring that they can give good cho osingthings th. Ge ingrea tho ts se nite ospersons e ms s t re som as we all view in different ways (perceptions). p e fee re db ack s for cinhodifferent s nhings and k highlight the similarities and dif ways inat on Exp on(perceptions). erstha tth wh ferencesreinntopinion. eoper ne plain son thinks represents the schoo oActivity ). s n at whatActivity ti th p l might not be the samw e erdiffe in v rc a e h (p ll w thi a s ngs e y as e in a vity in diffevie ano dif ferent ways (perceptions). persontos as we all sebecause wethe nt w u a re c e b e id Ask the pupils, how are we going to decide which items to put in? Who will decide all c s hogroup e each w The teacher remains of member of each thave ill dfor u thing w o The teacher remains at at the the front front of of the the class class with with aatpile pile ofWquestions questions for each group. group. One One member of each group then then b o a h m Ac ? ra tiv g in ity ia e pupils, how are weopinions? going toTalk decide which items to put in? Who will decide because we all have different d u r p e to id different partners, who should we ask about what goes in the box? Create a spider diagram s p s m a e it s te u h comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly a ic re group to try and find ,b Cown tsanswer comes to the teacher for the and goes back tobo their out as quickly as as whquestion ?Create ncanteen y partners, xe.g. idefirst arethe ecask ebox? ivitTalk ,p dare Ask the ff th to ta in pu s g ons? who should we about what goes in the a spider diagram about who to pils about who to involve (encourage a diverse section of people, other classes, teaching staff, staff, s n , e ho in e w o o g g te we t n e goi a a ng w h c to , dec w re ff ide possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is t a wh u ta ich o s w ite opossible. gt in?and Once they have they write it on the slip of paper take backide to the teacher. If the answer is instaff, k abe.g. sanswer chpu avisitors Wh ethe o wilitl dec op teato inions? bus drivers, regular etc). pupils, hparents, ,ms ld Tal sesteaching th ausgroup outhen e e(encourage a diverse section ofw people, other canteen staff,tobec parents, bus e we tne lasut rs, cquestion, allple wh hav r abo othem o skhpar sho, uld eout eclasses, h difthe ferent th w we , o ask . In . correct the teacher hands the second if incorrect they must return their rs e .g wh e n at correct the teacher then hands them the second question, if incorrect they must return to their group to find find out the rt goe eoto a le s p in p p the e o Explain that the pupils will be creating a questionnaire to find out what is important to each of these bo s lk e x? inv a e Cre p olv T ate f e th (en ? o a f spi cou der o n ns rag dia o e h a gra ti c div ns,ioregular m c visitors etc). ers a abo e e e sec ut tionquestions to o toaa ofuntil t favourite people rse s This egroups anng correct strategy repeated each group has received all 10 questions. Place an emphasis being , e.g ŝĂů ititwh . oth o er a ds,iv cla correct answer. This strategy repeated until each group has received allrtyour 10 questions. Place anŚthe on being Inanswer. pupils comeisisup with to ask, such as ‘what is part of school? ƐƉĞĐon e ver s,ptea gdri im ŝƐ ƚ chi rapeople. issse Ăemphasis t important staff,Đof coupupils reg hais can t ula tee w r ů͍ vis n t sta ito Ž ff, u rs e (enthe Ž par etc o Ś ). ent d onlvthat s, will be creating a questionnaire to find out what to each these people. In bu n Ɛ s fi Ğ tosheet efact the pupils are scanning in information What about our school?’ etct).so airfact Ăƌƚ ŽĨ ƚŚ quickly. competition so pupils are scanning the sheet and and taking taking in the information quickly. Reward Reward the the winning winning group group with with oisrsspecial onnthe ƚĞ Ɖ isitlain Exp vcompetition stietc. Ƶƌŝthe tha uecre ǀŽcreating thethe pu al qbe ĨĂby pils ƌ g wil Ƶ n Ž ti a Ǉ ati ers, regularPupils ng vƐ ƉƵƉŝůƐ ĐŽŵĞ ƵƉ ǁŝƚŚ ƋƵĞƐƚŝŽŶƐ ƚŽ ĂƐŬ͕ ƐƵĐŚ ĂƐ ͚ǁŚĂƚ ŝƐ ǇŽƵƌ ĨĂǀŽƵƌŝƚĞ ƉĂƌƚ ŽĨ ƚŚĞ ƐĐŚŽŽů͍ tŚĂƚ ŝƐ ƐƉĞĐŝĂů ŝƐ re a c qu ƚ est write and carry out the questionnaire. Collate results bar charts/graphs etc. Ă e ion Ś b nai l aŐƌŽ prize! re ǁ to il ͚ fin Ɛ w d ou Ă s a prize! t wh Ś il at Đ is important to each of these ƵƉƐ ƉƵƉŝůƐ ĐŽŵĞ ƵƉ ǁ pup ͕ ƐƵ ƐŬĞƐƚ Ž Ă ƋƵ people. In ŝŽŶƐ ƚŽ ĂƐŬ͕ ƐƵĐŚ ĂƐ ͚ǁŚĂƚ ŝƐ ǇŽƵ lain that thePlenary s etc. p ŽƵƌ ƐĐŚŽŽů͍͛ ĞƚĐ͘ ƵĞƐƚŝŽŶƐ ƚŝƚŚ phƌƚ Ž Ƌ Ś ŝƚ /gra ƉĂ s ƌ ĨĂ ǁ rt ǀŽƵ Ɖ ĂďŽ a ƌŝƚĞ Ƶ h Ƶƚ ŽƵ c Ğ ƌ ƐĐ r Ĩ ƚŚ ŵ ŚŽ a Ğ Ɛ Žů͍ Ž b ĐŚŽ ͛ Ğƚ Đ Žů͍ Đ͘ g Ɛ t n ŝů ŚĂƚ ti Ɖ carry out the questionnaire. Collate resultsuby ŝƐ ƐƉĞĐŝĂů crea are. ƉƐ ƉƵand bythere barIscharts/graphs ŽƵwrite Look at the tory see what trends and similarities there one thingetc. that should clearly be res ltscreating Pu ͘ iteresults pils wr ƚĐ Plenary ate Ğ ll and car ͛ o C ů͍ . Ž ou e t Ž the ir Ś s e nt qu a Đ est Ɛ n re ion ƌ n p nai Collat be stio box? Create a listre. resultsofbythe ŽƵƚ ŽƵ arl presentyinothe school from theeresults 10 bar items torts be included inythe cretop e quetopic ating csle th ld t cha ary u u o /gr h aph s Ple rr etc t na a . a ry c Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. Once th dTake away g canbox d again the discuss fact sheets and ask some ofisthe questions againWhat toresee remember the oanswers. again thinactual nifeanyone owill box and whether everyone happy with this. the lookelike? s write anschool l box anOnce o e uatpilthe h th c s Is . th re a in resultsDecide to ksee what trends and similarities there are. Is there one thing that should clearly be present This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. d re Loo e e aton d the th This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. lu res s ults to see what tre tie similaritie decoration. be inc ilas riand nd s Istothe saim on. m dresults ti e n ra a it s the o s 0 re c narytopicinthen d 1 are e n . d le p e n re be used as a stimulus for P4C enquiry. tr to on o school box? Create a list from the of the top 10 items to be included in the school box and the t e ideng that should clearly be schoo haicabo the thens to as stimulus foraalist P4C top of res x? Create eel w umltsthe senquiry. present like? Decthi fro lt be sused okite sucus the re ultsctu ofathe x lo m o o top b fr l 10 t s ms li dis to k at the re be a s wh inc a everyone is happy with this. What will the actual box look like? Decide on decoration. lud osowhether eth te e ed er a in eve th the ryo l re sch ne il C oo is l w hap ? bo x x t py and Whhathis. What will the actual box look like topic bo h this. wit it w y ? p De cid p e a on n the school h dec ora tion. e is ther everyon as e id n discuss whe io s Exten

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Curriculum Links Curriculum Links Curriculum Curriculum Links Links

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similarities & differences perceptions equality similarities needs& differences & wants perceptions similarities & differences

Intro Intro Explain that now you have created your ‘school in a box’ you are going to compare it to other schools and Inthe tr oclass Split groups of explain they are going to in they ǆƉůĂŝŶ ƚŚĂƚ ŶŽǁ ǇŽƵ ŚĂǀĞ ĐƌĞĂƚĞĚ ǇŽƵƌ ͚ƐĐŚŽŽů ŝŶ Ă ďŽǆ͛ ǇŽƵ ĂƌĞ ŐŽŝŶŐ ƚŽ ĐŽŵƉĂƌĞ ŝƚ ƚŽ ŽƚŚĞƌ ƐĐŚŽŽůƐ ĂŶĚ ƐĞĞ Split the class into into groups of around around 5/6 and into explain theyThe areother going schools to have have awere a competition competition in which which they will will need to to scan scan see what other schools have decided5/6 to and put theirs. only allowed 5 objects so need ǆƉkey ůĂŝŶ ƚŚ Ăƚ ŶŽ ǁ Ǉ some information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact ŽƵ ŚĂ ǀĞ ĐƌĞ ĂƚĞ some key information for thedecided answers and be the first to report the answers back to the teacher. Hand out the fact other schools have toĚ Ǉ putŽƵtry into theirs. The other schools were only allowed 5 objects so we are going we are what going to halve our items too. Watch some ofŽů ŝ the videos and look at some of the Powerpoints via the ƌ ͚ƐtoĐŚŽ Ŷ Ă ďŽǆ͛ ǇŽƵ ĂƌĞ ŐŽŝŶŐ ƚŽ ĐŽŵƉ wh at oth ĂƌĞ er ŝƚ ƚ sch ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Ž Ž ools too. ƚŚĞ havineEngland, ƌ ƐĐ ŚŽ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ decided Poland ŽůƐ Yola website schools and Czech Republic (NB: The next lesson ‘Ghanaian School In a ĂŶ Ě Ɛ to put int to halvefrom our items ĞĞ o theirs. The other schools we re ondetail). halvespecifically ly allo r iteof wedin5 England, msthe too objects so we are going Box’tolooks at the Ghanaian box and explores thiswebsite in more . contents Watchou some videos and lookofatthe some of the Powerpoints via the Yola from schools WaIdeas tch some of the videos and loo Big k at some of the Powerpoints Poland and Czech Republic ;E ͗ dŚĞ ŶĞǆƚ ůĞƐƐŽŶ ͚'ŚĂŶĂŝĂŶ ^ĐŚŽŽů /Ŷ Ă Žǆ͛ ůŽŽŬƐ ƐƉĞĐŝĨŝĐĂůůǇ Ăƚ ƚŚĞ ĐŽŶƚĞŶƚƐ ŽĨ ƚŚĞ Big Ideas via the Yola website from schoo Po lan d and Cze ch Re pu blic ls in to Ask the groups, what do you about these statistics? How do they affect you? Which fact out most you ;E Eng ͗ dŚ Talk and celebrate the similarities and differences that you notice. Ask pupils to comment any lanand Ğ Ŷ Ghanaian box and this in more detail). d, Ğǆƚ Askabout the groups, what doexplores you feel feel about these statistics? How do they affect you? Which fact stands standson out most to you and ůĞƐ ƐŽŶ ͚' ŚĂŶ ĂŝĂ Ŷ ^ ĐŚŽ Žů / Ŷ Ă Ž Gh ǆ͛ ů ana ŽŽŬ ian Ɛ ƐƉ box ĞĐŝ ĨŝĐĂ and ůůǇ exp Ăƚ why? do you hear about any of these facts? (as they are happening EVERY single day). lor ƚŚĞ surprises and ask why they are surprised. What things did they expect/assume to see in boxes created by es ĐŽ thi ŶƚĞ s in ŶƚƐ why? When When do you hear about any of these facts? (as they are happening EVERY single day). mo ŽĨ ƚŚĞ re detail). Big Ideas Bigcountries? these Ideas Talk about a ‘stereotypical image’ we might have of that particular country and ask Talk about andhave celebrate the similarities and differences that you notice. Ask pupils to comment on any surprises whether the videos changed that. Talk abo Activity ut and cel ebr ate the simWhat ilar ask why are surprised. things diddif they expect/assume see inwill boxes created these itie s and Askand theand pupils whatthey different schools from this country andesother think aboutbyour 10countries? items. ferenc that countries youtono ticegroup. . Ask ask pu whremains pilsmember y thewill to com y are me surfront nt on The teacher at the of class a pile of questions for each One of each group then pri any sur Wh dĂůŬ ĂďŽƵƚ Ă ͚ƐƚĞƌĞŽƚǇƉŝĐĂů ŝŵĂŐĞ͛ ǁĞ ŵŝŐŚƚ ŚĂǀĞ ŽĨ ƚŚĂƚ ƉĂƌƚŝĐƵůĂƌ ĐŽƵŶƚƌǇ ĂŶĚ ĂƐŬ ǁŚĞƚŚĞƌ ƚŚĞ ǀŝĚĞŽƐ ŚĂǀĞ prises The teacher at the front of. the the class with a pile of questions for each group. One member of each group then at thiwith Do you think remains they expect tosed see them? ngs did they expect/assume to dĂůŬ Ăto see in ďŽthe bo Ƶƚ xes Ă ͚Ɛ cre ƚĞƌ ate ĞŽƚ d ǇƉŝ by ĐĂů the comes teacher for the first question and goes back to their own group to try and find out the answer as quickly as ŝŵ se countries ͛ ǁĞ ŵand that. for the firstĂŐĞ comeschanged to the teacher question goes toĂƚ their ownůĂƌ group to try and find out the answer as quickly as ? ŝŐŚƚ Ś ĂǀĞback ŽĨ ƚŚ ƉĂƌƚŝĐƵ Activity ĐŽƵŶƚƌǇ ĂŶĚ ĂƐŬ ǁŚĞƚŚĞƌ ƚŚĞ cha nge d tha t. ǀŝĚ ĞŽƐ possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is ŚĂ ǀĞ Ask the pupils what different schools from this country and other countries will think about our 10 items. Do you possible. Once haveallowed the answer theyinwrite it on the slipso ofthe paper take it back the chosen teacher.need If thetoanswer is Explain that we they are only 5 items the school box, 10 and items that have to been Ask the puteacher pilswill whexpect at difhands fer ent sch correct the then the second if incorrect they must return to their group to oo think to seethem them? ls 5fro m thiquestion, be halved. small groups decide which things should stay and think of reasons why. Each group should correct theInthey teacher then hands them the second question, if incorrect they must return to their group to find find out out the the s cou ntry and other countries will thi think they will expect to see the nk do. abo utemphasis ou r 10 ite ms m? . Do you correct answer. This strategy is repeated until each group has received all 10 questions. Place an on it being aa then make a presentation arguing to encourage others to vote for the same items as they correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being Activity Ac tiv ity competition the are scanning the sheet and taking in information Reward the group competition so the pupils areallowed scanning the fact fact sheet andbox, taking in the theitems information quickly. Reward the winning group with with Plenary Explainso that wepupils are only 5 items in the school so the 10 that havequickly. been chosen need towinning be Exp lain tha t we aa prize! are on ly allo prize! we d Decide on the final 5 items to go into ‘my school in a box’ and complete the box decoration. 5 items in the halved. ool box, so the 10 items that hav halcould ved. be shared with any linking school, bothsch e bee n cho sen This locally/globally, posted on your website and In small groups decide which 5 things should stay and think of reasons why. Each groupschool should then make a need to be In sm all gro up s dec ide wh uploaded to the project website. Email your ‘School in a Box’ to office@cdec.org.uk ich 5 thi ngs presentation arguing to encourage others to vote thethi same items they do. should Plenary stayfor and nk of reaas sons why. Each group should presentation arguing to encou then make a rag e oth ers to vote for again Plenary the sam Take away the fact sheets and ask some of the questions to see anyone remember the iteififms as thecan Takena away anyone can remember the answers. answers. Once Once again again y do . Ple ry the fact sheets and ask some of the questions again to esee This part could reflect on some of the statistics by asking groups to think about what concepts itit makes them think about. ĞĐŝĚĞ ŽŶ ƚŚĞ ĨŝŶĂů ϱ ŝƚĞŵƐ ƚŽ ŐŽ ŝŶƚŽ ͚ŵǇ ƐĐŚŽŽů ŝŶ Ă ďŽǆ͛ ĂŶĚ ĐŽŵƉůĞƚĞ ƚŚĞ ďŽǆ ĚĞĐŽƌĂƚŝŽŶ͘ This part could reflect on some of the statistics by asking groups to think about what concepts makes them think about. ĞĐŝĚĞ ŽŶ ƚŚĞ ĨŝŶĂů ϱ ŝƚĞŵƐ ƚŽ ŐŽ ŝŶƚ then be used as a stimulus for a P4C enquiry. Ž ͚ŵ This could be shared with any linking school, both locally/globally, posted on your school website and uploaded Ǉ ƐĐŚŽŽů ŝŶ Ă ďŽǆ͛ ĂŶĚ ĐŽŵƉůĞƚ then be used as a stimulus for a P4C enquiry. Ğ ƚŚĞ ďŽǆ ĚĞĐŽƌĂƚŝŽŶ͘ Thi s cou ld be shared with any linking school, both to the project website. loc ally /gl ob ally , po sted on your school website and to the project website. uploaded

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Extension ideas Extension ideas Present the ﬁndings of school the school in an Present the findings thethe restrest of the in an assembly. Extension ideasto to assembly. Create a display (and/or Powerpoint presentation) Create display (and/or Powerpoint presentation) showing the Pre senat the find ings to the res t of showing the questionnaires, survey results and actual boxbly so. the sch ool in an ass em questionnaires, survey results and actual box so that parents and Cre ate a displa y (an d/or Pow that parents and visitors can see. Label each item chosen erp oin t pre sen tatofion wing the visitors see. Label each item chosen showing all the) sho reasons que stiocan nna , surreasons vey results showing allires of the theyand were toso betha in the actvoted ual box t par ƚŚĞǇ ǁĞƌĞ ǀŽƚĞĚ ƚŽ ďĞ ŝŶ ƚŚĞ ͚ƐĐŚŽŽů ŝŶ Ă ďŽǆ͛͘ ents and visi tors can . Label each item chosen showin ‘school in a see box’. g all of the ǆƚĞŶĚ ƚŚŝƐ ƉƌŽĐĞƐƐ ĨƵƌƚŚĞƌ ďǇ ĐƌĞĂƚŝŶŐ Ă ͚ĐŽƵŶƚǇͬƌĞŐŝŽŶ ŝŶ Ă ďŽǆ͛ ĂŶĚ ƚŚĞ Ǉ ǁĞƌĞ ǀŽprocess ƚĞĚ ƚŽ ďĞ Extend this further creating a ‘county/region in areasons ŝŶ ƚŚĞ by ͚ƐĐŚ ŽŽů ŝŶ Ă ď Žǆ͛͘ ƚŚĞŶ Ă ͚ĐŽƵŶƚƌǇ ŝŶ Ă ďŽǆ͛ ;ƐĞĞ ƚŚĞ zŽůĂ ǁĞďƐŝƚĞ ĨŽƌ ƚŚĞ WŽǁĞƌƉŽŝŶƚ Q ǆƚ u ĞŶĚ ƚŚŝ Q box’ and then ‘country a ĐƌĞ box’ĂƚŝŶ (see Yola website for Ɛ ƉƌŽĐaĞƐƐ uic k ĨƵƌƚŚĞin ic o ƌ ďǇ k on Ő Ăthe ͚ĐŽƵŶƚǇͬƌĞŐŝŽŶ ŝŶ Ă ďŽǆ͛ ĂŶĚ n tth hee d ĐƌĞĂƚĞĚ ďǇ ƚĞĂĐŚĞƌƐ͕ ͚ ůů ĂďŽƵƚ ŶŐůĂŶĚ͛Ϳ͘ a dr ƚŚĞ rcreated Ŷ Ă the Powerpoint by teachers, ‘All about ͚ĐŽƵŶƚ aw w ƌǇ ŝ Ŷ Ă ďŽǆ͛ ;ƐĞĞ ƚŚĞ zŽůĂ ǁĞďƐŝƚĞ ĨŽƌEngland’). ƚŚĞ WŽǁĞƌƉŽŝŶƚ ĐƌĞĂƚĞĚ ďǇ ƚĞĂĐŚĞƌƐ͕ ͚ ůů ĂďŽƵ ƚ ŶŐůĂŶĚ͛Ϳ͘

Stimulus / Resources / Worksheets Stimulus / Resources / Wo rksheets From previous lesson ʹ ͚ƐĐŚŽŽů ŝŶ Ă ďŽǆ͛ ǁŝƚŚ ϭϬ ŝƚĞŵƐ͘ WŽǁĞƌƉŽŝŶƚ ƉƌĞƐĞŶƚĂƚŝŽŶƐ ĨƌŽŵ ŽƚŚĞƌ ƐĐŚŽŽůƐ ŝŶ ŶŐůĂŶĚ͕ WŽůĂŶĚ͕ Stimulus / Resources / Worksheets From previous less

on ʹ ͚ƐĐŚŽŽů/ ŝŶ Ă ďŽǆ͛ ǁŝƚŚ ϭϬ ŝƚĞŵƐ͘ WŽǁĞƌƉŽŝŶ ǌĞĐŚ ZĞƉƵďůŝĐ ĂŶĚ 'ŚĂŶĂ ƐŚŽǁŝŶŐ ƚŚĞŝƌ ͚ƐĐŚŽŽů ŝŶ Ă ďŽǆ͕͛ ƐĞĞ www.global-literacy.yolasite.com Stimulus / Resources Worksheets ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ƚ ƉƌĞƐĞŶƚĂƚŝŽŶƐ ĨƌŽŵ ŽƚŚĞƌ ƐĐŚŽ ǌĞ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ĐŚ ZĞƉƵďůŝĐ ĂŶĚ 'ŚĂŶĂ ƐŚŽǁŝŶŐ ŽůƐ ŝŶ in ŶŐ ůĂŶ Ě͕ W ŝƌ ͚Ɛ From previous – ‘school a ƚŚĞ box’ with 10Ŷ Ă items. Powerpoint from other schools England, ŽůĂŶĚ͕ ĐŚŽŽů ŝ Questions on separate slips (questions should be in from 1-10 with one set of questions per group). ďŽǆ͕͛ ƐĞĞ Questions on lesson separate slips of ofinpaper paper (questions should be ww in order order from 1-10 with one set of questions per group). w.gpresentations lob al-liter acy .yolas ite. com Poland, Czech Republic and Ghana showing their ‘school in a box’, see www.global-literacy.yolasite.com

AAfunded project funded by the European Union andinledEngland in England CDEC by project funded by European Union and led in England A projectA by the European and led CDEC project funded by the theUnion European Union and ledby inby England by CDEC CDEC A project funded by the Europe 146

an Union and led in England by

CDEC

To challenge assumptions about other people and places. Curriculum Links dŽ ŵĂŬĞ ĐŽŵƉĂƌŝƐŽŶƐ ĂďŽƵƚ ƚŚĞŝƌ ŽǁŶ ĂŶĚ ŽƚŚĞƌ ƉĞŽƉůĞ͛Ɛ ƐĐŚŽŽů ůŝĨĞ͘

Ghanaian School In a Box

Liter

Citizenship Curriculum Links Curriculum Curriculum Links Links Literacy Quick On The Draw Curriculum Links Citizenship x Bo a Geography To write a letter to aol child inIn Ghana. ho Sc an To gain a deeper understanding of global issues. Ghanai ToTo gain a deeper understanding of global issues. challenge assumptions about other people and places. Literacy preconceptions similarities & differences ship zen Citi To formulate questions to find outown morethe information. consider the between global north south. To ToTo consider the inequalities inequalities between the global north and and south. make comparisons about their and other school life. Literacy s. people’s place To challenge assumptions about other people and y rac Lite ŚĞƌ ƉĞŽƉůĞ͛Ɛ ƐĐŚŽŽů ůŝĨĞ͘ ǁŶ ĂinŶĚ Žƚ ŚĞŝƌ Ž ŽƵƚ ƚto To ĂƌŝƐŽ writeŶƐ Ăď a letter a child Ghana. ĂŬĞ ĐŽŵƉ dŽ ŵ P4C Intro preconceptions similarities & differences To be able to scan a document for key information. To write a letterassumptions to a child in other Ghana. To challenge about people and places. To formulate questions to find out more information. dŽ ŵĂŬĞ ĐŽŵƉĂƌŝƐŽŶƐ ĂďŽƵƚ ƚŚĞŝƌ ŽǁŶ ĂŶĚ ŽƚŚĞƌ ƉĞŽƉůĞ͛Ɛ ƐĐŚŽŽů ůŝĨĞ͘

Ghanaian School in a Box

formulate questions to ﬁnd out information. ToTobe able to scan a document for more key information. write a letter to a child in Ghana. ToZĞĨůĞĐƚŝŶŐ ŽŶ ƚŚĞ ǁŽƌŬ ĚŽŶĞ ƐŽ ĨĂƌ ĐƌĞĂƚŝŶŐ ĂŶĚ ůŽŽŬŝŶŐ Ăƚ ŽƚŚĞƌ ͚ƐĐŚŽŽů ďŽǆĞƐ͕͛ ĞŝƚŚĞƌ ƐŚŽǁ ƚŚĞ ƉƵƉŝůƐ Ă questions to find out more information. formulateIntro ToƐŚŽǁ ƚŚĞŵ ĂŶ ŝŵĂŐĞ ŽĨ Ă ďŽǆ ;ƐĞĞ ďĞůŽǁͿ͕ ĂŶĚ ĂƐŬ ƚŚĞŵ ƚŽ ƚƌǇ ĂŶĚ ŐƵĞƐƐ ǁŚĂƚ ŝƐ ŝŶ ŝƚ͘ ǆƉůĂŝŶ ƚŚĂƚ ŝƚ ŝƐ Ă preconceptions similarities & differences

equality needs & enc wants ƐĐŚŽŽů ŝŶ Ă ďŽǆ͛ ĐƌĞĂƚĞĚ ďǇ Ă 'ŚĂŶĂŝĂŶ ƐĐŚŽŽů͘ /ŶĚŝǀŝĚƵĂůůǇ Žƌ ŝŶ ƉĂŝƌƐ ƌĞĐŽƌĚ ĚŽǁŶ ŝĚĞĂƐͬŐƵĞƐƐĞƐͬŝĚĞĂƐ ZĞĨůĞĐƚŝŶŐ ŽŶ ƚŚĞ ǁŽƌŬ ĚŽŶĞ ƐŽ ĨĂƌ ĐƌĞĂƚŝŶŐ ĂŶĚ ůŽŽŬŝŶŐ Ăƚ ŽƚŚĞƌ ͚ƐĐŚŽŽů ďŽǆĞƐ͕͛ ĞŝƚŚĞƌ ƐŚŽǁ ƚŚĞ ƉƵƉŝůƐ Ă ďŽǆ Žƌ es fer dif & s itie ilar sim ns tio cep con pre ǁŚĂƚ ŵŝŐŚƚ ďĞ ŝŶƐŝĚĞ ƚŚĞ ďŽǆ ŽŶ ƚŚĞ ͚tŚĂƚ͛Ɛ ŝŶ ƚŚĞ ďŽǆ͍͛ ƐŚĞĞƚ͘ ZĞŵŝŶĚ ƚŚĞ ƉƵƉŝůƐ ƚŽ ƚŚŝŶŬ ĐĂƌĞĨƵůůǇ ĂďŽ ƐŚŽǁ ƚŚĞŵ ĂŶ ŝŵĂŐĞ ŽĨ Ă ďŽǆ ;ƐĞĞ ďĞůŽǁͿ͕ ĂŶĚ ĂƐŬ ƚŚĞŵ ƚŽ ƚƌǇ ĂŶĚ ŐƵĞƐƐ ǁŚĂƚ ŝƐ ŝŶ ŝƚ͘ ǆƉůĂŝŶ ƚŚĂƚ ŝƚ ŝƐ Ă ͚ŵǇ Intro Intro might beƐĐŚŽŽů ŝŶ Ă ďŽǆ͛ ĐƌĞĂƚĞĚ ďǇ Ă 'ŚĂŶĂŝĂŶ ƐĐŚŽŽů͘ /ŶĚŝǀŝĚƵĂůůǇ Žƌ ŝŶ ƉĂŝƌƐ ƌĞĐŽƌĚ ĚŽǁŶ ŝĚĞĂƐͬŐƵĞƐƐĞƐͬŝĚĞĂƐ ĂďŽƵƚ important thesoGhanaian as aatway representing their school (theyahave Reﬂecting on the workto done far creatingchildren and looking otherof‘school boxes’, either show the pupils box gone thro Split the class into groups of around 5/6 and explain they are going to have aa competition in which they will need to scan Introsame the class into groups of around 5/6 and explain they are going to have competition in which they will ǆ Žƌ Ă ďŽ ƵƉŝůƐ ƚŚĞ Ɖ ǁŚĂƚ ŵŝŐŚƚ ďĞ ŝŶƐŝĚĞ ƚŚĞ ďŽǆ ŽŶ ƚŚĞ ͚tŚĂƚ͛Ɛ ŝŶ ƚŚĞ ďŽǆ͍͛ ƐŚĞĞƚ͘ ZĞŵŝŶĚ ƚŚĞ ƉƵƉŝůƐ ƚŽ ƚŚŝŶŬ ĐĂƌĞĨƵůůǇ ĂďŽƵƚ ǁŚĂƚ orSplit show them an image of a box (see below), and ask them to try and guess what is in it. Explain that it is aneed to scan process asŶĞ ƐŽ you). ĞƐ͕͛ ĞŝƚŚĞƌ ƐŚŽǁ ĐŚŽŽ ŶŐ ĂŶĚ ůŽŽ ƌĞĂƚŝ ĨĂƌ Đ some key information for the answers and ŬŝŶŐ try toĂƚ Žƚ be ŚĞƌ ͚Ɛ the first toů ďŽǆ report the answers back to the teacher. Hand out the fact

Ğ ǁŽ ŽŶ ƚŚ some key information fortothe and try be the first to report the answers back to the Ă ͚ŵ teacher. ZĞĨůĞĐƚŝŶŐ Ǉ Hand out the fact ƚ ŝƚ ŝƐ ‘my school inƌŬ ĚŽ abebox’ created byanswers a Ghanaian or their inĂƚ ŝƐ pairs record down ideas/guesses/ideas ŝŶ ƚŚĂ ǆƉůĂ ŝŶ ŝƚ͘ might important the Ghanaian astoaŽ ƚƌǇ wayIndividually of ĂŶĚ representing school (they have gone through the ŐƵĞƐƐ ǁŚ Ğŵ ƚ ƐŬ ƚŚschool. ĂŶĚ Ăchildren ŽǁͿ͕ Ğ ďĞů ǆ ;ƐĞ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Big Ideas Ĩ Ă ďŽ ĂŐĞ Ž ĂŶ ŝŵ ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ ƐŚŽǁ ƚŚĞŵ ŽƵƚ about what beasinside the box on the ‘What’s in the box?’ sheet. Remind theĞƐƐĞƐ pupils to Ɛ Ăď think carefully ͬŝĚĞĂ samemight process you). ŝĂŶ Ɛ ĐŚŽŽů͘ /ŶĚŝǀŝĚƵĂůůǇ Žƌ ŝŶ ƉĂŝƌƐ ƌĞĐŽƌĚ ĚŽǁŶ ŝĚĞĂƐͬŐƵ ŚĂŶĂ Ǉ Ă ' ƚĞĚ ď ͛ ĐƌĞĂ Ă ďŽǆwhat ƐĐŚŽŽů ŝŶ ŚĂƚ have about might be important to the GhanaianƐŚĞĞ children as a way of representing their school (they ŽƵƚ ǁ ^ŚĂƌĞ ƚŚĞ ŝĚĞĂƐ ďǇ ƐƚŝĐŬŝŶŐ ƚŚĞ ͚tŚĂƚ͛Ɛ ŝŶ ƚŚĞ ďŽǆ͍͛ ƐŚĞĞƚƐ ŽŶƚŽ ƚŚĞ ďŽĂƌĚ ƐŽ ƚŚĂƚ ĞǀĞƌǇŽŶĞ ĐĂŶ ƐĞĞ͘ tŚ ůůǇ Ăď ĂƌĞĨƵ ŝŶŬ Đ ƚŽ ƚŚ ƵƉŝůƐ ƚ͘ ZĞŵŝŶĚ ƚŚĞ Ɖ ƚ͛Ɛ ŝŶ ƚŚĞ ďŽǆ͍͛ ƚŚĞ ͚tŚĂ Žǆ ŽŶprocess ƚŚĞ ď ŶƐŝĚĞ Big Ideas ƚ ďĞ ŝ ǁŚĂƚ ŵŝŐŚ gone through the same as you). the Big Ideas gh throu gone have (they similar things? Ask pupils to give rea things are you expecting? Areren there anyofcommon Areolthere ng their scho representithings? as a way Ghanaian child to the rtant impo might beAsk ^ŚĂƌĞ ƚŚĞ ŝĚĞĂƐ ďǇ ƐƚŝĐŬŝŶŐ ƚŚĞ ͚tŚĂƚ͛Ɛ ŝŶ ƚŚĞ ďŽǆ͍͛ ƐŚĞĞƚƐ ŽŶƚŽ ƚŚĞ ďŽĂƌĚ ƐŽ ƚŚĂƚ ĞǀĞƌǇŽŶĞ ĐĂŶ ƐĞĞ͘ tŚĂƚ ƚǇƉĞ ŽĨ the groups, what do you feel about these statistics? How do they affect you? Which Ask the groups, what do you feel about these statistics? How do they affect you? Which fact fact stands stands out out most most to to you you and and Big Ideas and begin creating a list of the top 10 most common answers. you). as things sschoices proce same their why? When do you hear about any of these facts? (as they happening EVERY single areby you expecting? Are there any common things? Are are there similar things? Askthat pupils to day). give reasons for What why? When do you hear about any of these facts? (as they are happening EVERY single day). Share the ideas sticking the ‘What’s in the box?’ sheets onto the board so everyone can see. Withs the children reflect on the list created and compare to the contents of your own school in a box, m Big Idea type of things are you common things? Are there similar things? Ask pupils to give their choices andexpecting? begin creatingAre a listthere of theany top 10 most common answers. ƚ ƚǇƉĞ ŽĨ ƐĞĞ͘ tŚĂ ƌǇŽŶĞ ĐĂŶ ƚ ĞǀĞ Ž ƚŚĂ ĂƌĚ Ɛ ͛ ƐŚĞĞƚƐ ŽŶƚŽ ƚ ďŽǆ͍ Ŷ ƚŚĞ and highlighting the similarities andŚĞ ďŽ differences between them. Ăƚ͛Ɛ ŝ ͚tŚ Ő ƚŚĞ ŝĐŬŝŶ ĚĞĂƐ ďǇ Ɛƚ ƚŚĞ ŝ reasons for choices and begin creating a list of the top 10 most common answers. ^ŚĂƌĞcomparisons for ns reaso Withtheir the children reflect on the list created and compare to the contents of your own school in a box, making Activity give to s s? Are there similar things? Ask pupil on thing comm any list Are there cting?reflect expe you are With the children on the created and compare to the contents of your own school in a box, thingsActivity comparisons and highlighting the similarities and differences between ers.them. answ on The remains at front of class with aa pile of for each One most 10similarities top of the The teacher remains at the the front of the the class withcomm pile of questions questions for each group. group. One member member of of each each group group then then list ahighlighting ing creatand begin and esteacher making comparisons the and differences between them. their choic ol in a box, making scho own your of nts conte the to are ZĞǀĞĂů ƚŚĞ ĐŽŶƚĞŶƚƐ ŽĨ ƚŚĞ ͚'ŚĂŶĂŝĂŶ ƐĐŚŽŽů ŝŶ Ă ďŽǆ͛ ŽŶĞ ďǇ ŽŶĞ͘ <ĞĞƉ ƌĞĨĞƌƌŝŶŐ ďĂĐŬ ƚŽ ƚŚĞ ŐƵĞƐƐĞƐ ĐƌĞ comp and comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly ed ct on the comes toActivity the forlist thecreat first question and goes back to their own group to try and find out the answer as quickly as as refleteacher children With the Activity . them een betw sthe rence diffe and s aritie simil the g the children. Look closely at the contents and again make comparisons to your own school in a box. possible. Once they have the answer they write it on slip of paper and take it back to the teacher. If the answer is ightin highl and ns possible. Once they of have answer they write on the paper andreferring take it back ZĞǀĞĂů ƚŚĞ ĐŽŶƚĞŶƚƐ ŽĨ ƚŚĞ ͚'ŚĂŶĂŝĂŶ ƐĐŚŽŽů ŝŶ Ă ďŽǆ͛ ŽŶĞ ďǇ ŽŶĞ͘ <ĞĞƉ ƌĞĨĞƌƌŝŶŐ ďĂĐŬ ƚŽ ƚŚĞ ŐƵĞƐƐĞƐ ĐƌĞĂƚĞĚ ďǇ compariso Reveal the contents thethe ‘Ghanaian school in aitbox’ oneslip byofone. Keep backtotothe theteacher. guessesIf the answer is correct the teacher then hands them the second question, if incorrect they must return to their group to find out Did anyone guess correctly? Are there any surprises? Has anyone's views about the school correct the teacher then hands them the second question, if incorrect they must return to their group to in find out the the at a the children. Look closely at the contents and again make comparisons to your own school in a box. y created by the children. Look closely at the contents and again make comparisons to your own school a changed Activit ĞĚ ďǇ ĐƌĞĂƚ ƐƐĞƐ ƚŽ ƚŚĞ ŐƵĞ ďĂĐŬ ƌƌŝŶŐ ƌĞĨĞ <ĞĞƉ ŽŶĞ͘ Ğ ďǇ ǆ͛ ŽŶ Ă ďŽ ŽŽů ŝŶ correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being Ŷ ƐĐŚ ĂŶĂŝĂ Ğ ͚'Ś ŽĨ ƚŚ box. Didmake anyone guess correctly? Are there any surprises? Hasreceived anyone's about school changed at correct answer. This strategy repeated each group has allviews 10 school questions. Place on it being aa anyone an assumption that has been challenged? ĞŶƚƐ Did anyone guess correctly?is Are there anyuntil surprises? Has anyone's views about the changed at all?anDidemphasis ĐŽŶƚ ZĞǀĞĂů ƚŚĞ box. in athe ol scho own your to ns ariso comp make again and ntsthat conte atpupils competition so the are scanning the fact sheet and in the quickly. the group all? DidLook anyone make an assumption that has been challenged? Explain that the activity is Reward now write aand reflect lyactivity close ren. competition somake the pupils are scanning the fact sheet and taking in the information information Reward the winning winning group with with the child anyone anthe assumption has been challenged? Explain that the is now to write aHas letter totaking the children from Ghanaian school on Did at all?to ged chan ol quickly. schothe t the s abou view ne's anyo ises? surpr any there Are letter to the children from the Ghanaian school and reflect on the contents of their school in a box. The ctly? corre s gues a prize! ne Did anyo a prize! Explain that the activity is now to write a letter to the children from the Ghanaian school and reflect on the contents of to their school ininitial abeen box. The letter needs to explain their initial expectations and why they thou d? and enge chall explain theirhas expectations why they thought of those, a reflection onthe what they ption that assum ancontents makeneeds anyoneletter on ct refle and ol of their school in a box. The letter needs to explain their initial expectations and why they thought of scho aian Ghan ren from the those, a reflection what found orornot their expectations challenged or confirm childwhether r to theand a lette and whether oron not their expectations were challenged confirmed. Ask the pupils were to think of any writethey to ity is now activ that the Explainfound of thought whyorthey and ns ctatio expe those, a reflection on what they found and whether or not their expectations were challenged confirmed. Ask l initia Plenary their in expla to s need r questions they would like to ask the Ghanaian school children and incorporate these into their letter as a lette Thequestions pupils to think any they would like to ask the Ghanaian school children box. ol in aof their scho nts of contethe . Askand incorporate rmed d or confithese enge challand ns were ctatio expe their the pupils to think of any questions they would like to ask the Ghanaian school children incorporate into not or her way of finding out more information. whet and d foun they what Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. on ction the refle letter as afact way of finding out more , aTake away sheets and ask some of the information. questions again toscho see ol if anyone thethese answers. Once again again thosetheir into Once incorporate andremember childrencan aian Ghan the ask to like d woul their letter as a way of finding out more information. they tions ques of any This part could reflect on some of the statistics by asking groups to think about what concepts itit makes them think about. s to think Plenary the pupil This part could reflect on some of the statistics by asking groups to think about what concepts makes them think about. Plenary n. matio infor more out g findin of way a as r then be used as a stimulus for a P4C enquiry. their lette Ask pupils to read their letter a person sitting next to them as a way of sharing their ideas. Then as a then bePlenary used as out a stimulus for to a P4C enquiry. class discuss the different ways of communicating with a Ghanaian school - post/Skype/email etc. Plenary

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Extension ideas Look at the map to remind the class how far their letters would have to travel. Work out how many miles away Ghana is from your school and which other countries it would pass over in an aeroplane, or pass by in a ship. Q Qu uic ick ko on n tth hee d dr ra aw w

ters r let ill ou w ? r l a f ervse rta How eutrolett alvo hil

ar w vel? How f to tra have

ar wil How f to have

Stimulus / Resources / Worksheets

Stimulus Resources / Worksheets ‘What’s in the /box’ sheets Ghanaian school in a box lists (NB: you may want to recreate the ‘Ghanaian school in a box’ by sourcing the items ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ nd byofCDEC in Engla ledwith Union ean Europ Questions on paper (questions should be in from 1-10 one the schools toslips makeof experience more real the pupils). thefor by dshould ct funde Questions suggested on separate separate slips ofthe paper (questions be in order order fromand 1-10 with one set set of questions questions per per group). group). A proje A project funded by the European Union and led in England by CDEC A project byEuropean the and European Union and led inby England by CDEC project by Union and in England CDEC A projectAAfunded byfunded the funded European led in England project funded by the theUnion European Union and led ledby inCDEC England by CDEC 147

Ghanaian School - Whatâ&#x20AC;&#x2122;s in the box?

A project funded by the European Union and led in England by CDEC 148

Ghanaian School in a Box Lists Ghanaian School In a Box Lists Ghanaian Ghanaian School In Box Lists Ghanaian Ghanaian School School School In In In a aa a Box Box Box Lists Lists Lists

Presbyterian Boys Secondary School, Ghana Presbyterian Boys Secondary School, Ghana Presbyterian Boys Secondary School, Ghana Presbyterian Boys Secondary School, Ghana Presbyterian Presbyterian Boys Boys Secondary Secondary School, School, Ghana Ghana

A New Testament Bible, pens & AANew NewTestament Testament Bible, Bible,pens pens&& exercise book AANew NewTestament Testament Bible, Bible,pens pens&& exercise exercisebook book exercise exercisebook book

Some laboratory equipment Some Somelaboratory laboratoryequipment equipment Some Somelaboratory laboratoryequipment equipment

A school magazine AAschool schoolmagazine magazine AAschool schoolmagazine magazine

A piece of school cloth AApiece pieceof ofschool schoolcloth cloth AApiece pieceof ofschool schoolcloth cloth

A ladle & a bamboo flute ladle&&aabamboo bambooflute flute AAladle AAladle ladle&&aabamboo bambooflute flute

A feather AAfeather feather AAfeather feather

A football AAfootball football AAfootball football A project funded by the European Union and led in England by CDEC A AAproject project projectfunded funded fundedby by bythe the theEuropean European EuropeanUnion Union Unionand and andled led ledin ininEngland England Englandby by byCDEC CDEC CDEC AAproject projectfunded fundedby bythe theEuropean EuropeanUnion Unionand andled ledininEngland Englandby byCDEC CDEC

A project funded by the European Union and led in England by CDEC 149

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valuesperceptio values s percens encees fferrenc simil di ariti p & es & t diffe io es ti n ri s ila m values perceptions similarities & differences si s s im on ti il ep rities & differenc perc equality values similarities & differences lues perceptions va needs & awants es In

tro Intro Intro >ŽŽŬ Ăƚ Ğ ͚ ĂǇ ŝŶ ƚŚ Ğ >ŝĨ >ŽŽŬ Ăƚ ƚ Ɛ Ă ŚĞ ͚ ĂǇ ƚŚ Ğ͛ ĚŽĐƵŵ ŝŶ ƚŚĞ >ŝĨĞ͛ ĚŽĐƵ ƐŚĞĞƚ ĂĂƐ Ă ŵĞŶƚƐ Ă ďŽƵƚ ƚƌĂ roIntro ŵĂƚŝŽŶŶ ƐŚĞĞƚ ĚŝƚŝŽŶĂů ĞŶƚƐ Ăď Int Intro ŽƉůĞ͘ ZĞ ĂĚ ƚŚƌŽƵ Ś ƚŚĞ ŝŶĨŽƌ ŽƵ ĨŽƌŵĂƚŝŽ ƚŚƌŽƵŐŐŚ ƚŚĞ ŝŶ ƚ ƚů Đƌ ƌĂĐƌĂĨƚƐƉĞ shared read Ěŝ ƉůĞ ƚŝŽƉĞŽ >ŽŽŬ Ăƚ ƚŚĞ ͚ ĂǇ ŝŶ ƚŚĞ >ŝĨĞ͛ ĚŽĐƵŵĞŶƚƐ ĂďŽƵƚ ƚƌĂĚŝƚŝŽŶĂů ĐƌĂĨƚƐƉĞŽƉůĞ͘ ZĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ ƐŚĞĞƚ ĂƐ Ă ŶĂů Đ ĂĨƚƐ ƌĂ͘ ZĞĂĚ ŽŶĂ

ĨƚƐƉĞRead inin ƚƌĂĚŝƚŝ g,the ex ŽƵƚ ŽƉůĞ͘ Z Ăď erLife’ cisof e,ŵĞ shared ĞĂ ŽĐƵ reading paŶƚƐ Ě ƚŚ Ğ͛ Ě exercise usin >ŝĨ Look at the ‘Day documents about craftspeople. through the information pausing ƌŽ ƚŚĞ to clarify g5/6 ƵŐ Ǉ ŝŶ where ectĞ on to needed. Ś which refl ͚ Ă claneeded. With ƚŚ ƚŚĞ talk ils partners rif Ŭ Ăƚ Split the class into groups around and explain they are going to have competition in they will to scan ,aaask pup ask ytraditional pupils >ŽŽ ĨŽthe wh to reflect ƌŵsheet rs, on the er tne ĂƚŝŽneed e Split the class into groups of around 5/6 and explain they are going to have competition in which they will need to ƚ Ă scan par info ne Ŷ ƐŚĞĞ talk ed h rm shared reading exercise, pausing to clarify where With talk partners, ask pupils to to reflect onŝŶ the Wit ed at . . io ded W n Ɛ Ă nee ith giv ere en ta wh ify lk an clar pa d to rtn th informa be sing ld tion en er given as a shared reading exercise, pausing to clarify where needed. With talk partners, ask pupils to reﬂect on pau cou and s, . e, re then report as (e.g rcis po back k 1 exe thing ting rt g pu to group res ba din they pi some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact nte found rea ck ls surprisin al/i red to 1 g/unusu usu sha some th al/intere re /un in sting fle ing information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact (e.g. g could pris ct to be ƐŽgiven sur on gr nd ŵkey ou th fou Ğƚ information and then report back 1 thing to group they found surprising/unusual/interesting (e.g. could be y e p Śŝ they fo ŶŐ ǇŽgiven up the grothing g to und surpris Ěŝǁ Žƌ ƐŽŵ thin ĚŶ k 1Žŵ ͛ƚ ŬŶ bac ort ƐŽŵĞƚŚŝ the information then report back one to the group found surprising/unusual/ Žǁ rep ŶŐ ǇŽƵ Ě nand ing/un Ž the ƌ Ɛ and Ƶ ĞƚŚŝŶŐ ƚŚ Ăƚ ŝƐ ƚŚĞ usual/interesting (e.g ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ givenŝĚŶ͛ƚ ŬŶŽ Ğƚ ǇŽƵƌ ůŝĨĞ tion ŚŝŶŐ Ϳ͘ ͘ which they rma ƚŚ ƐĂŵĞ ĂƐ info ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Ăƚ ŝƐĞ Ă ƚŚ ŝĨĞͿ Ğ Ƶƌ ů ƐĂ ƐŽŵĞƚŚŝŶŐ ǇŽƵ ĚŝĚŶ͛ƚ ŬŶŽǁ Žƌ ƐŽŵĞƚŚŝŶŐ ƚŚĂƚ ŝƐ ƚŚĞ ƐĂŵĞ ĂƐ ǇŽƵƌ ůŝĨĞͿ͘ Ɛ ǇŽ . could be ŵ Ğ ĂƐ ƐĂŵ ǇŽ ƚŚĞ ƚ ŝƐ Ƶƌ ƚŚĂ ůŝĨ ŝŶŐ ĞͿ ĞƚŚ ͘ interesting (e.g. could be something you didn’t know or something that is the same as your life). ƐŽŵ Žƌ ŶŽǁ ƐŽŵĞƚŚŝŶŐ ǇŽƵ ĚŝĚŶ͛ƚ Ŭ

Big Ideas Big Ideas Big Ideas Big Ideas Big Ideas Use the question shee t thfeel Facilitate a group discussion, using questions so pupils have ado sound understanding of the each Use the question h to at sheet eac foabout thatdo rkeach follows llo wo Ask the groups, what you they affect you? fact stands out most the informa Ide ws these thework so ofwork pupils the tion din athey Ask the what do you feel about these statistics? How do affect you? Which stands most to you you and and instatistics? tan understa fo ersWhich nding of the und nd sou ĂƉas ionHow asound Ɖƌ hav ĞŶgroups, UseBig the question sheet follows the information sorm pupils have aepi sound understanding ofgfact the work out each ilssohave pu ƚŝĐ Ğͬ that soatpup

lsout ǁŽ tion haabout rmafacts? ve aEVERY Ğƌ info Ět ŽĞ the sosomeone sĚ apprentice/worker does. Did the pupils find it interesting to find life? AreŚĞƌ there undsingle ow Ɛ͘ ĂƉƉƌĞŶƚ foll ŶǇ ŝĐĞͬǁŽƌŬ ŝ un why? When do hear about any of these (as are happening day). etƌŬtha ŝĚ ƚŚĞ ƚŚ deelse’s ƉƵƉŝůƐ ĨŝŶ she Ğ rstaůŝĨĞ nĞƌ ĚŽĞƐ͘ Ě ŝƚ ŝŶƚĞƌ ͍ stio ĞƐƚŝŶŐ ƚŽ Ɖŝ nd why? When do you you hear about any ofƉƵ these facts? (asƚĞthey they are happening EVERY single day). que ĨŝŶĚ ŽƵƚ Ğ͛Ɛ ůƐ ĨŝŶ ingƌĞ ƚ ĂďŽƵƚ Ɛ ĞůƐ ŽŵĞŽŶĞ Use the of th ĞůƐĞ͛Ɛ ůŝĨ Ě ŵĞŽŶĞ Ğ͍ ƌĞ ƚŚ ŝƚ ƚ ƐŽ ŝŶ ĞƌĞ ĂŶǇ eĞ Ă ďŽƵ work each el ƌĞ Ƶƚ Ă em Ɛƚ Ě Ž en ĂƉƉƌĞŶƚŝĐĞͬǁŽƌŬĞƌ ĚŽĞƐ͘ ŝĚ ƚŚĞ ƉƵƉŝůƐ ĨŝŶĚ ŝƚ ŝŶƚĞƌĞƐƚŝŶŐ ƚŽ ĨŝŶĚ ŽƵƚ ĂďŽƵƚ ƐŽŵĞŽŶĞ ĞůƐĞ͛Ɛ ůŝĨĞ͍ ƌĞ ƚŚĞƌĞ ĂŶǇ ŝŶ ĨŝŶ Ő ƚ ts Ő ƚŽ Ž th ƐƚŝŶ ĨŝŶ at ĞƌĞ ŝŶƚ Ě ar Ě ŝƚ ŽƵ e ĨŝŶ th ƚ Ă any elements that are the same as your lives? Do you know anyone that works with anything similar? ƉŝůƐ e ďŽ ƉƵ sa element Ƶƚ m ƚŚĞ any s that ƐŽ e ŝĚ re are the as same ĞƐ͘ the ŵ as your ĞŽ yo Are lives?urDolivyou ?͛Ɛ ƌŬĞƌ ĚŽ ŶĞ ͬǁŽ anyone sim Ğilar gsimilar? ƚŝĐĞ ůƐĞ that esknow with ? know anythin ĂƉƉƌĞŶthat Do ůŝĨ hanything Ğ͍ wit Are yo there ƌĞ rks any u bi woth tworks know gthere ƚŚ tha id ĞƌĞ ĂŶǇ elements are the same asadthis your lives? Do you anyone that works with anything similar? Are there any eaany one an s any th w yo is kno ne ha you s Do Are big ideas has made them think about? at m s? wo live r e rk you big th ideas s with anything simila this e as has them think about? thinkem the sam about? t aremade tha Activity nts me ele r? Ar e there any big ideas this has made them think about? m think about? made the Activity has remains as this big ide The teacher at the front of the class with a pile of questions for each group. One member of each group then A The teacher remains at the front of the class with a pile of questions for each group. One member of each group then ct itynow we have the given information we can use this to write a story or a personal diary. In Activi Explain that ty iv comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly comes toththe teacher for the first question and goes back to their own group to try and find out the answer as quickly as as Activity Explainthink at no w groups, of something really exciting, scary or interesting that might happen as part ofaltheir daily lives. we hagiven ve Explain , is that th ups now we gro einforma have the In giv ity ry. en dia tion tiv we can Ac in use son this fo to write per rm a a story possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer or or a at persona ry l io diary. sto In a n groups, te we possible. Once have thestory, answer write on the ofwrite paper and back to the teacher. If the answer is innow caslip k ofbe nthis Explain that we have the given we can use this tous story or aitof personal diary. Inthat groups, use so eto thwri etthey weitacan isaato Itth might amhappy success or itthey might be sad story. Make shared list things might hihav tion ng rma wrtake info ite n in allygive think aof be athe of exinformation somethi stof ht out erethe ng orpossible cit really mig exciting, y orirdaily Itmight s.Itdi we scary g,orsc live interesti adai now lylives. ng t su pe that arysecond might tha rs happen the lain or on as part Exp t their in al correct the teacher then hands them the question, if incorrect they must return to their group to find par te as re ar be ha pen st y. in pp hap In correct the teacher then hands them the second question, if incorrect they must return to their group to find out g ht y gra the th think of something really exciting, scary or interesting that might happen as part of their daily lives. It might be a mig t at cc tha m es ting igh happen. Pupils write their own story/diary entry. s res st t inte or ha or y, pp ry or itin sca en as gs itbe happy ils oups, success mg,igh exc story, pa . Pup or itllymight rt rea t bestory. pen a of sad ing hap Make eth ht th a a shared sa mig ei som t list r of of d possible tha k da st things thin ily or that thin might y. e happen. liv correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on sibl M Pupils es wr pos ak . Iton oflist ofall ite th e ared list mitigh happy success story, ornitst might sad story. ake shared list of possible things that might happen. Pupils correct answer. This strategy is arepeated until has received Place an emphasis it being being sh ei ar sha t be aaa r ow agroup ed Maeach ry. stoMake or sad po10 dibe ssquestions. ar write ible htyabe their mig own Plenary entry story/dia ity/ things that might ha or ry entry. ry, . sto s ces suc py hap competition so are scanning the fact sheet taking winning en. Pugroup write their own story/diary entry. pils with competition so the the pupils pupils are sheet and taking in in the the information information quickly. quickly. Reward Reward the the pp winning group with ry.scanning ry ent some of the writing. Think about the whofact else you and could ask to provide similar information so you can ry/dia sto n ow ir the writeShare aa en prize! Pl prize! ar y other people’s lives (see extension work). learn Plenar y about Share some of the wr Plenary iting. about Share some Think ab of the writing. Think learn can ry you who na so else ou could Ple tion t wh provide similar informa oyou informa ilar elcould tion you se can e siminformation learn Ăď yo vid ŽƵ pro u ask to coto ƚ Ž Share some of the writing. Think about who else you ask similar soso you can learn ask ulto ƚŚ ld dprovide Plenary Ğƌ cou as Ɖ you k ĞŽ to else Ɖů o pr Ğ͛ wh ov Ɛ ů ut id ŝǀĞ abo e nk ĂďŽƵƚ Žƚ Ɛ ; sim Thi ŚĞƌ ƉĞŽƉ . ƐĞ ůĞ͛Ɛ ůŝǀĞƐ ila ting Ğ ;ƐĞĞ Ğǆƚ wri r Ğǆ ĞŶƐŝŽŶ ǁ information so you ca ƚĞŶƐŽƌŬͿ͘ ŝŽŶ ǁŽƌŬͿ͘ Share some of the n learagain ĂďŽƵƚ ŽƚŚĞƌ ƉĞŽƉůĞ͛Ɛ ůŝǀĞƐ ;ƐĞĞ ĞǆƚĞŶƐŝŽŶ ǁŽƌŬͿ͘ n ƌŬͿ͘ ŝŽŶ ǁŽ ĞŶƐ Take away the fact sheets and ask some of the questions again to see if anyone can remember the Ğǆƚ ĞĞ Ɛ ;Ɛ ůŝǀĞ Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. answers. Once Once again Ğ͛Ɛ ŽƉů ƌ ƉĞ ƚŚĞ ĂďŽƵƚ Ž reflect This part part could could reflect on on some some of of the the statistics statistics by by asking asking groups groups to to think think about about what what concepts concepts itit makes makes them them think think about. about. This then be used as a stimulus for a P4C enquiry. then be used as a stimulus for a P4C enquiry. ideas ion Extens Extensio Extension ideas nideas ideas Extension Ğ ůŝĨĞ͛ ƉƌŽͲ Ŷ ƚŚ ĂǇ ŝ Ă ͚Ě ĂƚĞ ƌĞ Create aEx ‘day in the te ns ƌĞĂƚĞ Ă ͚ĚĂǇ ŝŶ ƚŚ ion life’ Ğ ůŝĨĞ͛ ƉƌŽ ideas Ͳ ƌĞĂƚĞ Ă ͚ĚĂǇ ŝŶ ƚŚĞ ůŝĨĞ͛ ƉƌŽͲ (this son per l aƚĞloca of file profile alocal person fileofof ĞĂlocal alocal person (this Ă ͚ĚĂǇ ŝ Ŷ ƚ file aof ƌ person (this ŚĞ ůŝĨ Ğ͛ tsƉƌŽͲ craf nal itio trad l craftsbe (this could traditional cou could bealdbe of atraditional traditiona aaaloc al pe could befile craftsrsones(th is per trad l loca or son crafts-person or aaatrades local per co person uld local trades be pertra dition person oror a alocal peral cra fts ecexp of a listexpecke Ma trades person). Make aallist son pe).rso son).Make Make list or aofof loc son). analist expectra de Did you know? ... s pe rit ore reading oftations expectations before ons E so n) before . Mbef reading PIC ak e a lisitt it PIC RAC RAC E PICE tationstati before reading CO expe -O P P HEL HEL AM conc-RILLER - CROOPPPICE S and W eof E C S par R L com M reading it and then n A the -A A IL M N A and -A R CHE A ta SS PPLEPP E O- SW ER - C KER tio and S then L compare ns K M and be conA R fo R A re O G R A re N G L and then compare and conad E L W C R L -A ing R R K H it E O IL P R O LOR There O E O W P L W ORKER are 2.2 -AEPRPL W compare contrast. E GRO WERLW ER billion A-S t.then W andand trast.tras E WG comp LORN WILL A-S LORN

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trast. children in the world ... R 1 billion of them are St ulus Q / Resoces Qu uic urce ick Stimulim ko sWorks us / Resour / Worheets on / n tth ks he et hee d s dr ra WƌŽĨŝůĞ ͚ Stimulus / Resources / Worksheets aw w living in poverty ... z s et /E he d, rks > Wo / /& es ͛ ǁ urc WƌŽĨŝůĞ ͚ ŽƌĚƐƚƵƌĞƐ ƐŚ so z /E d, Re >/& ͛ ǁ / ͬƉ ŽƌĚƐͬƉŝĐ lus ŝĐƚ mu ĞĞƚ ŽĨ Ă Ƶƌ Sti ǀĂƌŝĞƚǇ Ž ĞƐ Ĩ ƚƌĂĚŝƚŝŽ ƐŚ ŶĂů ĐƌĂĨƚ ĞĞ ƐƉĞŽƉůĞ ƚ Ž ƌĂĨƚƐƉĞŽƉůĞ Ĩ Ă w w ǀĂ w ƌŝĞƚǇƚǇ Ž .global-l WƌŽĨŝůĞ ͚ z /E d, >/& ͛ ǁŽƌĚƐͬƉŝĐƚƵƌĞƐ ƐŚĞĞƚ ŽĨ Ă ǀĂƌŝĞƚǇ ŽĨ ƚƌĂĚŝƚŝŽŶĂů ĐƌĂĨƚƐƉĞŽƉůĞ ŽĨ ƚĨ ƚƌĂĚŝƚŝŽŶĂů Đ ĂƌŝĞ

are and con-

ƌĂĚŝƚŝŽŶĂů ĐƌĂĨƚƐƉĞŽƉ ite Stimulus / Resources /ƌĚƐ Worksheets racy .yol www.gl item obal-lite .co racy.yol & ͛as ǁŽ asite.co m . ƚƵƌĞƐ ƐŚĞĞƚ ŽĨ Ă ǀ >/ . ͬƉŝĐ ůĞ d, z /E ͚ ĨŝůĞ WƌŽ UK :Proﬁle Fo od www.global-literacy.yolasite.com . Fo cu sIN- THE ‘DAY LIFE’ words/pictures sheet of a variety of traditional craftspeople Raacy ch el . th om UK: Food e te.c Focus ap lasi swill basRachel pr .yo the kes basapprent en ice apple iter tic grower; ller (ma al-l e Trade lob ap Focus Lorna tice swi w.g ple grow thena ren apprent swiller (makes the appice keww swill er tswww.global-literacy.yolasite.com, Lor ),Focus ; us Tr and Sa Foc ad UK: Food Rachel the apprentice apple grower; Trade Focus Lorna the apprentice swiller (makes swill basde e Tra Fo r; click ‘Sustainable Rural Communities’ m we cu th gro s le e Lo ap app rna the apprentice sw tice entic kets),UK: and Sam e app the theus copp apprent ice coppiceRacprhel worker. ice Foc -worker. dthe Foo r (mak Stimulus /--Resources /ren Worksheets es baskets), swill baskets), and Sam apprentice coppice-worker. UK: Food Focus Rachelren thetice apprentice apple grower; Trade Focus Lorna the apprentice swiller ille (makes swill r. rke -wo pice cop app the Sam and s), ket ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Sam the apprentice coppice-worker, Dry Stone Waller, Charcoal Burner, Willow Basket Maker. ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Questions (questions should be of per Questions on on separate separate slips slips of of paper paper (questions should be in in order order from from 1-10 1-10 with with one one set setEng of questions questions per group). C group). by CDE A project funded land by A the European pr in Union oje led and led in and England ct on by fu CDEC Uni nd an ed ope Eur by A project funded by the Union led in England by CDEC th byethe dedEuropean Europe ject fun an Unand A pro ion and led in England by CDEC project by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC 150

To compare the value of education for children in different parts of the world. To begin to understand the link between education and development.

Curriculum Links Geography

Super School

Literacy Geography Curriculum Curriculum Links P4CLinks Links Curriculum Literacy Geography Geography P4C Literacy Literacy P4C P4C

To thenolo value of education for children in different parts of the world. To compare write a chro gical report show ing aspects of the school day. To begin to understand the link between education and development.

Quick School On The Draw Super

ToTo gain aa deeper understanding of global issues. gain deeper understanding ofaspects global issues. compare the value education for children in diﬀerent parts of the world. rigofhts To writeTo a chronological report showing of the school day. va lue s north ed uc ation consider the inequalities between the global and To ToToconsider inequalities between the global north and south. south. begin tothe understand the link between education and development.

Intro

write chronological report for showing aspects of the school day. able scan aa document key information. values education ToTobe be ableato to scanrights document for key information. /Ŷ Ă ĐŝƌĐůĞ͕ ͚ĐŚĂTo ŶŐĞ ƉůĂĐĞ Ɛ͛ ŝĨ ǇŽƵ ĂŐƌĞĞ ŐĂŵĞ ;ĂĚĚͬĂŵĞŶĚ ƚŚĞ ƐƚĂƚĞŵĞŶƚƐ ĂƐ Ǉ ŽƵ ǁŝƐŚ ƚŽ ĞŶĐŽƵƌĂŐĞ ƚŚŝŶŬŝŶŐ ĂďŽƵƚ the big variety of things pupils do in and around scho ol). values education Intro ͞ ŚĂ ŶŐĞ rights ƉůĂĐĞƐ͙ ŝĨ ǇŽƵ ůŝŬĞ ĐŽŵŝŶŐ ƚŽ ƐĐŚ ŽŽů ͙ ŝĨ ǇŽƵ ůŝŬĞ W Ăƚ ƐĐŚŽŽů ͙ ŝĨ ǇŽƵ ĞŶũŽǇ ƌĞĂĚŝŶŐ ͙ ŝĨ ǇŽƵ ĐŽŵĞ ŝŶ Ă ĐĂƌ ƚŽ ƐĐ /Ŷ Ă ĐŝƌĐůĞ͕ ͚ĐŚĂŶŐĞ ƉůĂĐĞƐ͛ ŝĨ ǇŽƵ ĂŐƌĞĞ ŐĂŵĞ ;ĂĚĚͬĂŵĞŶĚ ƚŚĞ ƐƚĂƚĞŵĞŶƚƐ ĂƐ ǇŽƵ ǁŝƐŚ ƚŽ ĞŶĐŽƵƌĂŐĞ ƚŚŝŶŬŝŶŐ ĂďŽƵƚ ŚŽŽů ͙ ŝĨ ǇŽƵ ŐŽ ƚŽ ĂŶǇ ĂĨƚĞƌ ƐĐŚŽŽů ĐůƵďƐ ͙ ŝĨ ǇŽƵ ďƌŝŶ Ő Ă ƉĂĐŬĞĚ ůƵŶĐŚ ƚŽ ƐĐŚŽŽů ͙ ŝĨ ǇŽƵ ůŝŬĞ ƉůĂǇƚŝŵĞ ͙ ŝĨ ǇŽƵ ŚĂǀĞ the Ɛǁŝŵ big variety of things doŶŬ ƚŚ in and around school). ŵŝŶŐ ůĞƐƐ ŽŶƐ ͙pupils ŝĨ ǇŽƵ ƚŚŝ Intro Ăƚ ƐĐ ŚŽŽů ŝƐ ŝŵ Intro ƉŽƌƚĂŶƚ͟ etc Refle ͞ ŚĂŶŐĞ ƉůĂĐĞƐ͙ ŝĨ ǇŽƵ ůŝŬĞ ĐŽŵŝŶŐ ƚŽ ƐĐŚŽŽů ͙ ŝĨ ǇŽƵ ůŝŬĞ W Ăƚ ƐĐŚŽŽů ͙ ŝĨ ǇŽƵ ĞŶũŽǇ ƌĞĂĚŝŶŐ ͙ ŝĨ ǇŽƵ ĐŽŵĞ ŝŶ Ă ĐĂƌ ct onInSplit a circle, ‘change places’ if you agree game (add/amend the statements ascompetition you wish to in encourage thinking the finalclass state men t abou scho ol5/6 bein g explain of and they are to will need to impo rtan t and ask pupi Split the the class into into groups groups of taround around 5/6 and explain they are going going to have have competition in which whichtthey they will need to scan scan ls toaatell you more abou their reas ons about the big variety of things pupils do in and around school). (eith ƚŽ ƐĐŚŽŽů ͙ ŝĨ ǇŽƵ ŐŽ ƚŽ ĂŶǇ ĂĨƚĞƌ ƐĐŚŽŽů ĐůƵďƐ ͙ ŝĨ ǇŽƵ ďƌŝŶŐ Ă ƉĂĐŬĞĚ ůƵŶĐŚ ƚŽ ƐĐŚŽŽů ͙ ŝĨ ǇŽƵ ůŝŬĞ ƉůĂǇƚŝŵĞ ͙ ŝĨ ǇŽƵ er chan ging place s beca use they some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact agre e or thos e that some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact disag reed ). “Change places… if you like coming to school … if you like PE at school … if you enjoy reading … if you come ŚĂǀĞ ƐǁŝŵŵŝŶŐ ůĞƐƐŽŶƐ ͙ŝĨ ǇŽƵ ƚŚŝŶŬ ƚŚĂƚ ƐĐŚŽŽů ŝƐ ŝŵƉŽƌƚĂŶƚ͟ etc ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ Big Ideas ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ in athe carfinal to school … if youabout go to school any after school clubs … if and you bring a packed lunch schoolabout … if you likereasons Reflect on statement being important ask pupils to tell youtomore their Expl ain we are goin playtime …gifto you haveabou swimming lessons …if you think that school is important” etc think t theagree valueor of those the diffe rent things in our lives and place them on an imaginary (either places because they that disagreed). Big LY Ideas Reflect on the final about school being important and ask pupils to tell you more about their line, withchanging REAL VALU ABLEstatement at one end, and NOT VALUABLE at the othe r. Holdyou? up card s whic h show reasons (either changing places because they agree or those that disagreed). rent BigctsIdeas Ask groups, what do you feel these statistics? they affect fact out most to aspe Ask the the groups, whatto dopart youicula feel about about these statistics? How How do do they affect you? Which Which fact stands stands outdiffe most to you you and and of our lives and pass r child ren to place on the conc ept line. (you Big Ideas can add/ why? When do you hear about any of these facts? (as they are happening EVERY single day). ame nd the why? When do you hear about any of these facts? (as they are happening EVERY single day). Explain weasare going think about thee?value of the different things in our lives and place them on an imaginary state ments you wishto Do othe rs agre Why /not ? Mak e links betw Explain we are ). going to think about the value of the different things in our lives and place them onskills an you migh een such as the line,towith REALLY VALUABLE at one end, and NOT VALUABLE atVALUABLE the other.state Holdmen up ts, cards which show different t need carry out one of thes e thing s and wheatreone imaginary line, with REALLY VALUABLE end, andtaug NOTht. at the other. Hold up cards which thes e are Activity aspects of our lives and pass to particular children to place on the concept (you can add/amend the >ŽŽŬ Ăƚ Ăůů ŽĨ ƚŚĞ Ɛ ƚĂƚĞŵ ĞŶƚƐ ĂŶĚ show different aspects of ĂƐŬ our lives pass toƐĞĚ Ă particular children to ǇŽƵ placeline. on the concept line. (you can ƚŚĞ Ƌand ƵĞƐƚ ŝŽŶ Ƶ ďŽǀĞ ĂŐĂŝ Ŷ ͚ĚŽ ƚŚŝŶ Ŭ ƚŚĂ ƚ ƐĐŚ ŽŽů ŝ Ɛ ŝŵƉ ŽƌƚĂ Ŷƚ͍͛ statements as you wish). Doat between statements, as the skills you'Ğƚ might The teacher remains the of the class aaMake pile of questions for each group. One member of group then resp onses/ref add/amend the statements as agree? you Do with others agree? Why/not? links between statements, ons. Thelecti teacher remains atothers the front front ofwish). theWhy/not? class with pile oflinks questions forMake each group. Onesuch member of each each group then such as the skills you might need to carry out one of these things and where these are taught. Look at all comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly need to carry out one of these things and where these are taught. as Activitycomes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as ofpossible. the statements and ask the question used above again ‘do you think that school is important?’ Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is >ŽŽŬ Ăƚ Ăůů ŽĨ ƚŚĞ ƐƚĂƚĞŵĞŶƚƐ ĂŶĚ ĂƐŬ ƚŚĞ ƋƵĞƐƚŝŽŶ ƵƐĞĚ ĂďŽǀĞ ĂŐĂŝŶ ͚ĚŽ ǇŽƵ ƚŚŝŶŬ ƚŚĂƚ ƐĐŚŽŽů ŝƐ ŝŵƉŽƌƚĂŶƚ͍͛ 'Ğƚ possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is tĂƚĐŚ ĂůůͬƉĂƌ ƚ ŽĨ ƚ ŚĞ Ĩŝ ůŵ͕ Žƌ ƌĞĨĞƌ ďĂĐŬ ƚŽ͕ ͚ ĂŶŝĞů͛Ɛ ůĂƐƐŝĐĂů ^ĐŚŽŽů͕͛ ǁŚŝ Get responses/reflections. ĐŚ ƐŚ correct the teacher to to out the responses/reflections. ŽǁƐ return ƚŚĞ ůŝǀĞƐ ŽĨ ϯ group correct the teacher then then hands hands them them the the second second question, question, ifif incorrect incorrect they they must must return to their their group to find find outƌĞŶ the ĚŝĨĨĞƌĞŶƚ ĐŚŝůĚ from Ghana. Do you think thatstrategy those child ren valu e scho ol? Why Activity /not ? Whe correct answer. This is repeated until each group has received all 10 questions. Place an emphasis on it being re wou ld they Place placeanit emphasis correct answer. This strategy is repeated until each group has received all 10 questions. on itinary being aa on the imag lineActivity we used earliall/part er? Watch of the film, or refer back to, ‘Daniel’s Classical School’, which shows the lives of 3 different competition so the competition the pupils pupils are are scanning scanning the the fact fact sheet sheet and and taking taking in in the the information information quickly. quickly. Reward Reward the the winning winning group group with with At tĂƚĐŚ ĂůůͬƉĂƌƚ ŽĨ ƚŚĞ Ĩŝůŵ͕ Žƌ ƌĞĨĞƌ ďĂĐŬ ƚŽ͕ ͚ ĂŶŝĞů͛Ɛ ůĂƐƐŝĐĂů ^ĐŚŽŽů͕͛ ǁŚŝĐŚ ƐŚŽǁƐ ƚŚĞ ůŝǀĞƐ ŽĨ ϯ ĚŝĨĨĞƌĞŶƚ ĐŚŝůĚƌĞŶ this poin t you coul dso raise children from Ghana. Do you think that those children value school? Why/not? Where would they place it ques tions and run a P4C sess ion. Refe rring back aa prize! to the state men prize! ts may mov the from Do you think children value school? Why/not? Where would they place it on the eimaginary dialo gueGhana. forw on the imaginary linethat we those used earlier? ard. At this point you could raise questions and run a P4C session. Referring back to the statements may move line weƌŽŶŽ usedůŽŐŝĐ earlier? ƌĞĂ ƚĞ ĐŚ Ăů ƌĞƉŽƌƚ ŽĨ Ă ͚ĚĂǇ ŝŶ ƚŚĞ ůŝĨĞ ŽĨ ŽƵƌ ƐĐŚŽŽů͛ ʹ show ing the back manytodiffe things that the dialogue forward. Plenary Atenin thisgpoint you could raise questions and run a P4C session. Referring therent statements mayare move the happ at the same time in one scho ol (from EY to Y6 to kitch en, offic e etc) Create chronological report of a ‘day in the life of our school’ – showing the many different things that are dialogue forward. KZ Đ ƌĞĂƚĞ Ă ͚Ě Take away the fact sheets and ask some of the questions again to ifif anyone can remember the answers. Once again ĂǇ ŝŶ ƚŚĞ ůŝĨĞ Ž Take away fact sheets and some of (from the questions again to see see anyone thein answers. Ĩ ŵĞ ͛ ĚŝĂ ƌǇ ;ƚŚ ŽƵůĚ ďĞ Ĩ ŝůŵƐͬ happening atthe the same time in ask oneĞƐĞ Đ school EY to Y6 to kitchen, office etc)can OR remember create a ‘day the life Once again ƉŚŽƚ ŽƐ ĂŶ Ě ǁŽ ƌĚƐͿ ƌĞĂƚĞ ĐŚƌŽŶŽůŽŐŝĐĂů ƌĞƉŽƌƚ ŽĨ Ă ͚ĚĂǇ ŝŶ ƚŚĞ ůŝĨĞ ŽĨ ŽƵƌ ƐĐŚŽŽů͛ ʹ showing the many different that are This on of statistics by to what itit makes them think This part part could could reflect on some some of the the statistics by asking asking groups groups to think think about about what concepts concepts makes themthings think about. about. Plen ary ofreflect me’ diary (these could be films/photos and words) happening at the same time in one school (from EY to Y6 to kitchen, office etc) then be used as a stimulus for a P4C enquiry. thenorbe used as a stimulus for a P4C enquiry. Share the films diari es to celebrate the many things that happen at scho Plenary KZ ĐƌĞĂƚĞ Ă ͚ĚĂǇ ŝŶ ƚŚĞ ůŝĨĞ ŽĨ ŵĞ͛ ĚŝĂƌǇ ;ƚŚĞƐĞ ĐŽƵůĚ ďĞ ĨŝůŵƐͬƉŚŽƚŽƐ ĂŶĚ ǁŽƌĚƐͿ ol and around school. Have pupils thoughts deve lope or chan Share thed films or diaries to celebrate things that happen at school and around school. Have ged from the startthe of many this lesso n? Do we valu e school differently now we have looked Plenary in mor e deta pupils orof changed the start of this lesson? Do we value school differently now we il at thoughts all of thedeveloped fun variety things from we do? Share the films or diaries todetail celebrate the many thingsofthat happen at school and around school. Have pupils have looked in more at all of the fun variety things we do? thoughts developed or changed from the start of this lesson? Do we value school differently now we have looked Exteat nsio in more detail allnofIdea the sfun variety of things we do? Did you know? ... Write a fictio nal diary from the perspective of a Ghanaian child (day in the life), based on the There are ideas 2.2 billion Extension Ideas Extension ĨĂĐƚƐ ŐŝǀĞŶ ŝŶ ƚŚĞ Ĩ ŝůŵ ͚ ĂŶŝĞů͛Ɛ ůĂƐƐŝĐĂů ^ĐŚŽŽů͛͘ Write a afictional diary fromfrom the of a of a children in the world ...perspective Write fictional diary the perspective Ghanaian child (day in the life), based on the Ghanaian childthem (day in life), basedQ on the 1 billion arethe Classical given inof the film ‘Daniel’s School’. Qu uic ick Stimulus / Resfacts ko on our ces n tth / Worksheets ĨĂĐƚƐ ŐŝǀĞŶ ŝŶ ƚŚĞ Ĩŝůŵ ͚ ĂŶŝĞů͛Ɛ ůĂƐƐŝĐĂů ^ĐŚŽŽů͛͘ hee d dr ra aw

equality

needs & wants

w in poverty ... ^ŝŐŶƐ ĨŽƌ ĐŽŶĐĞƉƚ ůŝŶliving Ğ ͚ƌĞĂůůǇ ǀĂůƵĂďůĞ͛ ĂŶĚ ͚ŶŽƚ ǀĂůƵĂďůĞ͛͘ ƐƉĞĐƚƐ ŽĨ ůŝĨĞ ĐĂƌĚ Ɛ͘ sŝĚĞŽ ͚ ĂŶŝĞůƐ ůĂƐƐŝĐĂů ^ĐŚŽŽů͛ ǁǁǁ͘ŐůŽďĂů-literacy.y olasite.com

Stimulus / Resources / Worksheets Stimulus / Resources / Worksheets ^ŝŐŶƐ ĨŽƌ ĐŽŶĐĞƉƚ ůŝŶĞ ͚ƌĞĂůůǇ ǀĂůƵĂďůĞ͛ ĂŶĚ ͚ŶŽƚ ǀĂůƵĂďůĞ͛͘ ƐƉĞĐƚƐ ŽĨ ůŝĨĞ ĐĂƌĚƐ͘ Stimulus / Resources / Worksheets

Diar y

writ in

Signs for concept line ‘really valuable’ and ‘not valuable’. Aspects of life cards. sŝĚĞŽ ͚ ĂŶŝĞůƐ ůĂƐƐŝĐĂů ^ĐŚŽŽů͛ ǁǁǁ͘ŐůŽďĂů-literacy.yolasite.com A project funded by the European Un͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Diar ͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ Video ‘Daniels Classical School’ www.global-literacy.yolasite.com y wri ting per Questions on separate slips of Questions on separate slips of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per group). group). A project funded by the European Unproject by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC 151

Super School

Really valuable Not valuable A project funded by the European Union and led in England by CDEC 152

Super School - Aspects of Life cards

Learning to swim Reading my books Learning to add up Playing with friends Driving in a car Eating our tea Playing on a computer A project funded by the European Union and led in England by CDEC 153

Super School - Aspects of Life cards

Playing snakes & ladders

Going Shopping Talking on a mobile phone

Having a dishwasher Going on school trips Spending time with family

Sending a card to my gran A project funded by the European Union and led in England by CDEC 154

Curriculum Links Curriculum Curriculum Links Links

IQuick wantOn toThe be...Draw

Literacy Links mLinks Curriculu Lit Curriculum Geog Geography Geog Lit Geography Curriculum Literacy Links Geog Lity P4C Literac Literacy world.them. the parts different children forchildren education ofeducation To the value of for inindifferent parts ofofto the world. valuepersonal theabout compare Tocompare Cit Num To think aspirations and what we might need achieve P4C Num Cit phy Geogra To be able to scan a document for key information. ent. Geography developm and education between To be able to scan a document for key information. Geography link the d To begin to understand the link between education and development. understan to begin To To write a report about the value of education, presenting a personal point of view. To be able to compare different lifestyles and perspectives. Num P4C Cit To show an understanding towards other peoples lifestyles. Literacy P4C them. achieve to need might we what and s aspiration To think about personal aspirations and what we might need to achieve them. personal about To think P4C PSHE P4C PSHE rights values equality view. point personal presenting education,presenting value To about ofofeducation, aapersonal ofofview. thevalue aboutthe report equality needs &point wants writeaareport Towrite Citizenship PSHE P4C To write a fictional diary/narrative based on factual information. To gain aa deeper understanding of global issues. ToTo gain deeper understanding offor global issues. compare the value of education children in diﬀerent parts of the world. consider the inequalities between the global and To ToToconsider inequalities between the global north north and south. south. begin tothe understand the link between education and development.

be... II want to be... want to A Day in the Life

Intro Intro

rights rights

values values

equality equality

Circle activity askgroups pupils to think about what they want to be ableto do when they arein older, where do need Split class of 5/6 explain they are going have aa competition which they Split the the class–into into groups of around around 5/6 and and explain they are going toto have competition in which they will will need to to scan scan values perceptions similarities & differences they want to travel to, what do they want to see, and what do they want to be, their aspirations/dreams. some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the Intro some key information for the answers and try to be the first to report the answers back to the teacher. Hand out the fact fact

Intro

After a few minutes thinking time stand in the middle circle and say something you wantdo to do, ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ they dothey where older, arethat theyare when dowhen ƐŚĞĞƚ ͚ Ŷ hŶĞƋƵĂů tŽƌůĚ͛ ĂŶĚ ŐŝǀĞ ƚŚĞ ŐƌŽƵƉƐ ϱ ŵŝŶƵƚĞƐ ƚŽ ƌĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ͘ abletoto beable wantof they what Circle activity totothink about what they want totothe be do they older, where about think pupils askpupils activityʹʹask Circle e.g. “I wantto, to traveldo to XXX”. Use ball/inflatable globe andwant throw itbe, to pupilaspirations/dreams. which indicates it isAfter their Intro few Aftera afew s/dreams. aspiration their be,atheir wanttoto they dothey what andwhat see,and want see, do wantatoto theywant what dothey travel to,what wanttototravel turn in the middle of the circle. This then gets repeated until all pupils have had at least one turn to share ͘ ͞/ ǁĂŶƚ ƚŽ >ŽŽŬ Ăƚ ƚŚĞ ͚ ĂǇ ŝŶ ƚŚĞ >ŝĨĞ͛ ĚŽĐƵŵĞŶƚƐ ĂďŽƵƚ ƚƌĂĚŝƚŝŽŶĂů ĐƌĂĨƚƐƉĞŽƉůĞ͘ ZĞĂĚ ƚŚƌŽƵŐŚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ ƐŚĞĞƚ ĂƐ Ă Big Ideas ŵŝŶƵƚĞƐ ƚŚŝŶŬŝŶŐ ƚŝŵĞ ƐƚĂŶĚ ŝŶ ƚŚĞ ŵŝĚĚůĞ ŽĨ ƚŚĞ ĐŝƌĐůĞ ĂŶĚ ƐĂǇ ƐŽŵĞƚŚŝŶŐ ƚŚĂƚ ǇŽƵ ǁĂŶƚ ƚŽ ĚŽ͕ Ğ͘Ő͘ ͞/ ǁĂŶƚ ƚŽ ŝŶŬŝŶŐ ƚŝŵĞ ƐƚĂŶĚ ŝŶ ƚŚĞ ŵŝĚĚůĞ ŽĨ ƚŚĞ ĐŝƌĐůĞ ĂŶĚ ƐĂǇ ƐŽŵĞƚŚŝŶŐ ƚŚĂƚ ǇŽƵ ǁĂŶƚ ƚŽ ĚŽ͕ Ğ͘Ő ŵŝŶƵƚĞƐ ƚŚ an aspiration. ĚůĞ ŽĨ ƚŚĞ ŝŶ ƚŚĞ ŵŝĚ shared reading exercise, pausing to ĂďůĞ ŐůŽďĞ clarify where needed. With talk partners, ask pupils to reflect on the Ɛ ƚŚĞŝƌ ƚƵƌŶ ĚŝĐĂƚĞƐ ŝƚ ŝ ŝů ǁŚŝĐŚ ŝŶ ŝƚ ƚŽ Ă ƉƵƉ ĂŶĚ ƚŚƌŽǁ ƚƌĂǀĞů ƚŽ yyy͘͟ hƐĞ Ă ďĂůůͬŝŶĨůĂƚĂďůĞ ŐůŽďĞ ĂŶĚ ƚŚƌŽǁ ŝƚ ƚŽ Ă ƉƵƉŝů ǁŚŝĐŚ ŝŶĚŝĐĂƚĞƐ ŝƚ ŝƐ ƚŚĞŝƌ ƚƵƌŶ ŝŶ ƚŚĞ ŵŝĚĚůĞ ŽĨ ƚŚĞ Ask groups, do feel these statistics? How do they you? Which fact out ďĂůůͬŝŶĨůĂƚ ƚƌĂǀĞů ƚŽ y Ask the theyy͘͟ hƐĞ Ă groups, what what do you you feel about about these statistics? How do they affect affect you? Which fact stands stands out most most to to you you and and . aspiration information given and then report back 1 thing to group they found surprising/unusual/interesting (e.g. could be an share to turnto share one Big Ideas least had have why? When do you hear any these facts? (as they are happening EVERY single day). circle. This then repeated until allallof pupils have had atat least one turn aspiration. until repeated gets thengets This circle. why? When do you hear about about any ofpupils these facts? (as they are happening EVERYan single day). ƐŽŵĞƚŚŝŶŐ ǇŽƵ ĚŝĚŶ͛ƚ ŬŶŽǁ Žƌ ƐŽŵĞƚŚŝŶŐ ƚŚĂƚ ŝƐ ƚŚĞ ƐĂŵĞ ĂƐ ǇŽƵƌ ůŝĨĞͿ͘ pupils to consider what they need to achieve some of these aspirations. Hold up the ‘ranking cards’ and Big Ideas Ideas BigAsk ask the pupils to place them in order, with the most important at the top and least important at the bottom Activity ƐŬ ƉƵƉŝůƐ ƚŽ ĐŽŶƐŝĚĞƌ ǁŚĂƚ ƚŚĞǇ ŶĞĞĚ ƚŽ ĂĐŚŝĞǀĞ ƐŽŵĞ ŽĨ ƚŚĞƐĞ ĂƐƉŝƌĂƚŝŽŶƐ͘ ,ŽůĚ ƵƉ ƚŚĞ ͚ƌĂŶŬŝŶŐ ĐĂƌĚƐ͛ ĂŶĚ ĂƐŬ ƚŽ ĐŽŶƐŝĚĞƌ ǁŚĂƚ ƚŚĞǇ ŶĞĞĚ ƚŽ ĂĐŚŝĞǀĞ ƐŽŵĞ ŽĨ ƚŚĞƐĞ ĂƐƉŝƌĂƚŝŽŶƐ͘ ,ŽůĚ ƵƉ ƚŚĞ ͚ƌĂŶŬŝŶŐ ĐĂƌĚƐ͛ ĂŶĚ ĂƐŬ ƐŬ ƉƵƉŝůƐ (this could be done as whole class or in small groups usingata the set of each). Big the Ideas (this then bottom thebottom atthe important least andeach topcards important totoplace them in order, with the most important the top and least important at (this most theclass with order, themat place The teacher remains front of with aa pile for group. One of group pupils thepupils The teacher remains atinthe the front of the the class with pile of ofatquestions questions for each group. One member member of each each group then Use could the question sheet that follows the information so pupils have a sound understanding of the work each Activity each). cards of setof aset using be done as whole class or in small groups using a cards each). groups small in or class whole as done be could comes to the teacher for the first question and goes back to their own group to try and find out the answer comes to the teacher for the first question and goes back to their own group to try and find out the answer as as quickly quickly as as ĂƉƉƌĞŶƚŝĐĞͬǁŽƌŬĞƌ ĚŽĞƐ͘ ŝĚ ƚŚĞ ƉƵƉŝůƐ ĨŝŶĚ ŝƚ ŝŶƚĞƌĞƐƚŝŶŐ ƚŽ ĨŝŶĚ ŽƵƚ ĂďŽƵƚ ƐŽŵĞŽŶĞ ĞůƐĞ͛Ɛ ůŝĨĞ͍ ƌĞ ƚŚĞƌĞ ĂŶǇ Share some of the most important answers that are at the top of the list and any which pupils could not Activity possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is Activity possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is decide between (e.g.as that they haveDo putyou side by side). Askthat how certain cards are which linked. Is there one thing elements that are the same your lives? know anyone works with anything similar? Are there any decide not could pupils any and list thelist ofthe top thetop Share some of most important answers atatthe of and any which pupils could not are correct the teacher then hands the second question, ifif incorrect they must return to their group to find out thatare answers important most the ofthe some Share correct the teacher then hands them them thethat second question, incorrect they must return to their group toifdecide find out the the that seems to link with everything? Demonstrate by drawing links between cards. Now ask the pupils they big ideas this has made them think about? to seems that thing one there Is linked. are cards certain between (e.g. that they have put side by side). Ask how certain cards are linked. Is there one thing that seems to how Ask side). by side put correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being have they that (e.g. between correct answer. Thistake strategy is repeated received 10 questions. Place anaspirations? emphasis on it being aa think that you could ‘education’ awayuntil fromeach thegroup list of has cards – couldallthey stillpupils achieve their could you that think they if the ask Now cards. link with everything? Demonstrate by drawing links between cards. Now ask the pupils if they think you could between links by drawing tethe ? Demonstra competition so the pupils are the sheet taking information Reward the group with everything linkWhy/why competition soHow? the pupils are scanning scanning the fact fact sheetofand and taking in ininthe the information quickly. Rewardthat the winning winning group with with not? Encourage pupils to think education a wider sense;quickly. school, swimming Activity How? not? Why/why s? aspiration their achieve still ƚĂŬĞ ͚ĞĚƵĐĂƚŝŽŶ͛ ĂǁĂǇ ĨƌŽŵ ƚŚĞ ůŝƐƚ ŽĨ ĐĂƌĚƐ ʹ could they still achieve their aspirations? Why/why not? How? they could Ɛ ʹ ůŝƐƚ ŽĨ ĐĂƌĚ Ǉ ĨƌŽŵ ƚŚĞ ĂƚŝŽŶ͛ ĂǁĂ ƚĂŬĞ ͚ĞĚƵĐ aa prize! prize!football practise, fitness clubs, music lessons etc. lessons, fitness practise, football swimming Explain that now we havetothe given information we can use thisschool, to write a story orlessons, alessons, personal diary. In groups, school, Encourage the pupils ofofeducation inin a awider sense; swimming football practise, fitness sense; wider education think tothink pupils the Encourage Re-share/remind pupils of the ‘Daniels Classical School’ film and ask pupils to think about what the pupils thinkclubs, of something really exciting, scary or interesting that might happen as part of their daily lives. It might be a music etc. lessons musiclessons clubs, aspirations mightetc. be in the film. At this point you could raise questions and run a P4C session. Plenary ŚĞ ƉƵƉŝůƐ ŽƵƚ ǁŚĂƚ ƚ ƚŽ ƚŚŝŶŬ Ăď ĂƐŬ ƉƵƉŝůƐ happy success orabout it might a sad story. Make a shared list of things that might happen. Pupils Re-ƐŚĂƌĞͬƌĞŵŝŶĚ ƉƵƉŝůƐ ŽĨ ƚŚĞ ͚ ĂŶŝĞůƐ ůĂƐƐŝĐĂů ^ĐŚŽŽů͛ Ĩŝůŵ ĂŶĚ ĂƐŬ ƉƵƉŝůƐ ƚŽ ƚŚŝŶŬ ĂďŽƵƚ ǁŚĂƚ ƚŚĞ ƉƵƉŝůƐ ƐŝĐĂů ^ĐŚŽŽ ĂŶŝĞůƐ ůĂƐ ŝůƐ ŽĨ ƚŚĞ ͚ ĞŵŝŶĚ ƉƵƉ Re-ƐŚĂƌĞͬƌ Write astory, report the be value of education entitled ‘Iů͛ Ĩŝůŵ ĂŶĚ want to possible be ...’ in which the pupils can write about session. P4C a run and questions Take away the fact sheets and ask some of the questions again to see if anyone can remember the answers. might be in the film. At this point you could raise questions and run a P4C session. raise writeaspirations their own story/diary entry. could you point the film. be insheets Takegoals, away the fact and At askthis some of the questions again see if anyone can remember the answers. Once again again s might aspiration their dreams, ambitions and aspirations referring to howtoeducation will help them achieve them. Once ŚĞŝƌ ŝƚĞ ĂďŽƵƚ ƚ ƉŝůƐ ĐĂŶ ǁƌ ŚŝĐŚ ƚŚĞ ƉƵ ďĞ ͛͘͘͘ ŝŶ ǁ tƌŝƚĞ Ă ƌĞƉŽƌƚ ĂďŽƵƚ ƚŚĞ ǀĂůƵĞ ŽĨ ĞĚƵĐĂƚŝŽŶ ĞŶƚŝƚůĞĚ ͚/ ǁĂŶƚ ƚŽ ďĞ ͛͘͘͘ ŝŶ ǁŚŝĐŚ ƚŚĞ ƉƵƉŝůƐ ĐĂŶ ǁƌŝƚĞ ĂďŽƵƚ ƚŚĞŝƌ reflect the by groups think what itit makes ŽŶ ĞŶƚŝƚůĞĚ ŽĨ ĞĚƵĐĂƚŝ ƉŽƌƚ ĂďŽƵƚ This part part could could reflect on on some some of of ƚŚĞ ǀĂůƵĞ the statistics statistics by asking asking groups to to ͚/ ǁĂŶƚ ƚŽ think about about what concepts concepts makes them them think think about. about. This tƌŝƚĞ Ă ƌĞ Plenary them. achieve them help will goals, dreams, ambitions and aspirations referring to how education will help them achieve them. education how to then be used as a stimulus for a P4C enquiry. referring s aspiration and ambitions dreams, goals, Plenary then be used as a stimulus for a P4C enquiry. Share some of the reports. Ask pupils to comment on how they think the children and their families’ lives in Plenary SharePlenary some of thecould writing. Think about who else education you could help ask to provide similar information so you can learn the video be improved? How would them improve things? ŶĚ ƚŚĞŝƌ ĨĂŵŝůŝĞƐ͛ ůŝǀĞƐ ŝŶ ƚŚĞ ĐŚŝůĚƌĞŶ Ă ^ŚĂƌĞ ƐŽŵĞ ŽĨ ƚŚĞ ƌĞƉŽƌƚƐ͘ ƐŬ ƉƵƉŝůƐ ƚŽ ĐŽŵŵĞŶƚ ŽŶ ŚŽǁ ƚŚĞǇ ƚŚŝŶŬ ƚŚĞ ĐŚŝůĚƌĞŶ ĂŶĚ ƚŚĞŝƌ ĨĂŵŝůŝĞƐ͛ ůŝǀĞƐ ŝŶ ƚŚĞ Ǉ ƚŚŝŶŬ ƚŚĞ ĂďŽƵƚ ŽƚŚĞƌ ƉĞŽƉůĞ͛Ɛ ůŝǀĞƐ ;ƐĞĞ ĞǆƚĞŶƐŝŽŶ ǁŽƌŬͿ͘ Ŷ ŚŽǁ ƚŚĞ ŽŵŵĞŶƚ Ž ƉƵƉŝůƐ ƚŽ Đ ^ŚĂƌĞ ƐŽŵĞ ŽĨ ƚŚĞ ƌĞƉŽƌƚƐ͘ ƐŬ things? video could be improved? How would education help them improve things? improve video could be improved? How would education help them

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Extension ideas Extension ideas ideas Extension Extension ideas Look in more detail at how ƌĞĂƚĞ Ă ͚ĚĂǇ ŝŶ ƚŚĞ ůŝĨĞ͛ ƉƌŽͲ how detail more in Look Look in more detail at at how education can improve file of a local person (this improve education education can improve people’s bycan looking could be lives a traditional craftsĞƐ ďǇ ůŽŽŬŝ ƉĞŽƉůĞ͛Ɛ ůŝǀ at the links education has ŶŐ ƉĞŽƉůĞ͛Ɛ ůŝǀĞƐ ďǇ ůŽŽŬŝŶŐ person or a local trades perwith gender equality, education links the at at the links education hashas son). Make a list of expecemployment and health equality, gender with with gender tations before equality, reading it care. health nt employme employment andand health and then compare and concare. care. trast.

͚ Ŷ hŶĞƋƵĂů ǁŽƌůĚ͛ ĨĂĐƚ ƐŚĞĞƚ ;ϭ ďĞƚǁĞĞŶ ϮͬϯͿ͘ &ŝůŵ ͚ ĂŶŝĞůƐ ůĂƐƐŝĐĂů ^ĐŚŽŽů͛ ǁǁǁ͘ŐůŽďĂů-literacy.yolasite.com Film ‘Daniels Classical School’ www.global-literacy.yolasite.com ǁ͘ŐůŽďĂů-literacy.yolasite.com ^ĐŚŽŽů͛ ǁǁ ůƐ ůĂƐƐŝĐĂů &ŝůŵ ͚ ĂŶŝĞ WƌŽĨŝůĞ ͚ z /E d, >/& ͛ ǁŽƌĚƐͬƉŝĐƚƵƌĞƐ ƐŚĞĞƚ ŽĨ Ă ǀĂƌŝĞƚǇ ŽĨ ƚƌĂĚŝƚŝŽŶĂů ĐƌĂĨƚƐƉĞŽƉůĞ Questions on separate Questions on separate slips slips of of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per per group). group). Ranking cards sheet Ranking cards sheet sheet cards Ranking www.global-literacy.yolasite.com . UK: Food Focus - Rachel the apprentice apple grower; Trade Focus Lorna the apprentice swiller (makes swill basAAfunded project by European Union and in England by kets), and Sam the apprentice coppice-worker. A project byfunded thethe European andand led in England by project funded by the theUnion European Union and led inCDEC England by CDEC CDEC by CDEC A project funded by European Union led in England by CDEC England inled led and Union A project funded by the European 155

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Curriculum Links

_ E E) Ä lesson 2 To challenge preconceptions and myths about (school) life in Ghana. Quick The Draw Danielâ&#x20AC;&#x2122;s Classical - andlesson 2 To consider the On similarities and differences ofSchool (school) life in Ghana Europe. To gain a deeper understanding of global issues.

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preconceptions

stereotypes preconceptions equality

Geography Geography Geography y Literacy racracy Lite Lite phyhyP4C gragrap Geo Geo

Literacy s Link Links ulum iculum CurrCurric Geography

gain a deeper understanding global issues. To challenge preconceptions and of myths about (school) life in Ghana.n ToTo watch and listen carefully for information to answer specific questions. 22 sso on

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consider the inequalities between the global north south. To the _ E

ToToconsider between the of global north and south. consider the inequalities similarities and diďŹ&#x20AC;erences (school) lifeand in Ghana and Europe. dĹ˝ Ä?Ć&#x152;Ä&#x17E;Ä&#x201A;Ć&#x161;Ä&#x17E; Ä&#x201A; Í&#x161;Ä¨Ć&#x152;Ä&#x17E;Ä&#x17E;Ç&#x152;Ä&#x17E; Ä¨Ć&#x152;Ä&#x201A;ĹľÄ&#x17E;Í&#x203A; Ć?Ĺ&#x161;Ĺ˝Ç Ĺ?ĹśĹ? Ä&#x17E;ĹľĆ&#x2030;Ä&#x201A;Ć&#x161;Ĺ&#x161;Ç&#x2021; Ć&#x161;Ĺ˝Ç Ä&#x201A;Ć&#x152;Ä&#x161;Ć? Ĺ˝Ć&#x161;Ĺ&#x161;Ä&#x17E;Ć&#x152; Ć&#x2030;Ä&#x17E;Ĺ˝Ć&#x2030;ĹŻÄ&#x17E; Ä&#x201A;ĹśÄ&#x161; Ć&#x2030;ĹŻÄ&#x201A;Ä?Ä&#x17E;Ć?Í&#x2DC;

stereotypes

Literacy Curriculum Links Curriculum Curriculum Links Links

needs & wants

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Ĺ&#x161;Ä&#x201A;Ć&#x2030;Ć&#x2030;Ä&#x17E;ĹśĹ?ĹśĹ? Ĺ?Ĺś Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2030;Ĺ&#x161;Ĺ˝Ć&#x161;Ĺ˝Í&#x2022; Ç Ĺ?Ć&#x161;Ĺ&#x161; ĎŽ Ć&#x2030;Ä&#x17E;Ĺ˝Ć&#x2030;ĹŻÄ&#x17E; Ä&#x201A;Ä?Ć&#x161;Ĺ?ĹśĹ? Ä&#x201A;Ć? Ć&#x161;Ĺ&#x161;Ä&#x17E; Í&#x203A;Ä?Ĺ&#x161;Ä&#x201A;Ć&#x152;Ä&#x201A;Ä?Ć&#x161;Ä&#x17E;Ć&#x152;Ć?Í&#x203A; Ä&#x201A;ĹśÄ&#x161; Ď Ć&#x2030;Ä&#x17E;Ć&#x152;Ć?Ĺ˝Ĺś Ä?Ä&#x17E;Ĺ?ĹśĹ? Ć&#x161;Ĺ&#x161;Ä&#x17E; â&#x20AC;&#x2DC;freeze framesâ&#x20AC;&#x2122; to show what is happening in the photo, with 2 people acting as the â&#x20AC;&#x2122;charactersâ&#x20AC;&#x2122; and 1 Big Ideas person being â&#x20AC;&#x2DC;photographerâ&#x20AC;&#x2122; (if the photo is only of 1 person they can still create a 2 person scenario Í&#x161;Ć&#x2030;Ĺ&#x161;Ĺ˝Ć&#x161;Ĺ˝Ĺ?Ć&#x152;Ä&#x201A;Ć&#x2030;Ĺ&#x161;Ä&#x17E;Ć&#x152;Í&#x203A; ÍžĹ?Ä¨ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2030;Ĺ&#x161;Ĺ˝Ć&#x161;Ĺ˝ Ĺ?Ć? Ĺ˝ĹśĹŻÇ&#x2021; Ĺ˝Ä¨ Ď Ć&#x2030;Ä&#x17E;Ć&#x152;Ć?Ĺ˝Ĺś Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; Ä?Ä&#x201A;Ĺś Ć?Ć&#x161;Ĺ?ĹŻĹŻ Ä?Ć&#x152;Ä&#x17E;Ä&#x201A;Ć&#x161;Ä&#x17E; Ä&#x201A; ĎŽ Ć&#x2030;Ä&#x17E;Ć&#x152;Ć?Ĺ˝Ĺś Ć?Ä?Ä&#x17E;ĹśÄ&#x201A;Ć&#x152;Ĺ?Ĺ˝ Ä?ĆľĆ&#x161; Ĺ?ĹľÄ&#x201A;Ĺ?Ĺ?ĹśÄ&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x201A;Ć&#x161; Ĺ˝ĹśĹŻÇ&#x2021; Ď s thewhat Idea Big Ask the groups, do you about these statistics? How do they affect you? Which fact stands out most as Ide Big but to Ask the groups, what you feel feel about these statistics? How doshould they affect you? fact stands out most to you you and and Ä&#x17E;Ä&#x17E;Ç&#x152;Ä&#x17E; Ć&#x152;Ä&#x17E;Ä&#x17E;Ç&#x152;Ä&#x17E; Ć&#x161;Ä&#x17E; Í&#x161;Ä¨Ć&#x152; Ä&#x17E;Ä&#x201A;Ć&#x161;Ä&#x17E; Í&#x161;Ä¨ Ä?Ć&#x152;Ä&#x17E;Ä&#x201A; Ĺ? Ć&#x161;Ĺ˝ Ä?Ć&#x152; Ĺ? Ć&#x161;Ĺ˝ Ä&#x17E; Ĺ?Ĺ˝Ĺ?Ĺś Ĺ?Ĺ˝Ĺ?Ĺś Ĺ&#x161;Ä&#x17E;Ç&#x2021; Ä&#x201A;Ć&#x152; Ä&#x201A;Ć&#x152;Ä&#x17E; Which Ć&#x2030;ĹŻÄ&#x201A;Ĺ?Ĺś Ć&#x161; imagine that only 1do person has been photographed). They spend time considering what the Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; Ĺ&#x161;Ć?Í&#x2DC; Ç&#x2020; ĹŻÄ&#x201A;Ĺ?Ĺś Ć&#x161;Ĺ˝Ĺ?Ć&#x152;Ä&#x201A;Ć&#x2030; Í&#x2DC; Ç&#x2020;Ć&#x2030; Ď° Ć&#x2030;Ĺ&#x161;Ĺ˝ person has been photographed). They should spend time considering what the characters are doing and thinking, Ä&#x201A;Ć&#x2030;Ĺ&#x161;Ć? Ĺ˝Ä¨ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x161;Ĺ˝Ĺ?Ć&#x152; Ä?Ĺ˝Ć&#x2030;Ç&#x2021; Ć&#x2030;Ĺ&#x161;Ĺ˝ Ĺ&#x161;Ä&#x17E;Ĺľ Ä&#x201A; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ď° Ĺ&#x161;Ä&#x201A;ĹśÄ&#x161; Ć&#x161; Ç&#x2021; Ĺ˝Ä¨ Ć? Ä&#x201A;ĹśÄ&#x161; Ä?Ĺ˝Ć&#x2030; Ć&#x161;Ĺ&#x161;Ć&#x152;Ä&#x17E;Ä&#x17E; Ä&#x17E;Ĺľ Ä&#x201A; ĹŻĆ? Ĺ?ĹśĆ&#x161;Ĺ˝ Ä&#x17E; Ć&#x2030;ĆľĆ&#x2030;Ĺ? ĹśÄ&#x161; Ć&#x161;Ĺ&#x161; WĆľĆ&#x161; Ć&#x161;Ĺ&#x161; Ä&#x161; Ĺ&#x161;Ä&#x201A; why? When do you hear about any of these facts? (as they are happening EVERY single day). Ä&#x17E;Ć? Ä&#x201A;Ĺś Ć&#x161;Ĺ&#x161;Ć&#x152;Ä&#x17E; Ĺ?ĹśĆ&#x161;Ĺ˝ ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ĺ&#x161;Ä&#x17E; Ć&#x2030; why? When do you hear about any of these facts? (as they are happening EVERY single day). Ĺ? Ć&#x161;Ĺ&#x161;Ä&#x17E; WĆľĆ&#x161; Ć&#x161;characters are doing and thinking, and act out aÇ Ĺ?Ć&#x161;Ĺ&#x161; ĎŽ Ä?Ä&#x17E;Ĺ?ĹśtheĹ?ĹśĹ? Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć?Ĺ˝Ĺś Ä?Ä&#x17E; Ć&#x152;Ć?Ĺ˝Ĺś Ď Ć&#x2030;Ä&#x17E; Ć?Í&#x203A; Ä&#x201A;ĹśÄ&#x161; Í&#x203A; Ä&#x201A;ĹśÄ&#x161; Ć&#x152;Ä&#x201A;Ä?Ć&#x161;Ä&#x17E;Ć&#x152; Ä?Ć&#x161;Ä&#x17E;Ć&#x152;Ć? Ä&#x17E; Í&#x203A;Ä?Ĺ&#x161;Ä&#x201A; Ĺ&#x161;Ä&#x201A;Ć&#x152;Ä&#x201A; scene untilÄ?Ć&#x161;Ĺ?ĹśĹ? you Ä&#x201A;Ć? Ć&#x161; shout â&#x20AC;&#x2DC;freezeâ&#x20AC;&#x2122; . You can go Ď Ć&#x2030;Ä&#x17E;Ć&#x152; around room Ĺ? Ä&#x201A;Ć? Ć&#x161;Ĺ&#x161; Ĺ&#x161;Ä&#x17E; Í&#x203A;Ä? Ä&#x17E; Ä&#x201A;Ä?Ć&#x161;Ĺ?Ĺś Ć&#x2030;ĹŻÄ&#x17E; Ä&#x201A; Ĺ&#x161;Ĺ˝Ć&#x161;Ĺ˝Í&#x2022; Ć&#x2030;Ä&#x17E;Ĺ˝ Ć&#x2030;Ä&#x17E;Ĺ˝Ć&#x2030;ĹŻ Ä&#x201A;ĹśÄ&#x161; Ä&#x201A;Ä?Ć&#x161; Ĺ˝ĆľĆ&#x161; Ä&#x201A; Ć?Ä?Ä&#x17E;ĹśÄ&#x17E; ĆľĹśĆ&#x161;Ĺ?ĹŻ Ç&#x2021;Ĺ˝Ćľ Ć?Ĺ&#x161;Ĺ˝ĆľĆ&#x161; Í&#x161;Ä¨Ć&#x152;Ä&#x17E;Ä&#x17E;Ç&#x152;Ä&#x17E;Í&#x203A; Í&#x2DC; zĹ˝Ćľ Ä?Ä&#x201A;Ĺś Ĺ?Ĺ˝ Ä&#x201A;Ć&#x152;Ĺ˝ĆľĹśÄ&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x152;Ĺ˝Ĺ˝Ĺľ ĹŻĹ˝Ĺ˝ĹŹĹ?ĹśĹ? Ä&#x201A;Ć&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä¨Ć&#x152;Ä&#x17E;Ä&#x17E;Ç&#x152;Ä&#x17E; Ä¨Ć&#x152;Ä&#x201A;ĹľÄ&#x17E;Ć?Í&#x2DC; Ć?ĹŹ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ĺ?Ć&#x161;Ĺ&#x161; ĎŽ ĹśĹ?ĹśĹ? Ĺ?Ĺś Ć&#x2030;Ĺ&#x161;Ĺ˝Ć&#x161;Ĺ˝Í&#x2022; Ç Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2030; Ĺ&#x161;Ĺ˝Ç Ç Ć?Í&#x203A; Ć&#x161;Ĺ˝ Ć? Ä¨Ć&#x152;Ä&#x201A;ĹľÄ&#x17E; Ć&#x2030;Ä&#x17E;ĹśĹ?ĹśĹ? Ĺ?Ĺś Ć? Ĺ&#x161;Ä&#x201A;Ć&#x2030;Ĺ&#x161;Ä&#x201A;Ć&#x2030;Ć&#x2030;Ä&#x17E; Ĺ&#x161;Ä&#x201A;Ć&#x161; Ĺ?Ĺ&#x161;Ä&#x201A;Ć&#x161; Ĺ?Ć? Ĺ˝Ç Ç Ĺ˝ Ć?Ĺ&#x161; Ä&#x17E;Ć?Í&#x203A; Ć&#x161; ĹśĹŻÇ&#x2021; Ď Ä¨Ć&#x152;Ä&#x201A;Ĺľ Ĺ&#x161;Ä&#x201A;Ć&#x161; Ĺ˝ Ć&#x161;Ĺ&#x161;Ä&#x201A;Ć&#x161; Ĺ˝ Ĺ?ĹśÄ&#x17E; Ć&#x161; Ä&#x201A;Ĺ?Ĺ?ĹśÄ&#x17E; ĹľÄ&#x201A;Ĺ? Ä?ĆľĆ&#x161; Ĺ?Ĺľ Ä?ĆľĆ&#x161; Ĺ? Ä&#x17E;ĹśÄ&#x201A;Ć&#x152;Ĺ?Ĺ˝ Ä&#x201A;Ć&#x152;Ĺ?Ĺ˝ Ć?Ä?Ä&#x17E;Ĺś ĎŽ Ć&#x2030;Ä&#x17E;Ć&#x152; looking at the freeze frames. Ask the â&#x20AC;&#x2122;photographerâ&#x20AC;&#x2122; to Ć?Ć&#x161;Ĺ?ĹŻĹŻ Ä?Ć&#x152; explain the scene and ask the â&#x20AC;&#x2122;charactersâ&#x20AC;&#x2122; to sayĹśĹŻÇ&#x2021; Ď Ć&#x152;Ć?Ĺ˝ĹśĆ?Ĺ˝Ĺś Ć?Ä? Ä&#x17E;Ä&#x201A;Ć&#x161;Ä&#x17E; Ä&#x201A; ĎŽ Ć&#x2030;Ä&#x17E; Ć&#x161;Ä&#x17E; Ä&#x201A; Ä&#x17E;Ç&#x2021; Ä?Ä&#x201A;Ĺś Ä?Ć&#x152;Ä&#x17E;Ä&#x201A; Ć?Ĺ˝Ĺś Ć&#x161;Ĺ&#x161; Ć?Ć&#x161;Ĺ?ĹŻĹŻ Ä¨ Ď Ć&#x2030;Ä&#x17E;Ć&#x152; Ç&#x2021; Ä?Ä&#x201A;Ĺś Ĺ˝ĹśĹŻÇ&#x2021; Ĺ˝ Ĺ˝Ć&#x161;Ĺ˝ Ĺ?Ć? Ĺś Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä&#x17E;Ć&#x152;Ć?Ĺ˝ Í&#x203A;Ć&#x2030;Ĺ&#x161;Ĺ˝Ć&#x161;Ĺ˝Ĺ?Ć&#x152;Ä&#x201A;Ć&#x2030;Ĺ&#x161;Ä&#x17E;Ć&#x152;Í&#x203A; Ć&#x161;Ĺ˝ Ä&#x17E;Ç&#x2020;Ć&#x2030;ĹŻÄ&#x201A;Ĺ?Ĺś Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć?Ä?Ä&#x17E;ĹśÄ&#x17E; Ä&#x201A;ĹśÄ&#x161; Ä&#x201A;Ć?ĹŹ Ć&#x161;Ĺ&#x161;Ä&#x17E; Í&#x203A;Ä?Ĺ&#x161;Ä&#x201A;Ć&#x152;Ä&#x201A;Ä?Ć&#x161;Ä&#x17E;Ć&#x152;Ć?Í&#x203A; Ć&#x161;Ĺ˝ Ć?Ä&#x201A;Ç&#x2021; Ç Ĺ&#x161;Ä&#x201A;Ć&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; Ä&#x201A;Ć&#x152;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ĺ?ĹśĹŹĹ?ĹśĹ?Í&#x2DC; Ä&#x17E;Ć&#x152;Í&#x203A; ÍžĹ?Ä¨ Ä¨ Ď Ć&#x2030; Ĺ?Ć&#x152;Ä&#x201A;Ć&#x2030;Ĺ&#x161; ĹśĹŻÇ&#x2021; Ĺ˝ Í&#x161;Ć&#x2030;Ĺ&#x161;Ĺ˝Ć&#x161;Ĺ˝ Ć&#x2030;Ĺ&#x161;Ĺ˝Ć&#x161;Ĺ˝ Ĺ?Ć? Ĺ˝ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2030;Ĺ&#x161; Ć&#x152;Í&#x203A; ÍžĹ?Ä¨ Ä&#x201A;Ć&#x2030;Ĺ&#x161;Ä&#x17E; ing, Ć&#x161;Ĺ˝Ĺ?Ć&#x152; g, think Í&#x161;Ć&#x2030;Ĺ&#x161;Ĺ˝ thinkin and and g doing Activity doin are are actersters charcharac t thethe ering what they are thinking. whawhat idering spend consconsid should They d timetime graph).ed). ld spen photo shou been They ographed phot been on hashas Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E; persperson Í&#x2DC; Ć?ĹŹ Ć?Í&#x2DC; Ć?ĹŹ ĹľÄ&#x17E;Ć? Ä&#x17E; Ä¨Ć&#x152;Ä&#x201A; Ä¨Ć&#x152;Ä&#x201A;ĹľÄ&#x17E; Ć&#x152;Ä&#x17E;Ä&#x17E;Ç&#x152;Ć&#x152;Ä&#x17E;Ä&#x17E;Ç&#x152;Ä&#x17E; Ć&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä¨ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä¨ ĹŹĹ?ĹśĹ? Ä&#x201A; Ĺ? Ä&#x201A;Ć&#x161; Ĺ˝Ĺľ ĹŻĹ˝Ĺ˝ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x152;Ĺ˝ Ć&#x152;Ĺ˝ĆľĹśÄ&#x161; Ć&#x152;Ĺ˝Ĺ˝Ĺľ ĹŻĹ˝ Ä&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; The remains at the front of the class with aĹś Ĺ?Ĺ˝ Ä&#x201A; of questions for each group. Ć&#x152;Ĺ˝ĆľĹś Ä&#x17E;Ç&#x152;Ä&#x17E;Í&#x203A; Í&#x2DC; ĆľĆ&#x161; Í&#x161;Ä¨Ć&#x152;Ä&#x17E; Ä?Ä&#x201A;Ĺś Ĺ˝Ćľ Ć?Ĺ&#x161;Ĺ˝ zĹ˝Ćľ zĹ˝Ćľ Ä?Ä&#x201A; ĆľĹśĆ&#x161;Ĺ?ĹŻ Ç&#x2021; The teacher teacher remains atĆľ Ć?Ĺ&#x161; the front of Ç&#x152;Ä&#x17E;Í&#x203A; Í&#x2DC; the class withĹ?Ĺ˝ Ä&#x201A; a pile pile of questions forĹ˝ĹŹĹ?Ĺś each group. One One member member of of each each group group then then Ć?Ä?Ä&#x17E;ĹśÄ&#x17E; Ä¨Ć&#x152;Ä&#x17E;Ä&#x17E; Ć&#x161; Ĺ˝ĆľĆ&#x161; Ä&#x201A; Activity Ĺ˝ĆľĆ&#x161; Í&#x161; Ä&#x201A;ĹśÄ&#x161; Ä&#x201A;Ä? Ä&#x17E; ĆľĹśĆ&#x161;Ĺ?ĹŻ Ç&#x2021;Ĺ˝ Ć?Ä?Ä&#x17E;Ĺś ĆľĆ&#x161; Ä&#x201A; Ä&#x201A;Ä?Ć&#x161; Ĺ˝ Ä&#x201A;ĹśÄ&#x161; Activity Í&#x2DC; ĹŹĹ?ĹśĹ?Í&#x2DC; ĹŹĹ?ĹśĹ? Ć&#x152;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ĺ?Ĺś Ć&#x161;Ĺ&#x161;Ĺ?Ĺś Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; Ä&#x201A; Ç&#x2021; Ä&#x201A;Ć&#x152;Ä&#x17E; Ç Ĺ&#x161;Ä&#x201A;Ć&#x161; Ć&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x161;Ĺ˝ Ć?Ä&#x201A;Ç&#x2021; Ç Ĺ&#x161;Ä&#x201A; Ä?Ć&#x161;Ä&#x17E;Ć&#x152;Ć?Í&#x203A; Ć?Ä&#x201A;Ç&#x2021; Í&#x203A;Ä?Ĺ&#x161;Ä&#x201A;Ć&#x152;Ä&#x201A; Ć?ĹŹ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x152;Ć?Í&#x203A; Ć&#x161;Ĺ˝ Ä&#x201A;ĹśÄ&#x161; Ä&#x201A; Ä&#x201A;Ä?Ć&#x161;Ä&#x17E; Ć?Ä?Ä&#x17E;ĹśÄ&#x17E; Ä?Ĺ&#x161;Ä&#x201A;Ć&#x152; Ĺś Ć&#x161;Ĺ&#x161;Ä&#x17E; comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly Ć&#x161;Ĺ&#x161;Ä&#x17E; Í&#x203A; Ä&#x17E;Ç&#x2020;Ć&#x2030;ĹŻÄ&#x201A;Ĺ? Ä&#x201A;Ć?ĹŹ Ä&#x17E;Ć&#x152;Í&#x203A; Ć&#x161;Ĺ˝ Ä&#x201A;ĹśÄ&#x161; Ĺ?Ć&#x152;Ä&#x201A;Ć&#x2030;Ĺ&#x161; Ä?Ä&#x17E;ĹśÄ&#x17E; Í&#x203A;Ć&#x2030;Ĺ&#x161;Ĺ˝Ć&#x161;Ĺ˝ comes toĆ&#x152;Í&#x203A; Ć&#x161;Ĺ˝ the teacher for the first question goesfrom backBaatsona, to their own group to trybetween and find out theand answer as Explain that the characters they are lookingand at are an urban area Accra Temaas quickly as ĹŻÄ&#x201A;Ĺ?Ĺś Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć? Ä&#x17E;Ç&#x2020;Ć&#x2030; Ä&#x201A;Ć&#x2030;Ĺ&#x161;Ä&#x17E; Ć&#x161;Ĺ˝Ĺ?Ć&#x152; Í&#x203A;Ć&#x2030;Ĺ&#x161;Ĺ˝ Explain that the characters they are looking at are from Baatsona, an urban area between Accra and Tema in is Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer inpossible. Ghana. Look at the map of Ghana and show the pupils where Danielâ&#x20AC;&#x2122;s Classical School is located. Give the possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is 'Ĺ&#x161;Ä&#x201A;ĹśÄ&#x201A;Í&#x2DC; >Ĺ˝Ĺ˝ĹŹ Ä&#x201A;Ć&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; ĹľÄ&#x201A;Ć&#x2030; Ĺ˝Ä¨ 'Ĺ&#x161;Ä&#x201A;ĹśÄ&#x201A; Ä&#x201A;ĹśÄ&#x161; Ć?Ĺ&#x161;Ĺ˝Ç Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ç Ĺ&#x161;Ä&#x17E;Ć&#x152;Ä&#x17E; Ä&#x201A;ĹśĹ?Ä&#x17E;ĹŻÍ&#x203A;Ć? ĹŻÄ&#x201A;Ć?Ć?Ĺ?Ä?Ä&#x201A;ĹŻ ^Ä?Ĺ&#x161;Ĺ˝Ĺ˝ĹŻ Ĺ?Ć? ĹŻĹ˝Ä?Ä&#x201A;Ć&#x161;Ä&#x17E;Ä&#x161;Í&#x2DC; 'Ĺ?Ç&#x20AC;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? pupils post-it notes to record down things question, about theififcharacters in the ďŹ lm, feelings theygroup mightto have correct the then them the incorrect must return to findor out ity Activ correct the teacher teacher then hands hands them the second second question, incorrect they they must return to their their group out the the ysome ivit Act inorfind a to in Tem Tema andand amight Accr en Accra een they betwe area betw urban area an n some post-it notes to record down things about the characters in the film, feelings have generally na, urba Baatso an , from are sona at g Baat generally anything that surprises them. Watch the ďŹ lm â&#x20AC;&#x2DC;Danielâ&#x20AC;&#x2122;s Classical Schoolâ&#x20AC;&#x2122;. lookin are from they are ters at correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being ing charac the n that they areis look correct answer. Thisrsstrategy repeated until each group has received all 10 questions. Place an emphasis on characte the it being aa that ain ĆľĆ&#x2030;Ĺ?ĹŻĆ? ĆľĆ&#x2030;Ĺ?ĹŻĆ? ExplExplai Ĺ&#x161;Ä&#x17E; Ć&#x2030; Ä&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2030; Ĺ?Ç&#x20AC;Ä&#x17E; Ć&#x161; Ä&#x161;Í&#x2DC; 'Ä&#x161;Í&#x2DC; 'Ĺ?Ç&#x20AC; ĹŻĹ˝Ä?Ä&#x201A;Ć&#x161;Ä&#x17E; Ä?Ä&#x201A;Ć&#x161;Ä&#x17E; Ĺ˝Ĺ˝ĹŻ Ĺ?Ć? ĹŻ Ĺ?Ć? ĹŻĹ˝ Ä?Ä&#x201A;ĹŻ ^Ä?Ĺ&#x161; Ä?Ĺ&#x161;Ĺ˝Ĺ˝ ĹŻÄ&#x201A;Ć?Ć?Ĺ? Ä?Ä&#x201A;ĹŻ ^ Ä&#x201A;ĹśĹ?Ä&#x17E;ĹŻÍ&#x203A;Ć? ĹŻÄ&#x201A;Ć?Ć?Ĺ? Ĺ&#x161;Ä&#x17E;Ć&#x152;Ä&#x17E; ĹŻÍ&#x203A;Ć? Ć&#x2030;Ĺ?ĹŻĆ? Ç Ä&#x201A;ĹśĹ?Ä&#x17E; Ä&#x201A;ĹśÇ&#x2021;Ć&#x161;Ĺ&#x161;Ĺ?ĹśĹ? Ć&#x161;Ĺ&#x161;Ä&#x201A;Ć&#x161; Ć?ĆľĆ&#x152;Ć&#x2030;Ć&#x152;Ĺ?Ć?Ä&#x17E;Ć? Ć&#x161;Ĺ&#x161;Ä&#x17E;ĹľÍ&#x2DC; tÄ&#x201A;Ć&#x161;Ä?Ĺ&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä¨Ĺ?ĹŻĹľ Í&#x161; Ä&#x201A;ĹśĹ?Ä&#x17E;ĹŻÍ&#x203A;Ć? ĹŻÄ&#x201A;Ć?Ć?Ĺ?Ä?Ä&#x201A;ĹŻ ^Ä?Ĺ&#x161;Ĺ˝Ĺ˝ĹŻÍ&#x203A;Í&#x2DC; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2030;Ćľ Ä&#x17E;Ć&#x152;Ä&#x17E; Ć?Ĺ&#x161;Ĺ˝Ç NB: with younger pupils it may work better to watch the ďŹ lm in parts, stopping and reďŹ&#x201A;ecting after each ĹŻĆ? Ç Ĺ&#x161; Ä&#x201A; Ä&#x201A;ĹśÄ&#x161; Ć&#x2030;ĆľĆ&#x2030;Ĺ? Ä¨ 'Ĺ&#x161;Ä&#x201A;Ĺś Ć&#x161;Ĺ&#x161;Ä&#x17E; fact ĹľÄ&#x201A;Ć&#x2030; Ĺ˝ Ä&#x201A;Ć&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; ĹśÄ&#x161; Ć?Ĺ&#x161;Ĺ˝Ç the Í&#x2DC; >Ĺ˝Ĺ˝ĹŹ ĹśÄ&#x201A; Ä&#x201A; competition so the pupils scanning in the information quickly. Reward winning 'Ĺ&#x161;Ä&#x201A;are Ć&#x2030; Ĺ˝Ä¨ Ä&#x17E; ĹľÄ&#x201A; Ä&#x201A;Ć&#x161; Ć&#x161;Ĺ&#x161; competition so the pupils are scanning the fact sheet sheet and and taking taking in the information quickly. Reward the winning group with with Ĺ˝Ĺ˝ĹŹ ĹśÄ&#x201A;Í&#x2DC; > rally ally group 'Ĺ&#x161;Ä&#x201A;'Ĺ&#x161;Ä&#x201A;ĹśÄ&#x201A; gener or gene orthe have t have might migh they sand feeling ngs they film, the feeli in parts, ters film, charac in the the rs about acte things char character has told their story. down the NB: with younger pupils it may work better to watch the film in stopping reflecting after each character t record to abou s notes thing n post-it dow some rd reco -it notes to post somaea prize! prize! ĹŻ ^Ä?Ĺ&#x161;Ĺ˝ ĹŻÍ&#x203A;Í&#x2DC; Ĺ˝ĹŻÍ&#x203A;Í&#x2DC; Ä&#x17E;ĹŻÍ&#x203A;Ć? ĹŻ Ä?Ä&#x201A;ĹŻ ^Ä?Ĺ&#x161;Ĺ˝Ĺ˝ Í&#x161; Ä&#x201A;ĹśĹ? ĹŻÄ&#x201A;Ć?Ć?Ĺ?Ä&#x201A;Ć?Ć?Ĺ?Ä?Ä&#x201A; ĹŻÍ&#x203A;Ć? Ä&#x201A;Ć&#x161;Ä?Ĺ&#x161; Ć&#x161; Ĺ&#x161;Ä&#x17E;ĹľÍ&#x2DC; t ĹŻĹľ Í&#x161; Ä&#x201A;ĹśĹ?Ä&#x17E; Ć&#x152;Ĺ?Ć?Ä&#x17E;Ć? Ć&#x161; Ĺ&#x161;Ä&#x17E; Ä¨Ĺ?Ĺ&#x161;Ä&#x17E; Ä¨Ĺ?ĹŻĹľ Ć&#x161; Ć?ĆľĆ&#x152;Ć&#x2030; has told Ć&#x161;Ĺ&#x161;Ä&#x201A;Ć&#x161; their story. Ĺ?ĹśĹ? Ć&#x161;Ĺ&#x161;Ä&#x201A; Í&#x2DC; tÄ&#x201A;Ć&#x161;Ä?Ĺ&#x161; Ć&#x161; Ä&#x201A;ĹśÇ&#x2021;Ć&#x161;Ĺ&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E;Ĺľ Ć&#x152;Ĺ?Ć?Ä&#x17E;Ć? Ć?ĆľĆ&#x152;Ć&#x2030; Plenary acter ter Ĺ&#x161;Ĺ?ĹśĹ? charcharac Ä&#x201A;ĹśÇ&#x2021;Ć&#x161; each r each afteafter cting ing reflect refle ng and ping and parts, in film to watch film in parts, stopstoppi better h thethe work watc it may to pupils er er bett young with work NB: may it ls pupi ger youn with at the notes the pupils have made and compare them to the answers they made in the â&#x20AC;&#x2DC;pre-watchingâ&#x20AC;&#x2122; NB:Look Plenary story. their has . story their toldtold worksheet. Highlight any stereotypical preconceptions they may have had and ask if they have been has Plenary Take away the Take away the fact fact sheets sheets and and ask ask some some of of the the questions questions again again to to see see ifif anyone anyone can can remember remember the the answers. answers. Once Once again again challenged. >Ĺ˝Ĺ˝ĹŹ Ä&#x201A;Ć&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; ĹśĹ˝Ć&#x161;Ä&#x17E;Ć? Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ĺ&#x161;Ä&#x201A;Ç&#x20AC;Ä&#x17E; ĹľÄ&#x201A;Ä&#x161;Ä&#x17E; Ä&#x201A;ĹśÄ&#x161; Ä?Ĺ˝ĹľĆ&#x2030;Ä&#x201A;Ć&#x152;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E;Ĺľ Ć&#x161;Ĺ˝ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä&#x201A;ĹśĆ?Ç Ä&#x17E;Ć&#x152;Ć? Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; ĹľÄ&#x201A;Ä&#x161;Ä&#x17E; Ĺ?Ĺś Ć&#x161;Ĺ&#x161;Ä&#x17E; Í&#x161;Ć&#x2030;Ć&#x152;Ä&#x17E;-Ç Ä&#x201A;Ć&#x161;Ä?Ĺ&#x161;Ĺ?ĹśĹ?Í&#x203A; This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. ry Plena This part could reflect on some of the statistics by asking groups to think about what concepts it makes them think about. ary Highlight any stereotypical preconceptions they may Plen Í&#x203A; challenged. Í&#x203A; Ĺ&#x161;Ĺ?ĹśĹ? Ć&#x161;Ä?Ĺ&#x161;Ĺ?ĹśĹ? Ç Ä&#x201A;Ć&#x161;Ä? 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A project funded by the European Union and led in England by CDEC

project by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC 159

Quick On The Draw _ E E) Elesson 333 Danielâ&#x20AC;&#x2122;s Classical School -lesson lesson _ E E) E _ E E) Elesson To gain aapreconceptions deeper understanding global issues. To challenge preconceptions andof myths about (school) in ToTo gain deeper understanding of global issues. To challenge and myths about (school) life inlife Ghana. challenge preconceptions and myths about (school) lifeGhana. in Ghana. To challengeTo preconceptions and myths about (school) lifelife in Ghana. consider the similarities and differences of (school) in Ghana and Europe. consider the inequalities between the global north and south. To the similarities and differences of (school) life in Ghana and Europe. To consider To consider the inequalities between the global north and south. To consider the similarities and diďŹ&#x20AC;erences of (school) life in and Europe. and Europe. To consider the similarities and differences of (school) life in GhanaGhana watch and listen carefully for information to answer specific questions. Tolisten and for information to answer questions. To watch To watch and carefully listen carefully for information tospecific answer speciďŹ c questions. To watch and listen carefully for information toinformation. answer specific questions. To use factual information to create a fictional diary entry showing empathytowards towardsthe the To able to scan a document for key To use factual information to create a fictional diary entry showing empathy ToTobe be able to scan a document for key information. use factual information to create a ďŹ ctional diary entry showing To use factual information to create a fictional diary entry showing empathy empathy towards the lives of others. lives of others. towards others. the lives of others. lives of

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Literacy Literacy Geography Literacy Literacy Geography Geography Geography Literacy P4C Geography P4C P4C P4CP4C

equalitydifferences needs &preconceptions wants similarities similarities differences preconceptions similarities preconceptions similarities differences differences preconceptions Intro Intro Intro Intro Intro Split the class of done around 5/6and andexplain explain they to to have a competition which theyquestions will need to scan Recapinto all ofgroups the work so far that youare are going all going watch the film againinwith specific

Splitallthe into offar around 5/6 andthat explain are going to havethe athe competition inwith which they will need to scan Recap of class the work done youthey areall all going watch film again specific questions Recap thework workgroups doneso so farand and explain explain going toto watch ďŹ lm again with speciďŹ c Recap allall ofof the done so far and explain thatyou youare are all going to watch the film again with specific questions some information for answers and try be first report the back to the Hand some key keyĆ&#x161;Ĺ˝ Ä&#x201A;ĹśĆ?Ç Ä&#x17E;Ć&#x152; Ć?Ĺ˝ Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; ĹśÄ&#x17E;Ä&#x17E;Ä&#x161; Ć&#x161;Ĺ˝ Ç Ä&#x201A;Ć&#x161;Ä?Ĺ&#x161; Ä&#x201A;ĹśÄ&#x161; ĹŻĹ?Ć?Ć&#x161;Ä&#x17E;Ĺś Ä?Ä&#x201A;Ć&#x152;Ä&#x17E;Ä¨ĆľĹŻĹŻÇ&#x2021;Í&#x2022; ĹľÄ&#x201A;ĹŹĹ?ĹśĹ? ĹśĹ˝Ć&#x161;Ä&#x17E;Ć? Ä&#x201A;Ć? Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; Ä&#x161;Ĺ˝ Ć?Ĺ˝Í&#x2DC; ,Ä&#x201A;ĹśÄ&#x161; Ĺ˝ĆľĆ&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Í&#x161; Ä¨Ć&#x161;Ä&#x17E;Ć&#x152;-watching information for the the answers andand try to to be the the first to tomaking report notes the answers answers back to Hand the teacher. teacher. Hand out out the the fact fact Ć&#x161;Ĺ˝ Ä&#x201A;ĹśĆ?Ç Ä&#x17E;Ć&#x152; Ć?Ĺ˝ Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; ĹśÄ&#x17E;Ä&#x17E;Ä&#x161; Ć&#x161;Ĺ˝ Ç Ä&#x201A;Ć&#x161;Ä?Ĺ&#x161; Ä&#x201A;ĹśÄ&#x161; ĹŻĹ?Ć?Ć&#x161;Ä&#x17E;Ĺś Ä?Ä&#x201A;Ć&#x152;Ä&#x17E;Ä¨ĆľĹŻĹŻÇ&#x2021;Í&#x2022; ĹľÄ&#x201A;ĹŹĹ?ĹśĹ? ĹśĹ˝Ć&#x161;Ä&#x17E;Ć? Ä&#x201A;Ć? Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; Ä&#x161;Ĺ˝ Ć?Ĺ˝Í&#x2DC; ,Ä&#x201A;ĹśÄ&#x161; Ĺ˝ĆľĆ&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Í&#x161; Ä¨Ć&#x161;Ä&#x17E;Ć&#x152;-watching questions to answer so they need to watch listen carefully, as they do so. out the Ć&#x161;Ĺ˝ Ä&#x201A;ĹśĆ?Ç Ä&#x17E;Ć&#x152; Ć?Ĺ˝ Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; ĹśÄ&#x17E;Ä&#x17E;Ä&#x161; Ć&#x161;Ĺ˝ Ç Ä&#x201A;Ć&#x161;Ä?Ĺ&#x161; Ä&#x201A;ĹśÄ&#x161; ĹŻĹ?Ć?Ć&#x161;Ä&#x17E;Ĺś Ä?Ä&#x201A;Ć&#x152;Ä&#x17E;Ä¨ĆľĹŻĹŻÇ&#x2021;Í&#x2022; ĹľÄ&#x201A;ĹŹĹ?ĹśĹ? ĹśĹ˝Ć&#x161;Ä&#x17E;Ć? Ä&#x201A;Ć? Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; Ä&#x161;Ĺ˝ Ć?Ĺ˝Í&#x2DC; ,Ä&#x201A;ĹśÄ&#x161; Ĺ˝ĆľĆ&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Í&#x161; Ä¨Ć&#x161;Ä&#x17E;Ć&#x152;-watching Ć?Ĺ&#x161;Ä&#x17E;Ä&#x17E;Ć&#x161; Í&#x161; Ĺś hĹśÄ&#x17E;Ć&#x2039;ĆľÄ&#x201A;ĹŻ tĹ˝Ć&#x152;ĹŻÄ&#x161;Í&#x203A; Ä&#x201A;ĹśÄ&#x161; Ĺ?Ĺ?Ç&#x20AC;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ĺ?Ć&#x152;Ĺ˝ĆľĆ&#x2030;Ć? Ďą ĹľĹ?ĹśĆľĆ&#x161;Ä&#x17E;Ć? Ć&#x161;Ĺ˝ Ć&#x152;Ä&#x17E;Ä&#x201A;Ä&#x161; Ć&#x161;Ĺ&#x161;Ć&#x152;Ĺ˝ĆľĹ?Ĺ&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ĺ?ĹśÄ¨Ĺ˝Ć&#x152;ĹľÄ&#x201A;Ć&#x161;Ĺ?Ĺ˝ĹśÍ&#x2DC; Ć&#x2039;ĆľÄ&#x17E;Ć?Ć&#x161;Ĺ?Ĺ˝ĹśĆ?Í&#x203A; Ç Ĺ˝Ć&#x152;ĹŹĆ?Ĺ&#x161;Ä&#x17E;Ä&#x17E;Ć&#x161; Ć?Ĺ˝ Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ä?Ä&#x201A;Ĺś ĹľÄ&#x201A;ĹŹÄ&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E;ĹľĆ?Ä&#x17E;ĹŻÇ&#x20AC;Ä&#x17E;Ć? Ä¨Ä&#x201A;ĹľĹ?ĹŻĹ?Ä&#x201A;Ć&#x152; Ç Ĺ?Ć&#x161;Ĺ&#x161; Ä&#x201A;ĹŻĹŻ Ĺ˝Ä¨ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2039;ĆľÄ&#x17E;Ć?Ć&#x161;Ĺ?Ĺ˝ĹśĆ? Ä?Ä&#x17E;Ä¨Ĺ˝Ć&#x152;Ä&#x17E; Ç Ä&#x201A;Ć&#x161;Ä?Ĺ&#x161;Ĺ?ĹśĹ? Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä¨Ĺ?ĹŻĹľ Ć?Ĺ&#x161;Ä&#x17E;Ä&#x17E;Ć&#x161; Í&#x161; Ĺś hĹśÄ&#x17E;Ć&#x2039;ĆľÄ&#x201A;ĹŻ tĹ˝Ć&#x152;ĹŻÄ&#x161;Í&#x203A; Ä&#x201A;ĹśÄ&#x161; Ĺ?Ĺ?Ç&#x20AC;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ĺ?Ć&#x152;Ĺ˝ĆľĆ&#x2030;Ć? Ďą ĹľĹ?ĹśĆľĆ&#x161;Ä&#x17E;Ć? Ć&#x161;Ĺ˝ Ć&#x152;Ä&#x17E;Ä&#x201A;Ä&#x161; Ć&#x161;Ĺ&#x161;Ć&#x152;Ĺ˝ĆľĹ?Ĺ&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ĺ?ĹśÄ¨Ĺ˝Ć&#x152;ĹľÄ&#x201A;Ć&#x161;Ĺ?Ĺ˝ĹśÍ&#x2DC; Ć&#x2039;ĆľÄ&#x17E;Ć?Ć&#x161;Ĺ?Ĺ˝ĹśĆ?Í&#x203A; Ç Ĺ˝Ć&#x152;ĹŹĆ?Ĺ&#x161;Ä&#x17E;Ä&#x17E;Ć&#x161; Ć?Ĺ˝ Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ä?Ä&#x201A;Ĺś ĹľÄ&#x201A;ĹŹÄ&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E;ĹľĆ?Ä&#x17E;ĹŻÇ&#x20AC;Ä&#x17E;Ć? Ä¨Ä&#x201A;ĹľĹ?ĹŻĹ?Ä&#x201A;Ć&#x152; Ç Ĺ?Ć&#x161;Ĺ&#x161; Ä&#x201A;ĹŻĹŻ Ĺ˝Ä¨ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2039;ĆľÄ&#x17E;Ć?Ć&#x161;Ĺ?Ĺ˝ĹśĆ? Ä?Ä&#x17E;Ä¨Ĺ˝Ć&#x152;Ä&#x17E; Ç Ä&#x201A;Ć&#x161;Ä?Ĺ&#x161;Ĺ?ĹśĹ? Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä¨Ĺ?ĹŻĹľ â&#x20AC;&#x2DC;After-watching questionsâ&#x20AC;&#x2122; worksheet so pupils can make themselves familiar with all of the questions before Ć&#x2039;ĆľÄ&#x17E;Ć?Ć&#x161;Ĺ?Ĺ˝ĹśĆ?Í&#x203A; Ç Ĺ˝Ć&#x152;ĹŹĆ?Ĺ&#x161;Ä&#x17E;Ä&#x17E;Ć&#x161; Ć?Ĺ˝ Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ä?Ä&#x201A;Ĺś ĹľÄ&#x201A;ĹŹÄ&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E;ĹľĆ?Ä&#x17E;ĹŻÇ&#x20AC;Ä&#x17E;Ć? Ä¨Ä&#x201A;ĹľĹ?ĹŻĹ?Ä&#x201A;Ć&#x152; Ç Ĺ?Ć&#x161;Ĺ&#x161; Ä&#x201A;ĹŻĹŻ Ĺ˝Ä¨ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ć&#x2039;ĆľÄ&#x17E;Ć?Ć&#x161;Ĺ?Ĺ˝ĹśĆ? Ä?Ä&#x17E;Ä¨Ĺ˝Ć&#x152;Ä&#x17E; Ç Ä&#x201A;Ć&#x161;Ä?Ĺ&#x161;Ĺ?ĹśĹ? Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä¨Ĺ?ĹŻĹľ again. again. watching the ďŹ lm again. again.

Big Ideas

BigIdeas Ideas Big Big Ideas Ask the what do feel these statistics? How do affect you? Which fact out to you and Big Ideas Ask the groups, groups, do you you feel about about thesewith statistics? do they theythe affect you?up Which fact stands stands out most most Re-watch the ďŹ lmwhat â&#x20AC;&#x2DC;Danielâ&#x20AC;&#x2122;s Classical Schoolâ&#x20AC;&#x2122;, pupils How completing â&#x20AC;&#x2122;follow questionsâ&#x20AC;&#x2122; worksheet as to you and Big Ideas

Re-Ç Ä&#x201A;Ć&#x161;Ä?Ĺ&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä¨Ĺ?ĹŻĹľ Í&#x161; Ä&#x201A;ĹśĹ?Ä&#x17E;ĹŻÍ&#x203A;Ć? ĹŻÄ&#x201A;Ć?Ć?Ĺ?Ä?Ä&#x201A;ĹŻ ^Ä?Ĺ&#x161;Ĺ˝Ĺ˝ĹŻÍ&#x203A;Í&#x2022; Ç Ĺ?Ć&#x161;Ĺ&#x161; Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ä?Ĺ˝ĹľĆ&#x2030;ĹŻÄ&#x17E;Ć&#x161;Ĺ?ĹśĹ? Ć&#x161;Ĺ&#x161;Ä&#x17E; Í&#x203A;Ä¨Ĺ˝ĹŻĹŻĹ˝Ç ĆľĆ&#x2030; Ć&#x2039;ĆľÄ&#x17E;Ć?Ć&#x161;Ĺ?Ĺ˝ĹśĆ?Í&#x203A; Ç Ĺ˝Ć&#x152;ĹŹĆ?Ĺ&#x161;Ä&#x17E;Ä&#x17E;Ć&#x161; Ä&#x201A;Ć? Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; why? When do hear about any facts? (as are EVERY single day). Re-Ç Ä&#x201A;Ć&#x161;Ä?Ĺ&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä¨Ĺ?ĹŻĹľ Í&#x161; Ä&#x201A;ĹśĹ?Ä&#x17E;ĹŻÍ&#x203A;Ć? ĹŻÄ&#x201A;Ć?Ć?Ĺ?Ä?Ä&#x201A;ĹŻ ^Ä?Ĺ&#x161;Ĺ˝Ĺ˝ĹŻÍ&#x203A;Í&#x2022; Ç Ĺ?Ć&#x161;Ĺ&#x161; Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ä?Ĺ˝ĹľĆ&#x2030;ĹŻÄ&#x17E;Ć&#x161;Ĺ?ĹśĹ? Ć&#x161;Ĺ&#x161;Ä&#x17E; Í&#x203A;Ä¨Ĺ˝ĹŻĹŻĹ˝Ç ĆľĆ&#x2030; Ć&#x2039;ĆľÄ&#x17E;Ć?Ć&#x161;Ĺ?Ĺ˝ĹśĆ?Í&#x203A; Ç Ĺ˝Ć&#x152;ĹŹĆ?Ĺ&#x161;Ä&#x17E;Ä&#x17E;Ć&#x161; Ä&#x201A;Ć? Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; why? When do you you aboutpupils any of ofitthese these facts?better (as they they are happening happening single day). and reďŹ&#x201A;ecting so they watch. NB: withhear younger may work to watch the ďŹ lm EVERY in parts, stopping Re-Ç Ä&#x201A;Ć&#x161;Ä?Ĺ&#x161; Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä¨Ĺ?ĹŻĹľ Í&#x161; Ä&#x201A;ĹśĹ?Ä&#x17E;ĹŻÍ&#x203A;Ć? ĹŻÄ&#x201A;Ć?Ć?Ĺ?Ä?Ä&#x201A;ĹŻ ^Ä?Ĺ&#x161;Ĺ˝Ĺ˝ĹŻÍ&#x203A;Í&#x2022; Ç Ĺ?Ć&#x161;Ĺ&#x161; Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ä?Ĺ˝ĹľĆ&#x2030;ĹŻÄ&#x17E;Ć&#x161;Ĺ?ĹśĹ? Ć&#x161;Ĺ&#x161;Ä&#x17E; Í&#x203A;Ä¨Ĺ˝ĹŻĹŻĹ˝Ç ĆľĆ&#x2030; Ć&#x2039;ĆľÄ&#x17E;Ć?Ć&#x161;Ĺ?Ĺ˝ĹśĆ?Í&#x203A; Ç Ĺ˝Ć&#x152;ĹŹĆ?Ĺ&#x161;Ä&#x17E;Ä&#x17E;Ć&#x161; Ä&#x201A;Ć? Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; watch. NB: with younger pupils it may work better to watch the film in parts, stopping and reflecting soso pupils havehave watch. NB: with younger pupils it may work to watch the film answers in parts, and stopping reflecting pupils pupilsNB: have chance to answer questions onbetter their worksheet. Share reďŹ&#x201A;ectand and on so any watch. with younger pupils it may work better to watch the film in parts, stopping and expand reflecting pupils have chance to answer questions on their worksheet. chance to answer questions onany their worksheet. Activity points andquestions start to log questions that come up. chance tomade answer on their Share answers and reflect andworksheet. expand any points made start anyquestions questions that up.up. Share answers and reflect and expand on and anyon points made andand start to to loglogany thatcome come At this point you could raise questions run a P4C session. Share answers and reflect and expand on any points made and start to log any questions that come up.group The teacher remains at the front of the class with a pile of questions for each group. One member of each The teacher remains at the front of the class with a pile of questions for each group. One member of each group then then this could point you could raise questions and P4C session. At this pointAtyou raise questions and run a run P4Casession. At Activity this point you could raise questions and run a P4C session. comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly comes to the teacher for the first question and goes back to their own group to try and find out the answer as quickly as as possible. Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is The pupils could write a diary entry from one of the characterâ&#x20AC;&#x2122;s perspectives making sure they draw on possible.Activity Once they have the answer they write it on the slip of paper and take it back to the teacher. If the answer is Activity Activity some of the the facts they have learned. correct teacher then hands them correct the teacher then hands them the the second second question, question, ifif incorrect incorrect they they must must return return to to their their group group to to find find out out the the dĹ&#x161;Ä&#x17E; Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ä?Ĺ˝ĆľĹŻÄ&#x161; Ç Ć&#x152;Ĺ?Ć&#x161;Ä&#x17E; Ä&#x201A; Ä&#x161;Ĺ?Ä&#x201A;Ć&#x152;Ç&#x2021; Ä&#x17E;ĹśĆ&#x161;Ć&#x152;Ç&#x2021; Ä¨Ć&#x152;Ĺ˝Ĺľ Ĺ˝ĹśÄ&#x17E; Ĺ˝Ä¨ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä?Ĺ&#x161;Ä&#x201A;Ć&#x152;Ä&#x201A;Ä?Ć&#x161;Ä&#x17E;Ć&#x152;Í&#x203A;Ć? Ć&#x2030;Ä&#x17E;Ć&#x152;Ć?Ć&#x2030;Ä&#x17E;Ä?Ć&#x161;Ĺ?Ç&#x20AC;Ä&#x17E;Ć? ĹľÄ&#x201A;ĹŹĹ?ĹśĹ? Ć?ĆľĆ&#x152;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; Ä&#x161;Ć&#x152;Ä&#x201A;Ç Ĺ˝Ĺś Ć?Ĺ˝ĹľÄ&#x17E; Ĺ˝Ä¨ dĹ&#x161;Ä&#x17E; Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ä?Ĺ˝ĆľĹŻÄ&#x161; Ç Ć&#x152;Ĺ?Ć&#x161;Ä&#x17E; Ä&#x201A; Ä&#x161;Ĺ?Ä&#x201A;Ć&#x152;Ç&#x2021; Ä&#x17E;ĹśĆ&#x161;Ć&#x152;Ç&#x2021; Ä¨Ć&#x152;Ĺ˝Ĺľ Ĺ˝ĹśÄ&#x17E; Ĺ˝Ä¨ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä?Ĺ&#x161;Ä&#x201A;Ć&#x152;Ä&#x201A;Ä?Ć&#x161;Ä&#x17E;Ć&#x152;Í&#x203A;Ć? Ć&#x2030;Ä&#x17E;Ć&#x152;Ć?Ć&#x2030;Ä&#x17E;Ä?Ć&#x161;Ĺ?Ç&#x20AC;Ä&#x17E;Ć? ĹľÄ&#x201A;ĹŹĹ?ĹśĹ? Ć?ĆľĆ&#x152;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; Ä&#x161;Ć&#x152;Ä&#x201A;Ç Ĺ˝Ĺś Ć?Ĺ˝ĹľÄ&#x17E; Ĺ˝Ä¨ dĹ&#x161;Ä&#x17E; Ć&#x2030;ĆľĆ&#x2030;Ĺ?ĹŻĆ? Ä?Ĺ˝ĆľĹŻÄ&#x161; Ç Ć&#x152;Ĺ?Ć&#x161;Ä&#x17E; Ä&#x201A; Ä&#x161;Ĺ?Ä&#x201A;Ć&#x152;Ç&#x2021; Ä&#x17E;ĹśĆ&#x161;Ć&#x152;Ç&#x2021; Ä¨Ć&#x152;Ĺ˝Ĺľ Ĺ˝ĹśÄ&#x17E; Ĺ˝Ä¨ Ć&#x161;Ĺ&#x161;Ä&#x17E; Ä?Ĺ&#x161;Ä&#x201A;Ć&#x152;Ä&#x201A;Ä?Ć&#x161;Ä&#x17E;Ć&#x152;Í&#x203A;Ć? Ć&#x2030;Ä&#x17E;Ć&#x152;Ć?Ć&#x2030;Ä&#x17E;Ä?Ć&#x161;Ĺ?Ç&#x20AC;Ä&#x17E;Ć? ĹľÄ&#x201A;ĹŹĹ?ĹśĹ? Ć?ĆľĆ&#x152;Ä&#x17E; Ć&#x161;Ĺ&#x161;Ä&#x17E;Ç&#x2021; Ä&#x161;Ć&#x152;Ä&#x201A;Ç Ĺ˝Ĺś Ć?Ĺ˝ĹľÄ&#x17E; Ĺ˝Ä¨ correct answer. This strategy is repeated until each group has received all 10 questions. Place an emphasis on it being thehave facts This they strategy have learned. correct answer. is repeated until each group has received all 10 questions. Place an emphasis on it being aa Plenary the facts they learned. the competition facts they have learned. are fact and in quickly. Reward winning competition so the pupils pupils are scanning scanning the fact sheet sheet and taking taking in the the information information quickly. Reward the winning group group with with Ask the pupilsso a the ďŹ nal question - Can wethe personally support education of poor children in Africa andthe other aa prize! Plenary regions the World? prize!around Plenary Plenary Ask the pupils a final question - Can we personally support education of poor children in Africa and other regions Ask the pupils a final question - Can we personally support education of poor children in Africa and other regions Ask the pupils a final question - Can we personally support education of poor children in Africa and other regions around the around World?the World? Plenary around the World? Take Take away away the the fact fact sheets sheets and and ask ask some some of of the the questions questions again again to to see see ifif anyone anyone can can remember remember the the answers. answers. Once Once again again reflect This part part could could reflect on on some some of of the the statistics statistics by by asking asking groups groups to to think think about about what what concepts concepts itit makes makes them them think think about. about. This

then then be be used used as as aa stimulus stimulus for for aa P4C P4C enquiry. enquiry. of P4C questions Example P4C questions Example ofExample Example of P4C questions raised raised ...... raised ... raised ... the same dreams Do we have

Extensionideas ideas Extension Extension ideas Follow up theideas Plenary Extension

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wesame have the same dreams Do we haveDo the dreams Do we haveaschildren the same as Ghanaian do?dreams Ghanaian children do? as Ghanaian children do? as Ghanaian children do? How do we deďŹ ne who is poor? do we define How do weHow define who is who is HowDid do we define who is ... you know? poor? poor? poor?

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Map of Africa, Ghana and location of Daniels Classical School. 4Stimulus photos of characters from the ďŹ lm â&#x20AC;&#x2DC;Daniels Classical Schoolâ&#x20AC;&#x2122;. / Resources / Worksheets A project funded by European the European Unionand andled led in in England England bybyCDEC A project funded by the Union CDEC A project funded by the European Union and led in England by CDEC â&#x20AC;&#x2DC;After-watchingâ&#x20AC;&#x2122; questions worksheet. Í&#x161; Ĺś hĹśÄ&#x17E;Ć&#x2039;ĆľÄ&#x201A;ĹŻ Ç Ĺ˝Ć&#x152;ĹŻÄ&#x161;Í&#x203A; Ä¨Ä&#x201A;Ä?Ć&#x161; Ć?Ĺ&#x161;Ä&#x17E;Ä&#x17E;Ć&#x161; ÍžĎ Ä?Ä&#x17E;Ć&#x161;Ç Ä&#x17E;Ä&#x17E;Ĺś ĎŽÍŹĎŻÍżÍ&#x2DC; Í&#x161; Ĺś hĹśÄ&#x17E;Ć&#x2039;ĆľÄ&#x201A;ĹŻ Ç Ĺ˝Ć&#x152;ĹŻÄ&#x161;Í&#x203A; Ä¨Ä&#x201A;Ä?Ć&#x161; Ć?Ĺ&#x161;Ä&#x17E;Ä&#x17E;Ć&#x161; ÍžĎ Ä?Ä&#x17E;Ć&#x161;Ç Ä&#x17E;Ä&#x17E;Ĺś ĎŽÍŹĎŻÍżÍ&#x2DC; Questions Questions on on separate separate slips slips of of paper paper (questions (questions should should be be in in order order from from 1-10 1-10 with with one one set set of of questions questions per per group). group). project by European Union and in England A projectAAfunded byfunded the European and led in England project funded by the theUnion European Union and led ledby inCDEC England by by CDEC CDEC 160

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A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 161

Danielâ&#x20AC;&#x2122;s Classical School -Map MapofofGhana Ghana _ E E) E-

A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC 162

_ E E) EDanielâ&#x20AC;&#x2122;s Classical School - Map Map

A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC 163

Causes of hunger group cards

there are too many people in the world lack of education and skills in poorer countries food is not shared out fairly bad climate and many natural disasters in poorer countries A project funded by the European Union and led in England by CDEC 164

Causes of hunger statement group cards there are too many people in the world

lack of education and skills in poorer countries

food is not shared out fairly

bad climate and many natural disasters in poorer countries

there are too many people in the world

lack of education and skills in poorer countries

food is not shared out fairly

bad climate and many natural disasters in poorer countries

there are too many people in the world

lack of education and skills in poorer countries

food is not shared out fairly

bad climate and many natural disasters in poorer countries

there are too many people in the world

lack of education and skills in poorer countries

food is not shared out fairly

bad climate and many natural disasters in poorer countries

there are too many people in the world

lack of education and skills in poorer countries

food is not shared out fairly

bad climate and many natural disasters in poorer countries

there are too many people in the world

lack of education and skills in poorer countries

food is not shared out fairly

bad climate and many natural disasters in poorer countries

A project funded by the European Union and led in England by CDEC 165

Danielâ&#x20AC;&#x2122;s Classical School - photos

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A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC 166

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Danielâ&#x20AC;&#x2122;s Classical School - photos _ E E) E- photos

A project funded by the European Union and led in England by CDEC A project funded by the European Union and led in England by CDEC

A project funded by the European Union and led in England by CDEC 167

Daniel’s Classical School ‘Pre-watching’ questions worksheet US

CHARACTER 1. What does he/she usually do in the morning of a normal day?

1. What do we usually do in the morning of a normal day?

2. What does he/she usually do in the afternoon?

2. What do we usually do in the afternoon?

3. How does he/she help his/her parents? What does he/she have to do?

3. How do we help our parents? What do we have to do?

4. Can he/she or does he/she have to attend the school? Why?

4. Can we or do we have to attend the school? Why?

5. What do the parents of Ghanaian children have to pay if they want send their children to school?

5. What do our parents have to pay for us to attend school?

6. How many times a day does our character eat?

6. How many times a day do we eat?

7. What does he/she like to play with and do?

7. What do we like to play with and do?

8. How would you describe his/her standard of living?

8. How would you describe your standard of living?

A project funded by the European Union and led in England by CDEC 168

DCS: ‘After-watching’ questions worksheet Q1. How do school fees work in Daniel´s Classical school ?

Q2. Does everyone pay the same amount to attend Daniel‘s Classical School?

Q3. Have you seen any pets in the ﬁlm? If so, which ones? Does anyone own any pets in the ﬁlm?

Q4. How do people help and support each other in the ﬁlm?

Q5. What surprised you about the ﬁlm?

Q6. How are poor people described in the ﬁlm?

Q7. What do you think the biggest desire of Ghanaian children is?

Q8. How (and where) do poorer people in Ghana live?

Q9. How (and where) do richer people in Ghana can live?

Q10. Where does the money come from to run Daniel´s Classical school?

A project funded by the European Union and led in England by CDEC 169

Published by Cumbria Development Education Centre Low Nook, Rydal Road, Ambleside, Cumbria United Kingdom, LA22 9BB www.cdec.org.uk 015394 31602 Printed on recycled paper by Badger Press - www.badgerpress.co.uk ÂŠ CDEC 2013 ISBN 978-0-9576426-1-4

A project funded by the European Union and led in England by CDEC